Curriculum

Curriculum

guageLanguage
Volume - 2
Curriculum

Curriculum culum Volume - 2 Language Curriculum

Language

Volume - 2

Curriculum Volume - 2 Language Volume - 2 Language Curriculum Language Volume - 2 Curriculum Volume - 2 Language e Language Curriculum -2 Volume - 2 Language age Language Volume - 2 Curriculum Volume - 2 Curriculum

Volume - 2

Curriculum

Volume - 2

Volume - 2

Curriculum

Volume - 2

ume - 2

Curriculum

Curriculum

Curriculum

Volume - 2

Language Volume - 2 Language Volume - 2 Language Curriculum Volume - 2

Curriculum Curriculum

nguage

Curriculum Volume - 2 Language Curriculum

Language

Volume - 2

Volume - 2

Volume - 2

Curriculum
Kuwait Iran Japan Nepal Myanmar Bangladesh Indonesia Bahrian U.A.E. Doha Qatar Saudi Arabia Oman Yemen Nigeria Ethiopia Tanzania

Language

Volume - 2

riculum

Volume - 2 Language Volume - 2 Language Language Curriculum Volume - 2 Curriculum Volume - 2 Language guage Language Curriculum m Volume - 2 Language Volume - 2 Language Language Volume - 2 Curriculum Volume - 2

Curriculum Curriculum

Curriculum

Language

Volume - 2

Curriculum

Volume - 2

SECONDARY SCHOOL

Russia

urriculum

Curriculum

Volume - 2

Language Volume - 2

Language Language

Curriculum

Volume - 2

Language Curriculum anguage Volume - 2

Curriculum

Volume - 2

Curriculum

Language

West Africa

CENTRAL BOARD OF SECONDARY EDUCATION

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India

2015

PART I
PRINCIPLES OF SCHOOL CURRICULUM

PRINCIPLES OF SCHOOL CURRICULUM

The CBSE School Curriculum gets its lead from National Curriculum Framework (NCF 2005) and also from Right to Free and Compulsory Education Act (RTE 2009).

National Curriculum Framework 2005

The paramount guiding principles as proposed by NCF-2005 are connecting knowledge to life outside the school, ensuring that learning is shifted away from rote methods,

enriching the curriculum to provide for overall development of children rather than remain textbook centric, making examinations more flexible and integrated into classroom life and, nurturing an over-riding identity informed by caring concerns within the democratic polity of the country.

According to NCF 2005 the greatest national challenge for education is to strengthen our participatory democracy and the values enshrined in the Constitution. Meeting this challenge implies that we make quality and social justice the central theme of curricular reform. Citizenship training has been an important aspect of formal education. Today, it needs to be boldly reconceptualised in terms of the discourse of universal human rights and the approaches associated with critical pedagogy. A clear orientation towards values associated with peace and harmonious coexistence is not only desirable but also essential. Quality in education includes a concern for quality of life in all its dimensions. This is why a concern for peace, protection of the environment and a predisposition towards social change must be viewed as core components of quality, not merely as value premises.

Aims of Education
The Aims of Education are landscaped in the guiding principles of constitution which reflect a commitment to democracy and the values of equality, justice, freedom, concern for others' well-being, secularism, respect for human dignity and human rights. Education should aim to build a commitment to these values, which are based on reason and understanding. The curriculum, therefore, should provide adequate experience and space for dialogue and discourse in the school to build such a commitment in children. Independence of thought and action points to a capacity of carefully considered, value-based decision-making, both independently and collectively. Sensitivity to others' well-being and feelings, together with knowledge and understanding of the world, should form the basis of a rational commitment to values. Learning to learn and the willingness to unlearn and relearn are important as means of responding to new situations in a flexible and creative manner. The curriculum needs to emphasise the processes of constructing knowledge. Choices in life and the ability to participate in democratic processes depend on the ability to contribute to society in various ways. This is why education must develop the ability to work and participate in economic processes and social change. This necessitates the integration of work with education. We must ensure that work-related experiences are sufficient and broad-based in terms of skills and attitudes, that they foster an understanding of socio-economic processes, and help inculcate a mental frame that encourages working with others in a spirit of cooperation. Work alone can create a social temper. Appreciation of beauty and art forms is an integral part of human life. Creativity in arts, literature and other domains of knowledge is closely linked. Education must provide the means and opportunities to enhance the child's creative expression and the capacity for aesthetic appreciation. Education for aesthetic appreciation and creativity is even more important today when aesthetic gullibility allows for opinion and taste to be manufactured and manipulated by market forces. The effort should be to enable the learner to appreciate beauty in its several forms. However, we must ensure that we do not 3

promote stereotypes of beauty and forms of entertainment that might constitute an affront to women and persons with disabilities. (adopted from NCF 2005)

Right to Free and Compulsory Education Act 2009

According to the Right to Free and Compulsory Education Act 2009 (RTE Act) free and compulsory education is a right to every child in the age group of six to fourteen years in a neighbourhood school till completion of elementary education (class I to VIII). No child shall be liable to pay any kind of fee or charges or expenses which may prevent her from pursuing and completing the elementary education. No child can be refused admission on any grounds and will be admitted to her age appropriate class and have a right to receive special training so that the child can cope with the current curriculum. Education will be inclusive and the schools are supposed to make appropriate arrangements for children with disabilities and with special needs. Right to Free and Compulsory Education Act 2009 (RTE Act) in its Chapter V delineates explicit terms related to Curriculum and the evaluation procedures thus ensuring a clear focus on the quality of elementary education. It states that an academic authority, to be specified by the appropriate Government, by notification, shall lay down the curriculum and the evaluation procedure for elementary education. The academic authority, while laying down the curriculum and the evaluation procedure shall take into consideration the following: (a) conformity with the values enshrined in the constitution; (b) all round development of the child; (c) building up child's knowledge, potentiality and talent; (d) development of physical and mental abilities to the fullest extent; (e) learning through activities, discovery and exploration in a child friendly and child centered manner; (f) medium of instructions shall, as far as practicable, be in child's mother tongue; (g) making the child free of fear, trauma and anxiety and helping the child to express views freely; (h) comprehensive and continuous evaluation of child's understanding of knowledge and her ability to apply the same. It also outlines that No child shall be required to pass any Board examination till completion of elementary education as well as every child completing her elementary education shall be awarded a certificate in such form and in such manner, as may be prescribed. Right to Free and Compulsory Education Act 2009 (RTE Act) also defines norms for the minimum number of working days/instructional hours in an academic year. It allocates1. 2. 3. 4. 200 (two hundred) working days for first to fifth class 220 (two hundred and twenty) working days for sixth to eighth class 800 (eight hundred) instructional hours per academic year for first to fifth class 1000 (one thousand) instructional hours per academic year for sixth to eighth class

The minimum number of working hours per week for the teacher should be 45 (forty-five). This includes both teaching and preparation time.

Formulation of CBSE School Curriculum

The National Curriculum Framework (NCF 2005) is the framework on the basis of which the Central Board of Secondary Education formulates its own curriculum and syllabus document by adopting and adapting the guidelines and syllabus provided. There are a number of underlying factors, which are evident in this document: values and underlying principles of the Constitution; 4

general and specific teaching and testing objectives; learning outcomes of different levels Secondary and Senior Secondary; lesson distribution in terms of time;

possible innovative pedagogies for curricular transaction transformative and beyond textbooks and classrooms; integration and cross-curricular themes for all subject areas; collaboration between home and school; collaboration between school and community; project based learning to build research capabilities; guidance and counselling activities through counsellors appointed by the schools; emphasis on inclusion strategies; provision of diagnostic and remedial teaching-learning; emphasis on multiple modes of assessment through descriptors of good performance; organisation of various club activities such as, 'Eco Club', 'Health and Wellness Club', 'Literary Clubs', 'Disaster Management Clubs', 'Consumer Clubs', etc.; provision of integrated activity based program on Environmental Education from classes I-XII; provision of NCC/NSS and other activities mentioned under physical education; provision of varied disciplines under sports but definitely the 16 disciplines which form a part of the CBSE Competitive Sports program.

Core Rationale of CBSE School Curriculum -the underlying values

"Education, as a planned endeavour, at a personal level on a small scale or institutional level on a large scale, aims at making children capable of becoming active, responsible, productive, and caring members of society. They are made familiar with the various practices of the community by imparting the relevant skills and ideas. Ideally, education is supposed to encourage the students to analyse and evaluate their experiences, to doubt, to question, to investigate-in other words, to be inquisitive and to think independently." -NCF 2005 (Position Paper- Aims of Education) The core values of CBSE School Curriculum draw its strength,by keeping pace with the 21st century and the global trends of educational transformations, as well as keeping in view that India is an independent nation with a rich variegated history, extraordinarily complex cultural diversity, and commitment to democratic values and general well-being. One of the basic aims of education is to nurture in the learner a sound mind and strong values driven character. Learners should be educated to uphold the democratic values, respect the Rules of Law, and support humanitarian ideals; they should engage in healthy practices to be able to develop robust and healthy physiques, learn how to think for themselves and be creative. We aim at nurturing responsible citizens with a sense of patriotism and a global perspective. In principle, education is a learning progression to help learners explore their innate capacity and talents as well as develop their potential to improve and enhance sustainability of their living environment. Keeping this in mind we need to have a rationale with core components as follows: "Nurturing Life-skills" includes developing an improved self-esteem, building empathy towards others and different cultures, etc. Improving on their critical and creative thinking and making them better at problem solving with a balanced approach towards decision-making. The core life-skills must be integral to the whole process of education. 5

"Integration" includes creating harmony of sense with sensibility, a connection between knowledge and application, and integrating human sciences with technological innovations. "Upholding Constitutional values" safeguarding values expressed in the Constitution- sovereignty, socialism, secularism, democracy, republican character, justice, liberty, equality, fraternity, human dignity and the unity and integrity of the Nation. "A global perspective" keeping pace with the 21st century and the global trends, enhance learner's ability to understand her status and position in the community and the world. Develop understanding how we all are interconnected and how we can bring about transformations as well as the individual's responsibility in this change process. "Lifelong learning" to see education as a liberating process, leading to active exploration, problem solving, and the utilization of information and languages leading to socially transformative practices. "Appreciating Individual Differences" to promote and nourish wide range of capacities and skills in learners. As intelligence is diverse in its dimension, pedagogy and evaluation should aim at making it possible for this diversity to bloom. Excellence in diverse areas should be accepted and rewarded.

CBSE School Curriculum Mission and Goals

The curriculum will adopt the following principles: to create a connect between learners' spiritual, ethical, social, cognitive, mental and physical growth and development; to nurture individuality and thus enhance one's innate potentials; to foster constitutional literacy and tolerance for different cultures; to develop scientific outlook and transformative competences, in order to meet the demands of changing society.

The aim of education is not just to let learners obtain basic knowledge but to make them life-long learners. It is to nurture future citizens who are mentally and physically robust, assertive, confident, empathetic and helpful to the community, intellectually inquisitive and reflective, tolerant and with creative vision and global perspective. Schools will accomplish such standards through the promotion of values based learning activities which emphasize humanity, practicality, individuality, inclusiveness, and modernity. Such activities involve collaborations between oneself and others, individuals and the community, as well as humans and nature. To achieve this, we must guide our learners to achieve the following curriculum goals: To enhance self-awareness and explore innate potential; To develop creativity and the ability to appreciate art and showcase one's own talents; To promote capabilities related to goal setting, decision making and lifelong learning; To nurture assertive communication and interpersonal skills; To learn to be empathetic towards others, display dignity and respect to the opposite gender, to contribute for the community, and focus on preserving environment; To foster cultural learning and international understanding in an interdependent society; To strengthen knowledge and attitude related to livelihood skills; To acquire the ability to utilize technology and information for the betterment of humankind; To inspire the attitude of functional and participatory learning; and To develop abilities related to thinking skills and problem solving.

Core Competence and Outcomes

In order to achieve the above-mentioned goals, the curriculum shall focus on the requirements and capabilities of learners and aim at developing core competences which a global 21st century citizen should possess. Such core competences may be categorized as follows: 1. Self-awareness and exploration of innate potential, which involves thorough understanding of one's personality, competencies, emotions, requirements, and dispositions, respect and love for self, regular self-reflection, selfdiscipline, optimistic attitude, and ethics, showcasing one's individuality, and instituting values. Appreciation, representation, and vision, which include the ability to perceive and appreciate the beauty of things as well as using imagination and creativity, developing a dynamic and innovative attitude, and expressing one in order to promote the quality of living. Goal setting, decision making and lifelong learning, which involves the development of individual abilities in order to bring forth one's talents, chart the path for future success, and develop the capability of lifelong learning in accordance with the transition of the current century. Effective Communication skills which involves making effective use of all kinds of symbols (such as languages in both verbal and non-verbal forms, sounds, motions, visual and written) and tools (such as media and technology) in order to better interpersonal relationships through skills of listening attentively to and communicating effectively with others, and sharing various perspectives and information assertively with others. Empathy, which involves being aware of other people's feelings and situations, respect for the opposite gender, tolerant of different opinions, and unbiased to humans and groups of different identities, with respect for life and thoughtful for the community, the environment, and nature, obeying and respecting the rules of the law, and holding an attitude which is conducive to collaborative work and leads to individual, societal as well as global transformation. Cultural learning and international understanding, which involves appreciating and respecting different groups and cultures, taking pride in the history and culture of one's own country as well as holding a positive outlook towards different cultures, developing a global perspective with conjoint interdependence, trust and cooperation. Knowledge and attitude related to livelihood skills, adopting approaches by which such considerations and practices are incorporated, equippingand enabling each member to contribute to the community as well as serve the public and one's country in a productive way. Utilization of technology and information, which involves the utilization of technology in a positive, safe and effective way for the welfare of mankind, for boosting learning efficacy and living quality. Functional and participatory learning, leading to the development of higher order thinking skills. Encouraging inquisitiveness and keen observation, actively exploring and discovering solutions, and applying knowledge, attitude and skills in daily life. Thinking skills and problem solving, which involves cultivating the ability and habit of thinking creatively and reflectively, making logical analyses and decisions, and effectively solving problems and resolving conflicts.

2.

3.

4.

5.

6.

7.

8. 9.

10.

Conception of Learning and Learning Environment

Learning occurs both at individual as well as peer group level and lies in the process of building knowledge and skills. Learning in a purposeful way takes place by a learner independently, in class with a teacher, out of class interaction with the peer group and the larger community. Learning is an active and goal oriented process. Learning environment must be physically, psychologically and socially safe and motivate learners to develop effective study skills and become lifelong learners.

Curriculum Areas at Secondary Level

For the purpose of fostering core competences in learners, the curriculum encompasses seven major learning areas, 7

which are: Languages, Humanities, Mathematics, Science and Technology, Health and Physical Education, Visual arts, Performing arts and contemporary subjects. It refers to the content of learning, not the titles of subjects. Beyond the required core and elective courses, optional courses relevant to specific curriculum areas may also be made available in consideration of changing individual, societal and global requirements and demands.

Major Contents of Each Curriculum Learning Area in Secondary Classes

1. 2. Languages include Hindi, English, and another 32 languages (detailed in Curriculum Volume II) and focuses on listening, speaking, reading and writing skills, along with developing effective communicating proficiencies. Humanities (Geography, History, Economics and Political Science) include the learning of history and culture, geographical environment, global institutions, constitutional values and norms, politics, economy, interpersonal and societal interactions, civic responsibilities, and the incorporation of the above-mentioned learning into one's life. Performing and Visual Arts (Dance, Drama, Music, Drawing, Painting, Crafts and Sculpture) include music, instruction in these arts, aiming to help learners cultivate an interest and appreciation for arts and encourage them to enthusiastically participate in related activities, thus promoting abilities such as imagination, creativity, value arts, and the cultural heritage. Science and Technology (Biology, Chemistry, Physics and Computer Sciences) include gaining knowledge about matter and energy, nature, the environment, technology, breakthroughs in science. It will focus on knowledge and skills to develop scientific attitude, use and applicationof such knowledge and skills to improve the quality of life and further use this learning to analyse, evaluate, synthesise, create, invent and discover. Mathematics includes acquiring the concepts related to number sense, operation sense, computation, measurement, geometry, probability and statistics, the skill to calculate and organize, and the ability to apply this knowledge and acquired skills in their daily life. It also includes understanding of the principles of reasoning and problem solving. Health and Physical Education focuses on the learning for holistic development like mental and physical. Understandingthe importance of physical fitness, health, well-being and the factors that contribute to them. Focus of this curriculum is on helping learners develop a positive attitude and commitment to lifelong healthy active living and the capacity to live satisfying, productive lives with the help of proper health management, sports, fitness and lifestyle choices.

3.

4.

5.

6.

These six learning areas are to be integrated with each other in terms of knowledge, skills (life and livelihood), comprehension, values and attitudes. Learners should get opportunities to connect between different areas of knowledge and application. They should be encouraged to cognize and appreciate the interconnectedness of all knowledge and the enduring connection between knowledge and values. Their education should help them to connect the content of their learning areas and subjects with their own lives and the world around them. The holistic nature of human learning and knowledge should be brought forth throughout.

Main Pedagogical Outcomes for Curriculum Learning Areas

1. 2. 3. 4. Learners use language to comprehend, acquire and communicate ideas and information and to interact with others. Learners identify, integrate and apply numerical and spatial concepts and techniques. They have clarity of concepts and are able to connect them to the real world. Learners understand and appreciate the physical,biological and technological world and have the knowledge, attitude, skills and values to make rational decisions in relation to it. Learners understand their cultural, geographical and historical milieus and have the knowledge, attitude, skills and values necessary to bring about transformation for a better India. 8

5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Learners recognize the requirement of information, locate and resource it from a range of data available and evaluate, use and collaborate it with others. Learners identify, select, use technologies and are able to synthesize, innovate and discover newer technologies as required. Learners rationalize and reason about pre-defined arrangements, norms and relationships in order to comprehend, decode, validate and develop more relevant patterns. Learners think laterally, critically,identify opportunity, challenge their potential and are open to challenges. They are aware ofconsequences and take ownership of their deeds. Learners interact harmoniously with people and cultures from across the globe and are tolerant and empathetic towards others. Learners involve themselves in cultural pursuits as well as appreciate, respect and acknowledge the artistic, cultural and intellectual work of others. Learners value and engage in practices that promote personal physical as well as mental and cognitive development and well being. Learners have positive self-esteem.They are confident and self-motivated learners who are able to work independently as well as collaboratively. Learners appreciate and value everyone's right to feel respected and safe, and, in this regard, also understand their constitutional rights as well as duties and behave responsibly. Learners are aware and participate responsibly in the social, political, economic and cultural transformations. Learners are equipped with the attitude and skills to be a lifelong learner.

Implementation of Curriculum
Formulating a comprehensive and all encompassing School Curriculum Plan (Syllabus) is an essential way forward to this Curriculum document. Schools will establish a School Curriculum Committee, which will have teachers representing each subject. This committee will be responsible to draft the school curriculum plan for the coming session, by the beginning of this session based on the Curriculum documents. This committee shall define the teaching periods for each subject for each grade, review textbooks, develop topics and activities for pedagogical practices, and evolve a plan for the teaching learning process evaluation and so as to be able to provide feedback for reflection. This committee should continue meeting, reviewing and assessing the pedagogical practices on a regular basis. Subject Experts, Scholars and professionals may also be invited to join the committee in advisory capacity, when necessary. Schools may join hands to establish an inter-school Committee within their 'Sahodaya' groups. These committees must ensure and record that the text books selected for classes I-VIII (other than NCERT books) do not contain any material which may hurt the sentiments of any community. The books should also reflect gender sensitivity and be in conformity with the underlying principles of the constitution of India. This Committee will consolidate the efforts of all school staff as well as resources provided, to develop a comprehensive school-based curriculum, giving due importance to both Scholastic as well as Co-Scholastic areas. The School Curriculum Plan (Syllabus) will include: Pedagogical goals of the school for the session Subject focused pedagogical objectives Mapping of units with pedagogical objectives Resources/activities to achieve the unit wise pedagogical objectives Pedagogical outcomes Assessment directives Feedback rubrics 9

This Plan will also contain specified descriptions on how to infuse the seven core areas (including Life Skills Education, Values Education, Gender Sensitivity, Environmental Education, Information Technology Education, Human Rights Education, Health and Wellness Education) into the teaching of each subject. It is a good idea to involve parents in formulating this plan. The plan is an effective tool to let parents connect and support the pedagogical practices of the school.

Lesson/ Unit Plans

Lesson plans for the topics will be prepared by the teachers within their faculty. This will be supported by School Curriculum Plan (Syllabus). Some important components of this plan can be: Specific learning outcomes Unit/topic learning contexts Pedagogical strategies Flow of lesson/unit (including activities/ experiments/hands-on-learning) Formative assessment tasks Remedial teaching plan Interdisciplinary Linkages Infusion of Core (Life-skills, Values, etc.) Resources (including ICT)

The component of remedial teaching is to be drafted keeping in view differentiated instructional requirements of the individual learners. As the learning difficulties are observed the remedial teaching must be taken up. This should be planned with a mutual understanding with the parents and they should be informed about how the remedial instruction is being provided.

Creating Cross-Curricular Linkages

Cross-curricular linkages are vital to learning as it is important to be able to connect prior knowledge and experiences and new information and experiences. Such connections are essentially required for being able to make sense of our world and foster learning capacity. Making links between subjects also helps learner more effectively apply and embed skills and knowledge in meaningful and purposeful contexts. For example, mathematical data handling and interpretation effectively applied in geography and science; learners can write better-framed answers in history, geography and science when they have learnt how to write explanations/short descriptions in English; Learning to make well-formed strokes can help learners illustrate their science diagrams with great perfection. Role-plays in language classrooms can act as effective tools once the learners have been exposed to dramatics. Strong links such as these can undoubtedly enhance learning in all subjects. They help learners connect, with a greater range, of the skills, attitude and knowledge they are acquiring in specific subjects. Creating cross-curricular linkages can help learners reflect on their learning. Aspects of learning - such as problem solving, reasoning, creative thinking -can be used across the curriculum. Teachers should involve learners in cross-curricular projects thus helping learners recognise these underpinning skills and how to use them in a variety of contexts.

10

PART II
ELIGIBILITY AND SCHEME OF STUDIES

11

12

1. ELIGIBILITY OF CANDIDATES
Admission of Students to a School, Transfer/Migration of Students
1.
if she:

ADMISSION-GENERAL CONDITIONS
1.1 (a) A student seeking admission to any class in a 'School' will be eligible for admission to that class only (i) has been studying in a school recognised by or affiliated to this Board or any other recognised Board of Secondary Education in India; (ii) has passed qualifying or equivalent qualifying examination making her eligible for admission to that class; (iii) satisfies the requirements of age limits (minimum and maximum) as determined by the State/ Union Territory Government and applicable to the place where the School is located; (iv) produces :(a) the School Leaving Certificate/Transfer Certificate signed by the Head of the School last attended and countersigned ; (b) document(s) in support of her having passed the qualifying or equivalent qualifying examination, and (c) For the purposes of admission to elementary education, the age of a child shall be determined on the basis of the birth certificate issued in accordance with the provisions of the Births, Deaths and Marriages Registration. Act, 1886 or on the basis of such other document, as may be prescribed, as stipulated in section 14(1) of The Right of Children to Free and Compulsory Education Act, 2009. (d) No child shall be denied admission in a school for lack of age proof, as stipulated in section 14(2) of The Right of Children to Free and Compulsory Education Act, 2009. Explanation: (a) A person who has been studying in a school, which is not recognised by this Board of Secondary Education or by the State/Union Territory Governments of the concerned place, shall not be admitted to any class of a 'school' on the basis of certificate(s) of such unrecognised institution(s) attended by her earlier. (b) 'Qualifying Examination' means an examination -the passing of which makes a student eligible for admission to a particular class and 'equivalent examination' means-an examination conducted by any recognised Board of Secondary Education/Indian University or an institution recognised by or affiliated to such Board/University and is recognised by this Board equivalent to the corresponding examination conducted by this Board or conducted by a "School" affiliated to/recognised by this Board. (b) A child suffering from disability, as defined in clause (i) of section 2 of the Persons with Disabilities (Equal Opportunities, Protection and Full Participation) Act, 1996, shall have the right to pursue free and compulsory elementary education in accordance with the provisions of chapter V of the said Act, as stipulated in Section 3(2) of The Right of Children to Free and Compulsory Education Act, 2009. (c) Where a child above six years of age has not been admitted in any school or though admitted could not complete her elementary education, then, she shall be admitted in a class appropriate to her age. Provided that where a child is directly admitted in a class appropriate to her age, then she shall, in order to be at par with others, have a right to receive special training in such manner, and within such time-limits, as may be prescribed. 13

Provided further that a child so admitted to elementary education shall be entitled to free education till completion of elementary education even after fourteen years, as stipulated in section 3(4) of The Right of Children to Free and Compulsory Education Act, 2009. (d) (i) For the purposes of this Act, a school specified in sub-clauses (iii) and (iv) of clause (n) of Section 2 shall admit in class I, to the extent of the strength specified in The Right of Children to Free and Compulsory Education Act, 2009, of that class, children belonging to weaker section and disadvantaged group in the neighbourhood and provide free and compulsory elementary education till its completion. Provided further that where a school specified in clause (n) of section 2 imparts pre-school education, the provisions of clause (c) shall apply for admission to such pre-school education, as stipulated in section 12(1) (c) of The Right of Children to Free and Compulsory Education Act, 2009. (ii) The school specified in sub-clause (iv) of clause (n) of section 2 providing free and compulsory elementary education as specified in clause (c) of sub-section (1) shall be reimbursed expenditure so incurred by it to the extent of per child-expenditure incurred by the state, or the actual amount charged from the child, whichever is less, in such manner as may be prescribed. Provided that such reimbursement shall not exceed per-child-expenditure incurred by a school specified in sub-clause (i) of clause (n) of section 2 Provided further that where such school is already under obligation to provide free education to a specified number of children on account of it having received any land, building, equipment or other facilities, either free of cost or at a concessional rate, such school shall not be entitled for reimbursement to the extent of such obligation as specified in section 12(2) of The Right of Children to Free and Compulsory Education Act, 2009. (e) No school or person shall while admitting a child collect any capitation fee and subject the child to any screening procedure, as stipulated in section 13(1) of The Right of Children to Free and Compulsory Education Act, 2009. Any school or person, if in contravention of the above provisions(a) Receives capitation fee, shall be punishable with fine which may extend to ten times the capitation fee charged. (b) Subjects a child to screening procedure, shall be punishable with fine which may extend to twenty five thousand rupees for the first contravention and fifty thousand rupees for each subsequent contravention or as may be decided from time to time, as stipulated in section 13(2) of The Right of Children to Free and Compulsory Education Act, 2009. 1.2 No student migrating from a school in a foreign country other than the school affiliated to this Board shall be eligible for admission unless an eligibility certificate in respect of such a student has been obtained from this Board. For obtaining eligibility certificate from the Board, the Head of the School to which admission is being sought will submit to the Board full details of the case and relevant documents with her own remarks/ recommendations. The Board will issue the eligibility certificate only after it is satisfied that the course of study undergone and examination passed is equivalent to the corresponding class of this Board. 1.3 No person who is under the sentence of rustication or is expelled from any Board/University/ School or is debarred from appearing in the examination for whatever reason by any Board/ University shall be admitted to any class in a School affiliated to this Board. 1.4 No student shall be admitted or promoted to any subsequent higher class in any school unless she has completed the regular course of study of the class to which she was admitted at the beginning of the 14

academic session and has passed the examination at the end of the concerned academic session qualifying her for promotion to the next higher class. 1.5 (i) For admissions upto class VIII a child shall be admitted in a school at the commencement of the academic year or within such extended period as may be prescribed by the school(s) concerned. Provided that no child shall be denied admission if such admission is sought subsequent to the extended period. Provided further that any child admitted after the extended period shall complete her studies in such manner as may be prescribed by the school concerned as stipulated in Section 15 of The Right of Children to Free and Compulsory Education Act, 2009. (ii) No student shall be admitted in class IX and above in a school affiliated with the Board after 31st August of the year except with prior permission of the Chairman, CBSE/Competent Authority as may have been defined in the State/Union Territory Education Acts. The application for permission to grant admission after 31st August shall be routed through the Head of the School specifying the reasons which are unavoidable. The candidate shall complete the required percentage of attendance (75%) for class IX and X as per Examination Byelaws of the Board to make her eligible for the examinations conducted by the Board/School. In such cases where the admission by the candidate could not be taken in a higher class by the stipulated date because of the late declaration of result by the Board in respect of the examinations conducted by the Board such permission would not be required, provided the candidate applied for admission within a fortnight of the declaration of the result. 1.6 No child shall be subjected to physical punishment or mental harassment. Whoever contravenes the provisions of sub section (1) shall be liable to disciplinary action under the service rules applicable to such person, as stipulated in sections 17(1) and (2) of The Right of Children to Free and Compulsory Education Act, 2009.

2.

ADMISSION: SPECIFIC REQUIREMENTS

2.1 (i) Admissions upto class VIII (i.e., class VIII and below) shall be regulated by the rules, regulations, and orders of the State/Union Territory Governments applicable to the place where the school is located. (ii) Every child completing her elementary education shall be awarded a certificate, in such form and in such manner, as may be prescribed by the respective school(s) as stipulated in Section 30(2) of The Right of Children to Free and Compulsory Education Act, 2009. 2.2 Admission to class IX in a school shall be open only to such a student who has passed class VIII examination from an institution affiliated to this Board or to any recognised Board or is recognised by the Education Department of the Government of the State/Union Territory in which such an institution is located. 2.3 ADMISSION TO CLASS X As the syllabus prescribed at Secondary level is of two years integrated course, no admission shall be taken in class X directly. Provided further that admission to class X in a school shall be open only to such a student who: (a) has completed a regular course of study for class IX from an institution affiliated to this Board; (b) has completed a regular course of study for class IX and has obtained minimum Grade D in the five subjects (excluding the 6th additional subject) under Scholastic Area A as well as grades in subjects under Scholastic Area B under the Continuous and Comprehensive Evaluation scheme in class IX examination conducted by an institution affiliated to this Board and migrating from/within one city/ State to another only on the transfer of the parent(s) or shifting of their families from one place to another, after procuring from the student the Report Book/Grade Sheet and the Transfer Certificate duly countersigned by the Board; and 15

(c) has completed a regular course of study for class IX and has passed class IX examination from an institution recognized by/affiliated to any recognized Board in India can be admitted to a school affiliated to this Board only on the transfer of the parent(s) or shifting of their families from one place to another, after procuring from the student the Grade Sheet and the Transfer Certificate duly countersigned by the Educational Authorities of the Board concerned. Notwithstanding anything contained in the rules above, Chairman shall have the powers to allow change of school for better academic performance, medical reasons, etc., to avoid undue hardship to the candidate(s). In case of all such admissions the schools would obtain post facto approval of the Board within one month of admission of the student.

3.

ADMISSION PROCEDURE
(a) Admission register in the form prescribed by the State Government concerned/Kendriya Vidyalaya Sangathan/ Navodaya Vidyalaya Samiti as the case may be, shall be maintained by the "School" where the name of every student joining "the School" shall be entered. (b) Successive numbers must be allotted to students on their admission and each student should retain this number throughout the whole of her career in the school. A student returning to the school after absence of any duration shall resume her original admission number. (c) If a student applying for admission to a school has attended any other school, an authenticated copy of the Transfer Certificate in the format given in Examination Byelaws from her last school must be produced before her name can be entered in the Admission register. (d) In no case shall a student be admitted into a class higher than that for which she is entitled according to the Transfer Certificate. (e) A student shall not be allowed to migrate from one "School" to another during the session after her name has been sent up for the Secondary School (class X) Examination conducted by the Board. This condition may be waived only in special circumstances by the Chairman, CBSE. (f) A student leaving her school at the end of a session or who is permitted to leave her school during the session on account of migration from one city/State to another on the transfer of the parent(s) or shifting of their families from one place to another or parents' request, especially in classes IX/X, as the case may be, shall on payment of all dues, receive an authenticated copy of the Transfer Certificate up to date. A Duplicate copy may be issued if the Head of the School is satisfied that the original is lost but it shall always be so marked. (g) In case a student from an institution not affiliated to the Board seeks admission in a school affiliated to the Board, such a student shall produce a transfer certificate duly countersigned by an authority as indicated in the format given in Examination Byelaws. (h) If the statement made by the parent or guardian of a student or by the student herself if she was major at the time of her admission to a school, is found to contain any wilful misrepresentation of facts regarding the student's career, the Head of the School may punish her as per provision of the Education Act of the State/ Union Territory or Kendriya Vidyalaya Sangathan/Navodaya Vidyalaya Samiti rules, as the case may be respectively and report the matter to the Board.

4.

ADMISSION TO EXAMINATIONS
General Notwithstanding anything contained in these Byelaws, no candidate who has been expelled or is under the punishment of rustication or is debarred for appearing in or taking an examination for any reason whatsoever, shall be admitted to the All India/Delhi Secondary School Examination conducted by the Board. 16

5.

ACADEMIC QUALIFICATIONS FOR UNDERTAKING ALL INDIA/DELHI SECONDARY SCHOOL EXAMINATION

A candidate for All India/Delhi Secondary School Examination should have: (a) passed the Middle School Examination (class VIII) of a Board or of an affiliated/recognized school at least two years earlier than the year in which she would take Secondary(class X) examination conducted by the Board/ School affiliated to the Board; (b) secured grades in subjects under Scholastic Area B as given in the Scheme of Studies; (c) passed the third language as per requirement laid down in the Scheme of Studies; (d) qualified class IX examination by obtaining minimum Grade D in all the five subjects (excluding 6th additional subject) of study under Scholastic Area A and grades in subjects under Scholastic Area B and Co-Scholastic Areas at least one year earlier than the year in which she would take the Secondary (class X) examination conducted by the Board/ School affiliated to the Board; and (e) passed class IX examination from a school recognized by/affiliated to any other recognized Board in India at least one year earlier than the year in which she would take the Secondary (class X) examination conducted by the Board/ School affiliated to the Board.

6.

ADMISSION TO EXAMINATIONS: REGULAR CANDIDATES

All India/Delhi Secondary School Examination will be open to such regular candidates who have submitted their duly completed application for admission to the concerned examination, and/or her name has been registered in the manner prescribed by the Board alongwith the prescribed fee forwarded to the Controller of Examinations by the Head of the School with the following duly certified by such Head: (a) that she possesses the academic qualifications as laid down in Examination Byelaws; (b) that she has not passed equivalent or higher examination from this Board or equivalent or higher examination of any other Board or University; (c) that she is on the active rolls of the School; (d) that she has completed a "regular course of study" as defined and detailed in Examination Byelaws in a school and in the subjects in which she would appear in the examination; (e) that she bears a good moral character and is of good conduct; and (f) that she satisfies all other provisions, applicable to her, of the Examination Byelaws and any other provision made by the Board governing admission to the examination concerned, if any. 6.1 (i) It is mandatory upon a school affiliated to Board to follow the Examination Byelaws of the Board. (ii) No affiliated school shall endeavour to present the candidates who are not on its roll nor will it present the candidates of its unaffiliated branch/school to any of the Board's examinations. (iii) If the Board has reasons to believe that an affiliated school is not following the subsection (i) and (ii) of this section, the Board will resort to penalties as deemed fit.

7.

A REGULAR COURSE OF STUDY

7.1 (i) The expression "a regular course of study" referred to in the Examination Byelaws means at least 75% of attendance in the classes held; counted from the day of commencement of teaching of class IX/X upto the 1st of the month preceding the month in which the examination of the School/Board commences. Candidates taking up subject(s) involving practical examinations shall also be required to have put in at least 75% of the total attendance for practical work in the subject in the laboratory. Head of Schools shall not allow a candidate who has offered subject(s) involving practical examinations to take the 17

practical examination(s) unless the candidates fulfil the attendance requirements as given in this Rule. (a) The expression "a regular course of study" referred to in these Byelaws means at least 60% of attendance in respect of students participating in Sports at National level organized by recognized Federations/CBSE/School Games Federation of India (SGFI), the classes held counted from the day of commencing teaching classes IX/X, as the case may be upto the 1st of the month preceding the month in which the examination of the School/Board commences. Candidates taking up a subject(s) involving practical examinations shall also be required to have put in at least 60% of the total attendance for practical work in the subject in the laboratory. Head of Schools shall not allow a candidate who has offered subject(s) involving practical examination(s)to take the practical examination(s) unless the candidate fulfills the attendance requirements as given in this Rule. (ii) The candidates who had failed in the same examination in the preceding year and who re-joins classes IX/X shall be required to put in 75% of attendance calculated on the possible attendance from the 1st of the month following the publication of the results of that examination by the School/ Board upto the 1st of the month preceding the month in which the examination of the School/Board commences. (a) The candidate who had failed in the same examination in the preceding year and who rejoins classes IX/X shall be required to put in 60% of attendance in respect of students participating in Sports at National level organized by recognized Federations/CBSE/SGFI calculated on the possible attendance from the 1st of the month following the publication of the results of that examination by the School/ Board upto the 1st of the month preceding the month in which the examination of the School/Board commences. (iii) In the case of migration from other institution, attendance at the institution/school recognised by the Education Department of the State/Union Territory from which the candidate migrates will be taken into account in calculating the required percentage of attendance. 7.2 Requirement of Attendance in Subjects of Internal Assessment Exemption from study of subjects under Scholastic Area B/ Work Education /Art Education/Physical and Health Education may be granted to a candidate on medical grounds in respect of Secondary School candidates appearing for the Secondary School Certificate Examination conducted by the Board provided the application is supported by a certificate given by a registered medical officer of the rank not below that of Assistant Surgeon and forwarded by the Head of the School with her recommendations.

8.

RULES FOR CONDONATION OF SHORTAGE OF ATTENDANCE

(a) If a candidate's attendance falls short of the prescribed percentage in case of students appearing for the examination conducted by the Board, the Head of the School may submit her name to the Board provisionally. If the candidate is still short of the required percentage of attendance within three weeks of the commencement of the examination, the Head of the School shall report the case to the Regional Officer concerned immediately. If in the opinion of the Head of the School, the candidate deserves special consideration, she may submit her recommendation to the Regional Officer concerned not later than three weeks before the commencement of the examination for condonation of shortage in attendance by the Chairman, CBSE, who may issue orders, as he may deem proper. The Head of the School, in her letter requesting for condonation of shortage in attendance should give the maximum possible attendance by a student counted from the day of commencement of teaching of class X (beginning of the session) upto the 1st of the month preceding the month in which the examination of the Board commences, attendance by the candidate in question during the aforesaid period and the percentage of attendance by such candidate during the aforesaid period. (b) Shortage up to 15% only may be condoned by the Chairman in respect of those students appearing for the Secondary School Examinations conducted by the Board. Cases of candidates with attendance below 60% in class X, appearing for the Board's examinations, shall be considered for condonation of shortage of attendance by the Chairman only in exceptional circumstances created on medical grounds, such as 18

candidate suffering from serious diseases like cancer, AIDS, Tuberculosis or similar serious diseases requiring long period of hospitalization. (c) The Head of the School shall refer a case of shortage within the above-prescribed limit of condonation to the Board, either with the recommendations or with valid reasons for not recommending the case. (d) The following may be considered valid reasons for recommending the case of the candidate with attendance less than the prescribed percentage: (i) prolonged illness; (ii) loss of father/mother or some other such incident leading to her absence from the school and meriting special consideration; and (iii) any other reason of similar serious nature; (iv) authorised participation in sponsored tournaments and Sports' meet of not less than interschool level and at NCC/NSS Camps including the days of journeys for such participation shall be counted as full attendance. (e) authorized participation in sports at National level organized by recognized Federations/CBSE/SGFI.

9.

DETAINING OF ELIGIBLE CANDIDATES

In no case the Heads of affiliated schools shall detain eligible candidates from appearing at the examination.

10.

PRIVATE CANDIDATES
Definition: Refer Examination Byelaws. 10.1 Persons eligible to appear as Private Candidates for Delhi Secondary School Examination: The following categories of candidates shall be eligible to appear as private candidates at the Delhi Secondary School Examination of the Board in the syllabi and courses as prescribed for the examination concerned on the conditions as laid down below: (a) candidates who had failed to qualify at the Delhi Secondary School Examination of the Board; (b) Teachers serving in educational institutions affiliated to the Board. Teacher candidates shall submit their application form along with a certificate by the Head of the School in which they are serving duly countersigned by the Director of Education, Government of National Capital Territory of Delhi to the Regional Officer, Delhi; and (c) (i) Women candidates who are bonafide residents of the National Capital Territory of Delhi and satisfy the following additional conditions: (a) that they have privately pursued the prescribed course of study under proper guidance; (b) that they are unable to join a Secondary School affiliated to the Board or there are such other reasons compelling them to appear at the examinations as a private candidate. (ii) A girl student who has left an institution at a stage earlier than or in class IX shall not be permitted to appear at the examination as a private candidate in a year earlier than in which she would have appeared, had she continued her studies in a recognised institution upto Secondary Examination. (a) a girl candidate shall not be permitted to appear at the Delhi Secondary School Examination as a private candidate in a year earlier than in which she would have appeared, had she continued her studies in a recognized institution upto Secondary level. (d) Physically handicapped students on producing reasonable evidence of having difficulty to attend normal institutions in the subjects not involving practical training / examination. 19

and

(e) Regular candidate (s) of the previous year who have completed regular course of studies and have been allotted roll number for appearing at the examination but could not appear at the Annual Examination due to medical reasons except shortage of attendance as laid down in the Examination Byelaws will also be eligible to reappear at a subsequent examination as a private candidate in the syllabus and text books as prescribed for the examination of the year in which she will reappear. 10.2 Persons eligible to appear as Private Candidates for All India Secondary School Examination: (a) A candidate who had failed to qualify at the All India Secondary School Examination of the Board. (b) Teachers serving in educational institutions affiliated to the Board. Teacher candidates shall submit their application form along with a certificate by the Head of the School in which they are serving duly countersigned by the Director of Education of the State/Union Territory concerned in which the teacher is serving to the Regional Office of the Board concerned in which the school is situated. (c) Regular candidate (s) of the previous year who have completed regular course of studies and have been allotted roll number for appearing at the examination but could not appear at the Annual Examination due to medical reasons except shortage of attendance as laid down in the Examination Byelaws will also be eligible to reappear at a subsequent examination as a private candidate in the syllabi and textbooks as prescribed for the examination of the year in which she will reappear.

11.

PROCEDURE FOR SUBMISSION OF APPLICATIONS OF PRIVATE CANDIDATES AT ALL INDIA/DELHI SECONDARY SCHOOL EXAMINATION
(a) The application forms for private candidates shall be countersigned by a member of the Governing Body of the Board or by the Head of an institution affiliated to the Board. (b) A private candidate must submit within the prescribed date to the Regional Officer concerned, an application in the form prescribed, together with the prescribed fee for the examination and three copies of the passport size photograph duly signed by the candidate and countersigned by one of the authorities mentioned at subsection a above. (c) If the application of a private candidate is received after the prescribed date, she shall pay late fee as prescribed. (d) When a private candidate's application for admission to the examination is rejected, the examination fee including late fee, if any, paid by her less INR 10/- or the amount as decided by Chairman from time to time will be refunded to her provided that in the case of candidates whose applications have been rejected on account of the candidates producing a false certificate or making false statement in the application, the full amount of fees shall be forfeited. (e) Those regular candidates who have failed to obtain promotion to class X of the school affiliated to the Board or any other recognised Board shall not be admitted to the Secondary School Examination of the Board as private candidates. (f) Every year in the beginning of the session, the Head of Schools shall send to the Regional Officer, Delhi, a list of female and handicapped students who have been detained in class IX containing student's name, date of birth, name of her father or guardian and the place of residence. (g) (i) Women Private candidate under Rule 10 shall not be allowed to offer Science with practical work, unless she has put in a regular course of study in an institution affiliated to the Board and produces a certificate to that effect to the satisfaction of the Board. However, notwithstanding this condition they can offer Home Science with Practical without such a certificate. 20

(ii) Women private candidate under Rule 10 can offer Mathematics and Social Science without producing a certificate of putting in a regular course of study for internal assessment from an institution affiliated to the Board. (h) Private candidates shall not be allowed to offer for their examination a subject (even if the subject is recognised for the examination) which is not being taught in an affiliated institution.

12.

SCHEME OF EXAMINATION
Scheme of the Continuous and Comprehensive Evaluation shall be as under: i) there shall be no Board Examination at Secondary (class X) level w.e.f. 2009 for students studying in the schools affiliated to the Board who do not wish to move out of the CBSE system after class X;

ii) students of Schools affiliated to the Board who wish to move out of the CBSE system after class X (PreUniversity, Vocational course, Change of Board, etc.) shall be required to take the Board's External Examination at Secondary (class X) level.

13.

SCHEME OF EXAMINATIONS -GRADING

(a) At the Secondary School Examination, assessment of subjects under Scholastic Area A shall be in numerical scores to be converted to Grades on a nine-point scale which shall be indicated in the Statement of Subject wise Performance/Grade Sheet cum Certificate of Performance. Assessment in subjects under Scholastic Area B shall also be in grades, as per Scheme of Studies. (b) The qualifying grade in each subject under Scholastic Area A shall be a minimum Grade D. (c) The students will be assessed in subjects under Scholastic Area A using the conventional numerical marking and later converted into the grades and the same shall be awarded as under: MARKS RANGE 91-100 81-90 71-80 61-70 51-60 41-50 33-40 21-32 20 and Below GRADE A1 A2 B1 B2 C1 C2 D E1 E2 GRADE POINT 10.0 9.0 8.0 7.0 6.0 5.0 4.0 -----

Cumulative Grade Point Average(CGPA) would also be reflected in the Statement of Subject wise Performance /Grade Sheet cum Certificate of Performance. Note: Cumulative Grade Point Average(CGPA) is the average of Grade Points obtained in all the subjects excluding 6th additional subject as per Scheme of Studies. Subject wise and overall indicative Percentage of Marks can be assessed as under: Subject wise indicative percentage of marks = 9.5 x GP of the subject Overall indicative percentage of marks = 9.5 x CGPA

21

14.

MERIT CERTIFICATES
The Board will award Merit Certificates to such candidates who have obtained Grade A1 in all the five subjects (excluding the 6th additional subject) under Scholastic Area A at the Secondary School Examination, as per the qualifying criteria.

15.

SCHEME OF EXAMINATIONS
(a) Assessment in the subjects under Scholastic Area A, Scholastic Area B and Co-Scholastic areas shall be undertaken by the schools in terms of grades as per the Scheme of Studies. (b) The evaluation for subjects under Scholastic Area B and Co-Scholastic areas shall be based on cumulative record of the candidate during her continuous assessment in the school. (c) Schools are expected to maintain regular records of student's achievement and progress. These records are subject to scrutiny by the Board when it deems fit. (d) Subjects of study under Scholastic Area A shall be assessed jointly by the School and Board in respect of students appearing for the examination conducted by the Board. However, in case of students appearing for the Summative Assessment II conducted by the schools, the School will do the assessment. Details of question papers, marks and duration will be as per the Scheme of Studies.

22

23

24

Notes: The following points have to be noted by teachers and students (for class IX and X):

There are two Formative Assessments each in the first and second term. FA-II will be substituted with PSA in class IX.

Each Formative Assessment is again divided into smaller assessments (class assignment, quiz, project, written test) which can carry different marks.

Each Formative Assessment has a weightage of 10% which can be arrived at by taking an average of all tasks or the best three or four.

The total weightage of all the four Formative Assessments is 40%.

16.

QUALIFYING CRITERIA
(a) A candidate not covered under the scheme of Continuous and Comprehensive Evaluation will be eligible to get the Statement of Subject wise Performance/Qualifying Certificate if she gets minimum Grade 'D' in all the five subjects(excluding the 6th additional subject) under Scholastic Area A in the main or at the only attempt of Improvement of Performance. However, a candidate who has appeared at the Secondary School Examination under the Scheme of Continuous and Comprehensive Evaluation will be eligible to get the Grade Sheet cum Certificate of Performance indicating the grades obtained in the subjects under Scholastic Area A, Scholastic Area B and Co-Scholastic Areas. (b) No overall grade shall be awarded. However, Cumulative Grade Point Average (CGPA) shall be indicated. in the statements of Subject wise Performance/Grade Sheet cum Certificate of Performance. Subject wise and overall indicative percentage of marks could be derived based on Cumulative Grade Point Average. (c) In respect of a candidate offering an additional subject, the following norms shall be applied: (i) A language offered as an additional subject may replace a language in the event of a candidate failing in the same provided after replacement the candidate has English/Hindi as one of the languages; and (ii) The replacement shall satisfy the conditions as laid down in the Scheme of Studies. (d) Candidates exempted from one or more subjects under Scholastic Area B and Co-Scholastic Areas shall be eligible for appearing in the Formative and Summative Assessments and result shall be declared subject to fulfilment of other conditions laid down in the Qualifying Criteria. (e) A candidate obtaining minimum Grade D in all the five subjects(excluding the 6th additional subject) under Scholastic Area A as well as Grades in subjects under Scholastic Area B, as stipulated in the Scheme of Studies, at the main or the subsequent Improvement of Performance attempt shall be eligible to qualify class IX Examination.

17.

ELIGIBILITY FOR IMPROVEMENT OF PERFORMANCE

A candidate obtaining Grades E1 or E2 in any or all the five subjects(excluding 6th additional subject as per the scheme of studies) under Scholastic Area A at the examination jointly conducted by the Board and School shall be eligible for Improvement of Performance in any or all the five subjects.

18.

IMPROVEMENT OF PERFORMANCE
(i) (a) A candidate who has appeared for the Secondary School Examination and obtained Grades E1 or E2 in any or all the five subjects(excluding the 6th additional subject) under Scholastic Area A, as per the Scheme of Studies, shall be eligible for improving her performance in any or all the five subjects and may reappear at the only chance of Improvement of Performance to be conducted by the Board/ School by July, as per the option exercised for the main examination held in March the same year. The candidate will be issued Statement of Subject wise Performance/Grade Sheet cum Certificate of Performance provided she obtains minimum Grade D in at least five subjects(excluding the 6th additional subject) under Scholastic Area A as per the Scheme of Studies and grades in the subjects under Scholastic Area B and Co-Scholastic Areas. (b) A candidate who has appeared for the Secondary School Examination conducted by a school affiliated to the Board and obtained Grades E1 or E2 in any or all the five subjects(excluding the 6th additional subject) under Scholastic Area A, as per the Scheme of Studies, shall be eligible for improving her performance in any or all the five subjects and may reappear at the only chance of Improvement of Performance examination to be conducted by the School by July the same year. (c) At the Secondary School Examination, a candidate who does not obtain minimum Grade D in the five subjects(excluding the 6th additional subject) under Scholastic Area A at the only chance of Improvement of Performance shall be treated to have not qualified the examination and shall be required to reappear in all the subjects at the examination to be held in March of the subsequent year, in order to qualify the examination. The syllabi and courses shall be as laid down for Summative Assessment II for the year of examination concerned. The candidates' grades obtained in all the Formative Assessments and Summative Assessments at the main examination shall be carried over for the only chance of Improvement of Performance. 25

(d) A candidate who fails to obtain minimum Grade D in the five subjects(excluding 6th additional subject) under Scholastic Area A at the Secondary School Examination conducted by the School/Board shall be provisionally admitted to class XI till she takes in the only chance Improvement of Performance to be held that year. Her admission shall be treated as cancelled if she fails to obtain minimum Grade D in the five subjects(excluding the 6th additional subject) under Scholastic Area A at the Improvement of Performance examination.

19.

ADDITIONAL SUBJECT (S)

(i) A candidate who has obtained minimum Grade D in at least five subjects (excluding the 6th additional subject) under Scholastic Area A as per the Scheme of Studies and a Qualifying Certificate/Certificate of Continuous and Comprehensive Evaluation at the Secondary School Examination/passed the Senior School Certificate Examination of the Board may offer an additional subject as a private candidate provided the additional subject is provided in the Scheme of Studies and is offered within six years of passing the examination of the Board. No exemption from time limit will be given after six years. Facility to appear in additional subject will be available at the main examination only.

20.

UPGRADING OF PERFORMANCE - SECONDARY EXAMINATION

(i) A candidate who has obtained minimum Grade D in the five subjects under Scholastic Area A and a Qualifying Certificate/Certificate of Continuous and Comprehensive Evaluation at the Secondary School Examination may reappear at the examination for upgrading of performance in one or more subjects in the main examination in succeeding year only, provided she has not pursued higher studies in the mean time. She shall appear as a private candidate. Those reappearing in the whole examination may appear as regular candidates also. The candidates appearing for upgrading of performance in the examination can appear in the subject(s) in which they have appeared for the examination. (ii) A candidate appearing for upgrading of performance shall appear in the syllabus prescribed for Summative Assessment II only for the year of examination. (iii) Candidates who appear for upgrading of performance shall be issued only Statement of Subject wise Performance reflecting the grades obtained in the said examination. (iv) A candidate appearing for upgrading of performance in one or more subjects cannot appear for additional subject simultaneously.

21.

PATRACHAR VIDYALAYA CANDIDATES

(i) Patrachar Vidyalaya Candidates for Secondary School Examination will be required to offer two languages as laid down in the Scheme of Examination but will be allowed to offer Home Science, Commerce in place of Mathematics and Science. (ii) Patrachar Vidyalaya Candidates for Secondary School Examination from outside Delhi shall not be allowed to offer subjects involving practical work.

22.

EXEMPTION TO SPASTIC, BLIND, DYSLEXIC AND PHYSICALLY HANDICAPPED CANDIDATES

Candidates with visual and hearing impairment, Spastic, Dyslexic, Autistic and those with disabilities as defined in the Persons with Disabilities Act, 1995 have the option of studying one compulsory language as against two. This language should be in consonance with the overall spirit of the three Languages formula prescribed by the Board. Besides one language any four of the following subjects be offered: Mathematics, Science, Social Science, another Language, Music, Painting, Home Science, Introductory Information Technology, Commerce (Elements of Business) and Commerce (Elements of Book Keeping and Accountancy).

23.

EXAMINATION BYELAWS
Rest of the conditions for appearing in the examination shall be as laid down in the Examination Byelaws of the Board from time to time.

26

2. SCHEME OF STUDIES
2.1 SUBJECT OF STUDIES
The learning areas will include: (1) and (2) Two Languages out of : Hindi, English, Assamese, Bengali, Gujarati, Kannada, Kashmiri, Marathi, Malayalam, Manipuri, Oriya, Punjabi, Sindhi, Tamil, Telugu, Urdu, Lepcha, Limbu, Bhutia, Sanskrit, Arabic, Persian, French, German, Portuguese, Russian, Spanish, Nepali, Tibetan, Mizo, Tangkhul and Bodo. (3) Mathematics (4) Science (5) Social Science (6) Work Education or Pre-Vocational Education (7) Art Education (8) Physical and Health Education

2.2

ADDITIONAL SUBJECTS
Students may offer any one of the following as an additional subject: Language other than the two compulsory languages (offered as subjects of study) OR Commerce, Painting, Music, Home Science or Foundation of Information Technology/Information and Communication Technology NOTES (i) It is expected that all the students would have studied three languages upto class VIII. Those students who could not clear the third language in class VIII, and have been promoted to class IX shall be examined by the schools concerned at the end of class IX in the same syllabus and textbooks as are prescribed for class VIII. Those who are still unable to clear the third language at the end of class IX may be given another opportunity in class X. No student shall be eligible to appear at the Secondary School Examination of the Board at the end of class X unless she has cleared the third language. (ii) Hindi and English must be two of the three languages to be offered as stated in the note (i) above. Hindi and English must have been studied at least upto class VIII. (iii) Hindi and English must be one of the two languages to be studied in class IX and X. Hindi and English can also be offered simultaneously. In Hindi and English, two courses have been provided for class IX and X keeping in view the varying background of the student. A student may either opt Communicative-English (Subject Code 101) or English Language and Literature (Subject Code 184). Similarly, in Hindi, a student may either opt for Hindi A or Hindi B.

2.3

INSTRUCTIONAL TIME
TIME TABLE AND WORKDISTRIBUTION NORMSAS PER RTE ACT CLASSES VIVIII 1. 2. The teacher student ratio as per the affiliation Bye-Laws of the Board should be maintained 1:30 In order to complete the 45working hour per week as per the recommendation of RTE-Act 2009, a school needs to function for six day a week for 6 hrs. 10 minutes on each day. Teachers may be retained after school hours for an additional 1 hour 20 minutes which can be used for planning/ preparation/ checking/ follow up work. 27

3.

Every teacher shall devote in a year not less than 1200 hours to the actual teaching in classroom in classes I-VIII, out of which not more than 200 hours may be required to be devoted for remedial teaching and attention to weak and gifted students before or after the school hours. Provided that if any teacher is required to devote more than 1200 hours to the teaching and planning, extra remuneration shall be paid to her at such rate as may be determined ,by the managing committee, for every hour in excess of 1200 hours devoted by her to the teaching and planning. All teachers are required to teach for a minimum of 30 periods per week with remaining periods to be used for planning and preparation of the lessons and activities. 08 periods Time Table may be followed in schools with 45 minutes duration in the 1st and 5th periods and 40 minutes duration for the remaining periods. Sl Subject Number of periods for theory classes 5 5 5 6 5 5 -----------------------Number of periods for activity classes 01 01 01 01(Math's Lab) 01(Lab) 01 2 2 2 1 1 1 1 Total Number of periods 6 6 6 7 6 6 2 2 2 2 1 1 1 48

4. 5.

1 2 3 4 5 6 7 8 9 10 11 12 13

Hindi English Language-III Mathematics Science Social Science Work Education Art Education Physical and Health Education Co-Curricular Activities Life Skills* Values Education and Gender Sensitivity* Library Total

Schools are expected to give adequate time for Community Service outside the school hours, the minimum being equivalent of two periods a week. A minimum of 800hours of teaching time will be available in each academic session for actual instructional transaction in classes' I-V and 1000 hours in classes VI-VIII. The above distribution of periods over subjects is prescriptive in character. A school, keeping the overall number of periods in each subject/area the same, may assign more or less number of periods to individual sub-subjects according to their relative importance, if thought necessary. These guidelines may be read along with the guidelines issued from time to time by the Directorate of Education of the State Government where a school is situated. * Life Skills, Values Education and Gender Sensitivity may be done as a part of reading learning across subjects as well through age- appropriate activities given in the Teachers' Manuals and Activity Cards brought out by the Board.

28

TIME TABLE AND WORK DISTRIBUTION NORMSCLASSES IX AND X 1. 2. The teacher student ratio as per the affiliation Bye-Laws of the Board should be maintained 1:30. Every teacher shall devote in a year not less than 1200 hours to the teaching and planning, out of which not more than 200 hours may be required to be devoted for remedial teaching and attention to weak and gifted students before or after the school hours. Provided that if any teacher is required to devote more than 1200 hours to the teaching and planning, extra remuneration shall be paid to her at such rate as may be determined ,by the managing committee, for every hour in excess of 1200 hours devoted by her to the teaching and planning. All teachers are required to teach for a minimum of 30 periods per week with remaining periods to be used for planning and preparation of the lessons and activities. 08 periods Time Table may be followed in schools with 45 minutes duration in the 1st and 5th periods and 40 minutes duration for the remaining periods. 10. Number of periods may be 07 allotted for the first language for classes IX to X. Second Language may be allotted 06 periods. Periods for developing proficiency in spoken language may be carved out from periods allotted for the respective languages. Revised instructional time for classes IX and X Sl Subject Number of periods for theory classes 6 5 6 6 7 ---------------------------Total Number of periods for activity classes 01 01 01(Math's Lab) 02(Lab) 01 2 2 3 2 1 1 1 Total Number of periods 7 6 7 8 8 2 2 3 2 1 1 1 48

3. 4. 5.

1 2 3 4 5 6 7 8 9 10 11 12

Language-I Language-II Mathematics Science Social Science Work Education Art Education Physical and Health Education Co-Curricular Activities Life Skills* Values Education and Gender Sensitivity* Library

Schools are expected to give adequate time for Community Service outside the school hours, the minimum being equivalent of two periods a week. A minimum of 30 weeks of teaching time will be available in each academic session for actual instructional transaction. The above distribution of periods over subjects is prescriptive in character. A school, keeping the overall number of periods in each subject/area the same, may assign more or less number of periods to individual sub-subjects according to their relative importance, if thought necessary. * Life skills, Values Education and Gender Sensitivity may be done as a part of reading learning across subjects as well through age- appropriate activities given in the Teachers Manuals and Activity Cards brought out by the Board. 29

2.4

SPECIAL ADULT LITERACY DRIVE (SALD)

In pursuance of the objectives of National Literacy Mission, Goverment of India, Special Adult Literacy programme has been taken up by the Board from the academic session 1991-92 beginning with classes IX and XI as special measure to remove illiteracy through mass involvement of students. This has been termed as SALD. The SALD has been made an integral part of prescribed curriculum and incorporated in work-education as an essential component.

2.5

SPECIAL PROVISIONS
2.5.1 Provision for the Patrachar Vidyalaya Candidates (a) The Patrachar Vidyalaya Candidates are allowed to offer Home Science and Commerce in place of Mathematics and Science. (b) The Patrachar Vidyalaya Candidates from outside Delhi are, however, not allowed to offer subjects involving practical work. 2.5.2 Provision for Candidates with Visual and Hearing Impairment The candidates with visual and hearing impairment have the option of studying one compulsory language as against two. This language should be in correspondence with the overall spirit of the Language Teaching Scheme of the Board on the previous pages. Besides one language, any four of the following subjects may be offered: Maths, Science, Social Science, Other language Music, Painting and Home Science.

2.6

MEDIUM OF INSTRUCTION The medium of instruction in general in all the schools affiliated with the Board shall either be Hindi or English.

RULES FOR CHANGE IN SUBJECT

(i) (ii) (iii) No candidate shall be permitted to change her subject of study after passing class IX as the case may be. No candidate shall offer a subject in class X which she has not studied and passed in class IX. Notwithstanding anything contained in the rules above, Chairman shall have the powers to allow a change in subject(s) to avoid undue hardship to the candidate provided such a request for change is made before 30th September.

30

3. How to Apply for Introducing New/ Additional Subject/Course

A school affiliated with CBSE may introduce any subject/elective/course (vocational) offered by the CBSE if it fulfills the requirements to offer it as per the detailed criterion given in the curriculum of the elective/course to be introduced. Availability of well qualified staff as per qualifications detailed in the Senior Secondary Curriculum Volume- I or Chapter IX of the Affiliation Byelaws should be ensured by the school before introducing the concerned subject. The number of qualified teachers for the course/ subject should be sufficient to teach all the students expected to take the course/ subject to be started. Last date for submission of application is 30th June of the year preceding the year in which subject/course in classes IX or XI is proposed to be started. A subject/course should not be started without prior affiliation with the Board. The CBSE will not be responsible for any consequences if any subject/course is started without proper affiliation, etc., by the CBSE. How to apply: 1. 2. Read the instructions carefully given in the curriculum document and Affiliation Byelaws before you start filling the electronic form. There is an electronic application form available on www.cbse.nic.in eaffiliation a window will open, scroll to the end, click on the tab (click here to proceed) again scroll and click on the tab (click here to proceed) Form will open up. Take a printout of the electronic online form after submitting it and attach bank draft* of the requisite amount in favor of Secretary, Central Board of Secondary Education, Delhi, payable at Delhi and other relevant documents and send it to the Affiliation Branch with a copy of the same to the Director (Academic) for information. Schools are required to attach a copy of affiliation letter as scanned copy (jpg, gif and pdf files only and not more than 1MB in size) for applying to introduce new subjects. Schools are required to pursue with the Affiliation Branch of the Board after sending their application for their affiliation status regarding the particular subject to be introduced. After getting provisional affiliation, school must inform the Director (Academic) so as to ensure the dispatch of relevant academic material/information regarding training, etc., to school, if any.

3.

4. 5. 6.

*The details of the fee are as follows: 1 2 3 4 5 6 Independent schools within the country (Science Subject) Independent schools within the country (Other Subject) Overseas Independent Schools (Science Subject) Overseas Independent Schools (Other Subject) Govt./Aided/KVS/JNV Schools Overseas KVS Schools

` 5,000/- per subject ` 3,000/- per subject ` 15,000/- per subject ` 10,000/- per subject ` 1,000/-per subject ` 2,000/-per subject

31

EXAMPLE A new elective subject "Knowledge Traditions and Practices of India" has been introduced in the Senior Secondary classes w.e.f. 2012. All the modules of the textbook are available on the CBSE Academic website www.cbseacademic.in along with the circular no. 68 September, 2012. The print version will be available soon. This elective subject is multidisciplinary with ample content on Language and Literature. The course gets well with the 'humanities stream' because it extensively deals the history and knowledge traditions of India in various branches of Science and Humanities like Chemistry Metallurgy, Astronomy, Life Sciences, History, Geography, Agriculture, Trade, Theatre and Dance, etc. This course "Knowledge Traditions and Practices of India" can be opted as an elective subject as one out of five or as an elective subject with any of the combination of subjects. Other elective subjects as mentioned in the scheme of studies point no. III to V can be opted. A student can opt for the sixth elective also. In the final examination, the best scores are counted for the admission in undergraduate courses. Similar way all additional subjects like Music, Dance, Painting, Fine Arts, Physical Education, etc., can be taken as an additional subject along with other five main subjects. In the final examination, the best scores are counted for the admission in undergraduate courses.

32

4. Minimum Qualifications for Teachers

Minimum Academic and Professional Qualifications for Recruitment of Teachers as per NCTE and in view of RTE 2009 are as follows: 1. For Classes Pre-School / Nursery (For children in the age group of 4-6 years) a. b. 2. Secondary School (Class ten) certificate or its equivalent; and Diploma/Certificate in Pre-school teacher education programme of duration of not less than one year.

For Classes Pre-School/ Nursery followed by first two years in a formal school (For children in the agegroup of 4-6 and 6-8 years) a. b. Senior Secondary School (class twelve) Certificate or Intermediate or its equivalent with at least 45% marks; and Diploma/Certificate in Nursery teacher education programme of duration of not less than two years.

3.

For Classes I-V: Primary Stage a. Senior Secondary (or its equivalent) with at least 50% marks and 2- year Diploma in Elementary Education (by whatever name known) OR Senior Secondary (or its equivalent) with at least 45% marks and 2- year Diploma in Elementary Education (by whatever name known), in accordance with the NCTE (Recognition Norms and Procedure), Regulations, 2002. OR Senior Secondary (or its equivalent) with at least 50% marks and 4- year Bachelor of Elementary Education (B.El.Ed). OR Senior Secondary (or its equivalent) with at least 50% marks and 2- year Diploma in Education (Special Education)*. OR Graduation and two year Diploma in Elementary Education (by whatever name known). And b. Pass in the Central Teacher Eligibility Test (CTET)/ Teacher Eligibility Test (TET)- Paper-I, conducted by CBSE/ appropriate Government in accordance with the guidelines framed by the NCTE for the purpose.

4.

For Classes VI-VIII: Elementary Stage a. Graduation and 2-year Diploma in Elementary Education (by whatever name known). OR Graduation with at least 50% marks and 1-year Bachelor in Education (B.Ed). OR Graduation with at least 45% marks and 1- year Bachelor in Education (B.Ed), in accordance with the NCTE (Recognition Norms and Procedure) Regulations issued from time to time in this regard. OR Senior Secondary (or its equivalent) with at least 50% marks and 4- year Bachelor in Elementary Education (B.El.Ed). 33

OR Senior Secondary (or its equivalent) with at least 50% marks and 4- year B.A/B.Sc.Ed or B.A.Ed/B.Sc.Ed. OR Graduation with at least 50% marks and 1-year B.Ed. (Special Education)*. And b. Pass in the Central Teacher Eligibility Test (CTET)/ Teacher Eligibility Test (TET) Paper-II, conducted by CBSE/ appropriate Government in accordance with the guidelines framed by the NCTE for the purpose.

5.

For Classes IX-X: Secondary Stage/ High School a. Graduate with Bachelor of Education (B.Ed.) or its equivalent. OR Four years integrated B.Sc., B.Ed. or an equivalent course.

6.

For Classes IX-X: Senior Secondary Stage/ PUC/ Intermediate a. b. Masters Degree in the relevant subject with Bachelor of Education (B.Ed.) or its equivalent. OR Two years integrated M.Sc.Ed. course or an equivalent course.

Note: i. ii. Reservation Policy: Relaxation upto 5% in qualifying marks shall be allowed to the candidates belonging to reserved categories such as SC/ST/OBC/PH. * Diploma/Degree Course in Teacher Education: For the purposes of this Notification, a diploma/degree course in teacher education recognized by the National Council for Teacher Education (NCTE) only shall be considered. However, in case of Diploma in Education (Special Education) and B.Ed. (Special Education), a course recognized by the Rehabilitation Council of India (RCI) only shall be considered. Training to be undergone: A person with D.Ed (Special Education) or B.Ed (Special Education) qualification shall undergo, after appointment an NCTE recognized 6-month Special Programme in Elementary Education. The minimum qualifications referred above apply to teachers of Languages, Social Studies/Social Science, Mathematics, Science etc. In respect of teachers for Physical Education, the minimum qualification norms for Physical Education teachers referred to in NCTE Regulation, dated 3rd November, 2001 (as amended from time to time) shall be applicable. For teachers of Art Education, Craft Education, Home Science, Work Education, etc. the existing eligibility norms prescribed by the State Governments and other school managements shall be applicable till such time the NCTE lays down the minimum qualifications in respect of such teachers.

iii. iv.

34

5. Teaching of Languages (including mother tongue)

Classes IX and X
By the time a student reaches class IX her style of language and ideas of knowledge are already well formed. In order to improve her language skills, related study materials should be made available. At the secondary level, as she enters the age of adolescence, apart from improvement in her reading, listening, speaking and writing skills, there is development of her critical thinking also. The student has explored various cultural channels such as songs, stories, movies, traditions related to celebrations and idiomatic usage and by now develops a better understanding and appreciation of their own culture. This leads to the development of a better understanding of communication styles, appropriate and contextual use of vocabulary, and an indepth political and social consciousness. She also becomes aware of her contribution in expressing views or stating opinions as part of a group. At the secondary level, student develops her language repertoire receiving support from teachers and peers as well as by interacting with material resources like dictionaries, word banks, reading references, etc. She also gets familiar with different genres and styles of language. At this juncture the sphere of student's education crosses the limit of narrow dimensions of local, state and national level issues and gets widened and stretched at the global level. Student gets familiar to the world around her as she is exposed to various information channels like television, films, visual and performing arts activities, journals, magazines and newspapers. At this stage as she enters the Secondary Level, the usage of the mother tongue in literature, culture and the language in practice, will be of higher level. She by now gains command over her language and it is her most valued medium of expressing self-identity, self-confidence and critical thinking. Efforts should also be made at this stage to improve her writing skills as well as inborn and innate oral expressions. By the study of language at Secondary level the Student will: get an opportunity to explore her speaking and writing skills and improve the same according to her interest and necessity. establish a command over the language and establish its inter-relativity with Science, Social Science and other subjects. be able to improve her writing skills and enhance her capabilities in drafting daily reports, application forms, telegrams, reports and various types of letters. create a better understanding related to the present social context and be exposed to the versatile usage of language. master the use of these above learnt skills and develop the learning techniques of other languages and their formation.

35

Aims of teaching language for classes IX and X

to enhance the knowledge acquired till class VIII in various language skills (reading, writing, speaking, listening and thinking). to develop critical thinking and motivating them to enjoy the creative literature. to support development and growth of Creative Literature by analysing it. to improve their fluency and provide liberty for expressing their views. to teach the distinguishing nature and capacity of the language by critically analysing the various disciplines of knowledge. to be able to use the efficient potentiality of literature to simultaneously imbibe and develop the diverse values (national integration, religion, gender and language) through a positive and sensitive approach. to get introduced to cultural differences of foreign and other regional languages. to develop the versatility of expressing their behavioural and regular life style patterns through oral or written formats. to understand the usage of language in various means and modes of communication (print and electronics) and to introduce the ability to understand the new methodologies. to facilitate the skills of in-depth analysis, critical and creative thinking. to simultaneously develop understanding of abstract notions and connect them with concrete things. to sustain sensitivity and debate in a pacified and assertive manner especially during arguments relating to disparities, opposition or conflict. to understand the developmental stages of a language and develop a historical approach towards it. to implement and identify the challenges faced by the peers both physically and other forms.

Teaching Methodologies
In Secondary school the role of teacher is to provide proper environment to study language and literature, which is very important. The focus of teaching methodologies should be on following aspects: To check the errors as required and motivate students to express their thoughts without hesitation in an enthusing manner. To help students develop a self-learning and progressive attitude in a constructive way to improve their language skills; they should not be stressed out for the proper use of language. To strive for continuous development, regularly reflect upon their teaching methodologies and keep evolving their method of teaching.

36

Implement new methodologies to bring in active participation of the students. Every language has its own rules and grammar. To understand this aspect of language and employ it in environmental and lesson oriented context, the process should be such that the student should analyse and understand like a researcher on her own and the teacher only guides them.

By using examples from regional dialects and other languages, make students understand that language cannot exist separately but it is mandatory that its usage be multilingual in any situation. Use appropriate study material for differently abled students so that they don't feel below average or face difficulty. Understand and appreciate the differences among students like gender, caste, religion, and class and establish a positive and sensitive atmosphere. Make students clear about the usage of the age-old idioms and proverbs and their meanings and help them develop critical thinking through their usage. To make students aware about the regional literature, it is desired that poetic verses be presented in forms of songs. Audio-Visual aids can be used as available. Documentaries and feature films should be used in the form of teaching aids. While exhibiting them, teacher can have discussions focusing on uniqueness of language usage through the medium of cinema.

Instead of having only one prescribed textbook in the class it would be better if the teacher uses a variety of reference and literary material so that the students can observe and get motivated themselves to explore the repository of literature available.

The main aim of language learning is to have command on its usage. One-way of exhibiting it is through the fact that teacher can make it clear that she takes help of dictionary, literature reader, reference books for teaching. Students will thus develop the readiness to use them. Instead of getting satisfied by knowing the nearest meaning they would try to understand the exact meaning. Through this they can relish the knowledge of different words and enhance their vocabulary.

Grammar
Students get to know different parts of grammar of their mother tongue right from class III. Based on basic grammar they understand the special features of the language by discussing the textbook and other study material. The speciality of the language is that it has no boundary. The focus areas discussed here are only indicators that are to be deliberated during the course of teaching a lesson, according to the context and lingual atmosphere available for the students.

37

For class VI to X some focus areas are: Nouns, pronouns, adjectives, verbs, adverbs. Gender, plurals, tenses. Effect on verbs based on gender and number of subject and object of a sentence. Effect of suffix and prefix on verbs. Different types of verbs. Simple, complex, and compound sentence. Active and passive voice. Conjunctions and other irregular words. Synonyms, antonyms, compound words, homonyms and homophones, idioms and proverbs.

Development of Language Skills Listening

To understand the meaning and expression of a description or reading material, dialogue, speech, group discussion and conversation, debate, poem, prose, etc. To understand the implied information, sarcasm, message and essence of the statement. To listen patiently with attention, empathy, and try to understand the views of the speaker in spite of difference of opinion. To listen for gaining knowledge, inspiration and also for recreation. To be able to analyse and summarise the statement.

Listening Skills Assessment

The examiner will read out a paragraph on a popular topic. Paragraph should be informative, thoughtful and in about 150 words. Students while listening will answer the questions posed by the examiner which can be in the form of fill ups, multiple choice, true or false, etc.

Speaking
Recite and narrate with proper pronunciation, pace, rhythm, modulation, intonation. While presenting student should be natural, confident and fluent. There should be a mixture of varied emotions such as happiness, gloom, respect, and surprise according to the meaning. Successfully differentiate between both formal and informal language and express it in proper manner.

38

To express their views orally in a disciplined and concise manner according to the situation. Usage of oral and aural speaking skills for welcoming, introducing, thanking, debating, expressing gratitude, submitting doubt and greeting. To be free from stage fear and give a speech effectively for 5-10 minutes.

Speaking Skills Assessment

Pictorial Representation: Students will be expected to use explanatory words. Picture Description: (Picture can be of place or people) To speak about any specific topic to express her own experience. To narrate a story or an incident.

To emphasise on the fact that during speaking skill assessment value points in focus should gauge the debating students according to the topic, wherein each student will be awarded points between 1 and 10. During orals the students can be awarded according to the marking scheme provided between 1,3,5,7, and 9. If the student scores between 3 and 5 she can be given 4 marks. Best ones can be given a score of 10. Prior information should be given to the students at the beginning of the academic year.

Evaluation Points of Various Skills Reading / Speaking

Student is capable of comprehending different words and statements but faces difficulty at the level of connecting ideas. She can speak well on topics in known context though with errors and limited ideas. Expresses her ability to understand difficult narration in a long speech / narration, she commits mistakes and finds obstacles in speech delivery. Even in unknown situation she organises the speech in an argumental way and the mistakes she commits does not obstruct her speech delivery. She is capable of applying appropriate style for herself (speaker) and the listeners but commits minor errors.

Listening
Student has the ability to understand the words used in the context but she fails to understand the related meaning of the sentence. She has the ability to understand the short narration in known context. She has the ability to clearly understand information both in familiar and unfamiliar context. She commits errors, which cause interruption in proceeding.

39

She can understand clearly the sequence of elaborate narration as well as draw conclusions based on it. She exhibits understanding of ideas of difficult narration. Also exhibits good listening skills favourably according to the aim.

Notes
Before the commencement of the examination, students can be given time for preparation. Present tense should be used in descriptive language. Prescribed topics to narrate should be familiar to the students like: anecdotes / humorous topics, review of recently read books or narrating the story of a recently seen movie. When the students begin to narrate/speak, the examiner must cause minimal interference.

Reading
The main objective of reading skills is to develop independent thinking that not only develops her capacity by improving her knowledge but also leads to self-review. To be able to grasp the central idea while skimming through the text. To understand that silent reading improves concentration and also increases the speed. To develop the ability to express her views about the text that she reads. To appreciate language, views and style of the author. To develop a keen interest towards literature. To be familiar with the meaning and different forms of words according to the context. To be able to explain and establish relation between various parts of reading material. To derive and give titles and sub-titles to unseen reading comprehension texts. To be aware of the prerequisites of writing a poem with proper meaning, rhythm and intonation.

Note: Easy topics must be chosen for reading involving variety ranging from social, cultural, natural, artistic, psychological, scientific, physical education and entertainment domains.

Writing
The aim of developing writing skills is majorly to gain command over written expression and be able to present thoughts and ideas in a comprehensible way. To use the script in appropriate manner. To be able to use punctuations properly. To improve the general as well as technical vocabulary required for different genres of writing.

40

To use effective and natural language and writing style. Divide the text in relevant paragraphs. To write appropriately- request letter, invitation, appreciation letter, grievance letter, formal letter, SMS, telegrams, and various paper presentations. To write an essay by collecting and reviewing information from various resources. To narrate and express her thoughts for a situation observed by her. Convert a story into a conversation and vice versa. To prepare agenda and notice for meetings and events. To summarize, elaborate and explain the meaning of a text. To explain and summarize both passage and poem. To express her feelings and thoughts with clarity, in a lucid and effective manner. To maintain the unity of thought and be systematic about the context. To take care of being elegant and brief. To exhibit creativity and originality in writing.

Creative Literary Expressions Debate

Topic - Teacher must select the topic herself.

Assessment points
Use of argument (Assertively presenting the topic) Presentation (Posture, gestures, and eye contact are assertive and confident) Organisation and clarity (Systematic presentation of instances and thoughts) Use of facts and examples

Recitation of Poems
According to the collection of poems in the textbook recitation of the same. (or) To write original poems and conduct activities based on the same.

Assessment points
Expression/Dramatization (Translate the poem according to mood and recite with proper emotions).

41

Voice and Articulation (Recite poem with proper fluency, pronunciation, rhythm, modulation and intonations). Presentation (Posture, gestures, and eye contact are natural and help engage listeners)

Reading story / Story telling / Narrate an incident Assessment points

Expression/Dramatization (Translate the incident according to character and narrate with proper emotions) Voice and Articulation (Narrate story/incident with proper fluency, pronunciation, rhythm, modulation and intonations). Presentation (Posture, gestures, and eye contact are assertive and help engage listeners) Content and Organization (Systematic explanation of instances).

Introduction and Interview

To start a conversation with a new person by introducing yourself in simple words and to collect or present information.

Assessment points
Introduction (with proper greeting, appropriate eye contact, assertive body language) Voice (Good volume, grammar, and vocabulary used. Spoken with a determined confidence) Poise (Posture, gestures, and eye contact are assertive. No nervous habits exhibited)

Drama/Role-Play
Student will display her acting skills with effective use of expression and perform a drama as a group activity in class.

Assessment points
Presentation and Performance (Well rehearsed, good tone, volume, pacing, and intonation). Characterization (Excellent creation, maintenance and projection of all elements of character including interpretation, emotion and motivation). Voice and Articulation (Present dialogues with proper fluency, pronunciation, rhythm, modulation and intonations). Non-verbal Cues (Eye contact with audience and other performers. Use of gestures and facial expressions).

42

Speech/Discussion
Topics should be related within experience limits of the students.

Assessment points
Presentation (Posture, gestures, and eye contact are assertive and help engage listeners) Language (Relevance of vocabulary and clarity of thought) Voice and Articulation (Present topic with proper fluency, pronunciation, rhythm, modulation and intonations). Content and Organization (Systematic explanation of instances). Emphasis on values (Truthful, self discipline, empathy, equality, leadership, honesty, loyalty, patriotism, responsibility).

43

01. ARABIC CODE: 016

CLASS IX SUMMATIVE ASSESSMENT-I (APRIL-SEPTEMBER 2013)
Time 3 Hours The Question Paper will be divided into four sections: Section A READING Details of Topics/Section Prose: Extract from text (Different kinds of verbs and change the number) Lesson 1-9 Poetry: Extract from text book (Nouns and prepositions) Lesson No. 12 B WRITING Formation of 6 sentences Fill in the Blanks Formation of duals C GRAMMAR Give antonyms Murakkab Ishari Murakkab Jarri Murakkab Idafi D TEXTBOOK Prose: Lesson 1-9: Translation of any two passages out of three Questions from given passage Poetry: Lesson No. 12 (Explanation of any four verses) Central Idea of poem SA 1 SUB TOTAL GRAND TOTAL 4 34 90 SA LA 1 1 4 10 Types of Questions SA SA No. of Questions 1 1 SUB TOTAL LA SA SA SA SA LA LA LA 1 1 1 SUB TOTAL 1 1 1 1 SUB TOTAL 1 Marks 6 6 12 12 5 5 22 4 4 7 7 22 16 Marks: 90

44

ARABIC CODE: 016

CLASS IX SUMMATIVE ASSESSMENT-II (OCTOBER 2013-MARCH 2014)
Time 3 Hours The Question Paper will be divided into four sections: Section A READING Details of Topics/Section Prose : Extract from text (Different kinds of verbs and change the number)Lesson 10,11,1317,19-25 Poetry : Extract from textbook (Nouns and prepositions) Lesson 18 & 16 B WRITING Formation of 6 sentences Fill in the Blanks Formation of Plurals C GRAMMAR Murakkab Wasfi (Choose) Maadi and all of its kinds. Examine only in sound verbs Simple Mudaare' (Aorist)and examine only in sound verbs Formation of Amr Haadir, Ghaib & Mutakallim) and examine only in sound verbs Nahi (Haadir, Ghaib & Mutakallim) and examine only in sound verbs Formation of Ism Faa'il and Ism Mafol and examine only in sound verbs D TEXTBOOK Prose : Lesson 1-9 : Translation of any two Passages out of three Questions from given Passage Poetry : Lesson No. 12 (Explanation of any four verses) Central Idea of poem Types of Questions SA No. of Questions 1 Marks 6 Marks: 90

SA

1 SUB TOTAL

6 12 12 5 5 22 2 2 2 6 2 8 22 16

LA SA SA SA MCQ MCQ SA LA LA

1 1 1 SUB TOTAL 1 1 1 1 1 1 SUB TOTAL

LA

SA LA SA

1 1 1 SUB TOTAL GRAND TOTAL

4 10 4 34 90

45

ARABIC CODE: 016

CLASS X SUMMATIVE ASSESSMENT (APRIL-SEPTEMBER 2014)
Time 3 Hours The Question Paper will be divided into four sections: Section A READING Details of Topics/Section Prose : Extract from textbook (Choose Faail & Mafool) Lesson 1, 2, 3, 5, 6, 7, 9, 10 Poetry : Extract from text book (Nouns and prepositions) Lesson 4 & 8 SUB TOTAL B WRITING Formation of 6 sentences Use of words and fill in the blanks LA SA 1 2 SUB TOTAL C GRAMMAR Formation of verbal sentences (F'il, Faa'il and Maf'ool Bihi) Definition and examples of Mafroo'aat Definition and examples of Mansoobaat (Mafaa' eel Khamsah, Ism- Inna wa Akhawaatuhaa, Khabar Kaana wa Akhawaatuhaa) Conjunctions: Huroof-'Atf D TEXTBOOK Prose: Lesson 1,2,3,5,6,7,9,10: (Translation of any 2 out of three passages) Questions from given passage Poetry : Lesson No. 4 & 8 (Explanation of any four verses) Central Idea of poem MCQ LA LA 1 1 1 12 12 10 22 4 7 7 Types of Questions SA SA No. of Questions 1 1 Marks 6 6 Marks: 90

MCQ LA SA LA SA

1 SUB TOTAL 1 1 1 1 SUB TOTAL GRAND TOTAL

4 22 16 4 10 4 34 90

46

ARABIC CODE: 016

CLASS X EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2014-MARCH 2015)
Time: 3Hrs The Question Paper will be divided into four sections: Section A READING Details of Topics/Section Prose: Extract from text books (Choose Nauasib, Sawazim, singular & plurals) Lesson 11,12,13,15,16,17,19,20 Poetry : Extract from text book (Broken Plural, Sound Verb, Noun) Lesson 14 & 18 B WRITING Translation of any five simple sentences of Arabic into English, Urdu or Hindi & Viceversa Composition: (Short paragraph or letter on a given topic) C GRAMMAR Pronouns Dual Definition and examples of Mudare (Aorist) with Huroof Al-Nawaasib or Al-Jawaazim Jam' Saalim and Jam' Mukassar (Qillat & Kathrat: Mafaa'il, Mafaa'eel, Fu'ool and Af'aal) Noonkhafeefah and Thaqeelah in Mudaare' D TEXTBOOK Prose: Lesson 11,12,13,15,16,17, 19,20: (Translation of any 2 out of three passages) Questions from text passages Poetry : Lesson No. 14 & 18 (Explanation of any 4 verses) Central Idea of poem SA LA SA LA SA 1 SUB TOTAL 1 1 1 1 SUB TOTAL GRAND TOTAL 4 22 16 4 10 4 34 90 SA 1 SUB TOTAL LA 2 6 12 10 Types of Questions SA No. of Questions 1 Marks 6 Total 90 Marks

LA

1 SUB TOTAL

12 22 4 4 6 4

MCQ MCQ LA SA

1 1 1 1

47

Guidelines/activities for conducting Formative Assessment in Arabic

For Classes IX and X for ARABIC language. For both Terms for both Classes: I. Comprehension: (i) (ii) Correct the sentences. Fill in the blanks. Marks: 20+20=40

(iii) Giving topic to write sentences. (iv) MCQ (v) II. Give antonyms.

Reading (i) (ii) Unseen passage/short stories Pronunciation

(iii) Meaning of the words (iv) Sentence formation (v) III. IV. V. VI. Singular/plural (Change the number)

Oral reproduction of lessons Preparation of teaching aids (charts, play cards, descriptive picture for prose orpoem. Conversation between the teacher and the students. Recitation of poem.

Prescribed Text Books: For Class IX Minhajul Taeem al - thaanawi (Part 1) CBSE 2010 For Class X Minhajul Taeem al - thaanawi (Part 2) CBSE 2011

48

Basic Template for setting question paper

S. N o 1. Typology of Questions Learning outcomes & Teaching Skills Listening, Speaking, Reading and Writing Skills Reasoning Analytical Skills Evaluation Skills Justify, Interpret, Conclude, Explain Creative SkillsComposing, Constructing, Summarizing, Organizing, Planning Reflect opinion, make judgment in different contexts on the basis of values imbibed 1 3* 2* 20 22.5 SA MCQ 1 Mark 7 SA 3 Marks 1 LA 5 Marks -----Marks %

Remembering (Knowledge based simple recall questions) Understanding (Comprehension- Familiar questions with meaning) Application (application of knowledge to new situations, inferential,)

10

10

2*

2*

20

22.5

Higher Order Thinking Skills (HOTS) (Analysing & evaluation open ended questions) Creating (Formation & Evaluation of a Judgment or Situation Multi-Disciplinary) TOTAL

1*

2*

15

17

-----

------

25

28

14

11

90

100

* Marked questions may have more than one part.

49

02. ASSAMESE CODE 014

SYLLABUS FOR CLASS: IX FIRST TERM (APRIL 2013 SEPTEMBER 2013)
SECTION SECTION A READING 1. DETAILS OF TOPICS/CHAPTERS Comprehension : One unseen passage of minimum 500 words. There will be twelve general questions from the passage and three grammar based question of 01 mark each is a must from the passage. 2. Composition : i. Story Writing ii. Amplification iii. Report Writing SECTION C GRAMMAR 3. Byakaran (Grammar): i. Anukar, Anurup Sabda ii. Swara Sandhi iii. Bisheshya, Bishesan, Sarbanam SECTION D LITERATURE 4. Poetry : i. Harar Krishnastuti : Sankardev ii. Sukhgeet : Chandra Kumar Agarwalla iii. Kabi : Hiteswar Borbaruah Prose : i. Asomeeyar Duravasthar Hetu : Anandaram Dhekial Phukan 15 15 15 WEIGHTAGE

SECTION B WRITING

6x1=6 4x1=4 5x1=5 5+10+10 = 25

5.

6.

ii. Samay : Nilamoni Phukan. iii. Saj Charitra aru Saj Acharan : Satyanath Borah Supplementary Reader : Sakha Damodar (From Page No. 111 to 118) (3rd Edition 2010) 5

Prescribed Text Books: 1. Adarsha Path (Pratham Bhag) Published by Assam State Textbook Production & Publication Corporation Ltd., Guwahati 781001. 2. Rachana Bichitra (Byakaronor Soite) by Dharma Singha Deka: Published by Assam Book Depot Panbazar, Guwahati 781001.

50

EXAMINATION STRUCTURE FOR ASSAMESE: CODE 014 CLASS : IX FIRST TERM (APRIL 2013 SEPTEMBER 2013) SA I
SECTION SECTION A READING 1. DETAILS OF TOPICS/CHAPTERS Comprehension: One unseen Passage of minimum 500 words. There will be twelve general questions from the passage and three grammar based question of 01 mark each is a must from the passage. 2. Writing Skills: i. Story Writing ii. Ampification iii. Report Writing SECTION C GRAMMAR 3. Byakaran (Grammar): i. Anukar, Anurup Sabda ii. Swara Sandhi iii. Bisheshya, Bisheshon, Sarbanam SECTION D LITERATURE 4. Poetry : i. Harar Krishnastuti: Sankardev LA/SA/VSA 1 (LA) 3 (SA) 4 (VSA) LA/S.A./VSA 1 (LA) 3 (SA) 4 (VSA) SA VSA 1 (SA) 3 (VSA) 5X1 = 5 2X3 = 6 1X4 = 4 ii. Sukhgeet : Chandra Kumar Agarwalla iii. Kabi : Hiteswar Borbaruah Prose: i. Asomeeyar Duravasthar Hetu: Anandaram Dhekial Phukan SA VSA MCQ L.A. L.A. L.A. V.S.A./MCQ 3 5 4 1 1 1 5 10 10 2X3 = 6 1X5 = 5 1X4 = 4 6X1 = 6 4X1 = 4 5X1 = 5 1X5 = 5 1X10 = 10 1X10 = 10 TYPES OF QUESTIONS No. OF QUESTIONS MARKS

SECTION B WRITING

5.

5X1 = 5 2X3 = 6 1X4 = 4 2X1 = 2 1X3 = 3 90 Marks.

ii. Samay: Nilamoni Phukan. iii. Saj Charitra aru Saj Acharan: Satya Nath Borah. Supplementary Reader: Sakha Damodar (From Page No. 108 to 119) TOTAL

6.

Long Answer (L A), Short answer (S A), Very short Answer (VSA) and Multiple Choice Question (MCQ).

51

SYLLABUS FOR ASSAMESE CODE 014 CLASS : IX SECOND TERM (OCTOBER 2013 MARCH 2014)
SECTION SECTION A READING DETAILS OF TOPICS/CHAPTERS 1. Comprehension: One unseen passage of minimum 500 words. There will be twelve general questions from the passage and three grammar based questions of 1 mark each is a must from the passage. 2. Composition: i. Story writing ii. Amplification (explanation of thoughts) iii. Report Writing (On School function eg: Annual Day, Sports, any competition) SECTION C GRAMMAR 3. Grammar: i. Kriya, Abyaya 5+5+5+5+5 = 25 ii. Bachan (Number) iii. Linga (Gender) iv. Krit Pratyaya v. Sabda Bibhakti SECTION D LITERATURE 4. Poetry: i. Atithi: Dharmeswari Devi Baruanee ii. Dhar Jharu Dhar Bhai: Ambikagiri Roy Choudhury iii. Jikir Aru Jari: Aazan Fakir 5. Prose: i. Aghari Ratoni : Trailokya Nath Goswami ii. Bharator Baichitrayar Majot Aikya: Hemanta Kumar Sharma iii. Guru Grihat Shankardev: Katha Guru Chariti (Dasham Adhyaya) 6. Supplementary Reader: Sakha Damondar (Page No. 118 to 135) 3rd Edition 2010. 5 Prescribed Text Books: 1. 2. Adarsha Path (Pratham Bhag) Published by Assam State Textbook Production & Publication Corporation Ltd, Guwahati 781001. Rachana Bichitra (Byakaronor Soite) by Dharma Singha Deka: Published by Assam Book Depot Panbazar, Guwahati 781001. 15 15 15 WEIGHTAGE

SECTION B WRITING

6x1 = 6 4x1 = 4 5x1 = 5

52

EXAMINATION STRUCTURE FOR ASSAMESE: CODE 014 CLASS : IX SECOND TERM (OCTOBER 2013 MARCH 2014) SA II
SECTION SECTION A READING DETAILS OF TOPICS/CHAPTERS 1. Comprehension: One unseen Passage of minimum 500 words. There will be twelve general questions from the passage and three grammar based questions of 1 mark each is a must from the passage. 2. Writing Skills: i. Story Writing ii. Ampification iii. Report Writing SECTION C GRAMMAR 3. Grammar: i. Kriya, Abyaya ii. Bachan (Number) iii. Linga (Gender) iv. Krit Pratyaya v. Sabda Bibhakti SECTION D LITERATURE 4. Poetry : i. Atithi: Dharmeswari Devi Baruanee ii. Dhar Jharu Dhar Bhai: Ambikagiri Roy Choudhury iii. Jikir Aru Jari: Azan Fakir. Prose: i. Aghari Ratoni: Trailikya Nath Goswami ii. Bharatar Baichitrayar Majot Aikya: Hemanta Kumar Sharma. iii. Guru Grihat Shankardev: Katha Guru Charit (Dasam Adhyaya) 5. Supplementary Reader: Sakha Damodar (From Page No. 120 to 132) TOTAL SA VSA LA/SA/VSA LA/SA/VSA 1 (LA) 3 (SA) 4 (VSA) 1 (LA) 3 (SA) 4 (VSA) 5X1 = 5 2X3 = 6 1X4 = 4 5X1 = 5 2X3 = 6 1X4 = 4 V.S.A./MCQ TYPES OF QUESTIONS SA VSA MCQ No. OF QUESTIONS 3 5 4 MARKS 2X3 = 6 1X5 = 5 1X4 = 4

SECTION B WRITING

L.A. L.A. L.A.

1 1 1 5 5 5 5 5

6X1 = 6 4X1 = 4 5X1 = 5 1X5 = 5 1X5 = 5 1X5 = 5 1X5 = 5 1X5 = 5

1 (SA) 3 (VSA)

2X1 = 2 1X3 = 3 90 Marks.

Long Answer (L A), Short answer (S A), Very short Answer (VSA) and Multiple Choice Question (MCQ).

53

SYLLABUS FOR ASSAMESE CODE 014 CLASS : X FIRST TERM (APRIL 2014 SEPTEMBER 2014)
SECTION SECTION A READING 1. DETAILS OF TOPICS/CHAPTERS Bodh Parikhya (Comprehension): One unseen passage of minimum 500 words. There will be twelve general questions from the passage and three grammar based questions of 1 mark each will be set from the passage. 2. Likhan Kala (Writing Skills): a) b) SECTION C GRAMMAR 3. Golpa Likhan/Rachana (Story Writing/Essay) Phakara Jojana/Byaktigata Chithi (Personal Letter/Proberb) Byakaran (Grammar): i. Upsarga ii. Anusarga iii. Sandhi (Byanjan aru Bisarga) iv. Bakya Paribartan (Saral, Yougik, Yatil) v. Samarthak Shabda vi. Yati Ba Biram Chinha 4. Prose (Gadya) : i. Manushya Jibanar Lakhya-Satyanath Bora ii. Luku Dekaphukanar Deshbhakti- Nakul Chandra Bhuyan SECTION D LITERATURE 5. Poetry (Padya): i. Bargeet Madhav Deva ii. Bahagir Biya Raghunath Choudhary 6. Supplementary Reader (Atirikta Path): Adarsha Path (Dwitiya Bhag) Prerana Pathar 96 to 104 (3rd Edition 2011).
,,

WEIGHTAGE 15

SECTION B WRITING

10 5

25

15

15

Prescribed Text Books: 1. Adarsha Path (Dwitiya Bhag) Published by Assam State Textbook Production & Publication Corporation Ltd., Guwahati 781001. 2. Rachana Bichitra (Byakaronor Soite) by Dharma Shingha Deka: Published by Assam Book Depot Panbazar, Guwahati 781001.

54

EXAMINATION STRUCTURE FOR ASSAMESE : CODE 014 CLASS : X FIRST TERM (APRIL 2014 SEPTEMBER 2014) SA I
SECTION SECTION A READING DETAILS OF TOPICS/CHAPTERS 1. Bodh Parikhya Comprehension: One unseen Passage of minimum 500 words. There will be twelve general questions from the passage and three grammar based questions of one mark each will be set from the passage. 2. Likhan Kala (Writing Skills): i. Golpa Likhan (Story Writing) Or Rachna (Essay) (Jibani Mulak/Abhiruchi Bisayak) ii. Phakara - Yojana/Byaktigata Chithi (Proverb/Personal Letter) SECTION C GRAMMAR 3. Byakaran (Grammar): i. Upsarga ii. Anusarga iii. Sandhi (Byanjan aru Bisarga) iv. Bakya paribartan (Saral, Yougik, Jatil) v. Samarthak Shabda vi. Yati Ba Biram Chinha SECTION D LITERATURE 4. Prose (Gadya) : i. Manushya Jibanar Lakhya ii. Luku Dekaphukanar Deshbhakti 5. Poetry (Padya): i. Bargeet ii. Bahagir Biya 6. Supplementary Reader (Atirikta Path): Adarsha Path (Dwitiya Bhag) Prerana Pathar 96 to 104 (3rd Edition 2011). TOTAL SA VSA LA/SA/VSA V.S.A./MCQ 04 04 06 03 04 04 1 (L A) 3 (SA) 4 (VSA) LA/S.A./VSA 1 (L A) 3 (SA) 4 (VSA) 1 (SA) 3(VSA) L.A. 02 5x1 = 5 10x1= 10 MCQ/VSA 1X15 = 15 1X15 = 15 TYPES OF QUESTIONS No. OF QUESTIONS MARKS

SECTION B WRITING

1x4=4 1x4=4 1x6=6 1x3=3 1x4=04 1x4=04 5X1 = 5 2X3 = 6 1X4 = 4 5X1 = 5 2X3 = 6 1X4 = 4 2X1 = 2 1X3 = 3 90 Marks.

Long Answer (L.A.), Short Answer (S.A.), Very Short Answer (V.S.A.) & Multiple Choice Question (MCQ).

55

SYLLABUS FOR ASSAMESE CODE 014 CLASS : X SECOND TERM (OCTOBER 2014 MARCH 2015)
SECTION SECTION A READING 1. DETAILS OF TOPICS/CHAPTERS Comprehension: One unseen passage of minimum 500 words. There will be twelve general questions from the passage and three grammar based question of 01 mark each is a must from the passage. 2. Likhan Kala (Writing Skills): a) Galpa Likhan (Story writing) or Rachana (Essay) i. ii. b) SECTION C GRAMMAR 3. Utsab Bishayak Adarshamulak 5x1 = 5 15 WEIGHTAGE

SECTION B WRITING

10x1 = 10

Phakara Yojana/Byaktigata Chithi: (Proberbs or Personal Letter)

Byakaran (Grammar): i. Tadhit Protyaya ii. Eta Shabdat Prakasha iii. Biparitarthak Shabda iv. Bhul Bakyar-Shudarani v. Linga 25

SECTION D LITERATURE

4.

Padya (Poetry): i. Mor Desha Manuhar Desha Debakanta Baruah ii. Amar Niyam Durgeshwar Sarma Gadya (Prose): i. Nam Dim kalyanee Sneha Devi ii. Ashamar Kanh Shilpa Dr. Umesh Deka Supplementary Reader (Pathya Puthi): Prerana (Page No. 104 to 114) 3rd Edition 2011.

15

5.

15

6.

Prescribed Text Books: 1. Adarsha Path (Dwitiya Bhag) Published by Assam State Textbook Production & Publication Corporation Ltd, Guwahati 781001. Rachana Bichitra (Byakaronor Soite) by Dharmeswar Deka: Published by Assam Book Depot Panbazar, Guwahati 781001.

2.

56

EXAMINATION STRUCTURE FOR ASSAMESE : CODE 014 CLASS : X SECOND TERM (OCTOBER 2014 MACRCH 2015) SA II
SECTION SECTION A READING 1. DETAILS OF TOPICS/CHAPTERS Bodh Parikhya Comprehension: One unseen Passage of minimum 500 words. There will be twelve general questions from the passage and three grammar based questions of one mark each will be set from the passage. 2. Likhan Kala (Writing Skills): a) Golpa Likhan (Story Writing) or Rachana (Essay) b) Phakara Yojana/Byaktigata/ Chithi: (Proberbs or Personal Letter) SECTION C GRAMMAR 3. Byakaran (Grammar): i. Tadhit Protyay ii. Eta Shabdat Prakash iii. Biparitarthak shabda iv. Bhul Bakyar-Sudarani v. Linga SECTION D LITERATURE 4. Padya (Poetry): i. Mor Desha Manuhar Desha Debakanta Baruah LA/SA/VSA 1 (LA) 3 (SA) 4 (VSA) LA/SA/VSA 1 (LA) 3 (SA) 4 (VSA) SA VSA 1 (SA) 3 (VSA) 1x5=5 2X3=6 1x4=4 1x5=5 2X3=6 1x4=4 2x1=2 1X3=3 90 Marks. V.S.A./MCQ 05 05 05 05 05 1x5=5 1x5=5 1x5=5 1x5=5 1x5=5 L.A. 02 5x1 = 5 10x1= 10 MCQ/VSA 1X15 = 15 1X15 = 15 TYPES OF QUESTIONS No. OF QUESTIONS MARKS

SECTION B WRITING

ii. Amar Niyam Durgeshwar Sarma 5. Gadya (Prose): i. Nam Dim kalyanee Sneha Devi ii. Axomar Kanh Shilpa Dr. Umesh Deka 6. Supplementary Reader (Pathya Puthi): Prerana (Page No. 104 to 114) 3rd Edition 2011. TOTAL

Long Answer (L.A.), Short Answer (S.A.), Very Short Answer (V.S.A.) & Multiple Choice Question (MCQ)

57

3. BAHASA MELAYU
INTRODUCTION Malay Language or Bahasa Melayu is a major language of the Austronesian family. It is the national language of Indonesia(as Indonesian), Malaysia (also known as Malaysian), and Brunei, and it is one of the four official languages of Singapore. It is spoken natively by 40 million people across the Malacca Strait, including the coasts of the Malay Peninsula of Malaysia and the eastern coast of Sumatra in Indonesia, and has been established as a native language of part of western coastal Sarawak and West Kalimantan in Borneo. The total number of speakers of the language is more than 215 million. As the Bahasa Kebangsaan or Bahasa Nasional (National Language) of several states, Standard Malay has various official names. In Singapore and Brunei it is called Bahasa Melayu (Malay language); in Malaysia, Bahasa Malaysia (Malaysian language); and in Indonesia, Bahasa Indonesia (Indonesian language) and is designated the BahasaPersatuan/Pemersatu("unifying language/lingua franca"). However, in areas of central to southern Sumatra where the language is indigenous, Indonesians refer to it as Bahasa Melayu and consider it one of their regional languages. Standard Malay, also called Court Malay, was the literary standard of the pre-colonial Malacca and Johor Sultanates, and so the language is sometimes called Malacca, Johor, or Riau Malay (or various combinations of those names) to distinguish it from the various other Malayan languages, though it has no connection to the Malay dialect of the Riau Islands. According to Ethnologue 16, several of the Malayan varieties they currently list as separate languages, including the Orang Asli varieties of Peninsular Malay, are so closely related to standard Malay that they may prove to be dialects. (These are listed with question marks in the table at right.) There are also several Malay-based creole languages which are based on a lingua franca derived from Classical Malay, as well as Makassar Malay, which appears to be a mixed language. LISTENING AND SPEAKING OBJECTIVES: The students should be able to : (i) (ii) adopt different strategies according to the purpose of listening. use linguistic and non-linguistic features of the context as clues to understanding and interpreting the lesson. understand and respond appropriately to directive language, e.g. instruction, advice, requests and writing. speak intelligibly using appropriate word stress, sentence and intonation. present oral reports or summaries, make announcements clearly and confidently.

(iii) listen to talk and understand the topic and main points. (iv) (v) (vi)

(vii) participate in spontaneous spoken discourse in familiar social situation. 2. CONVERSATION SKILL - ASSESSMENT SCALE. Speaking 1. Displays almost constant use of disfluencies in manner that is disruptive to the partner responses, and/or receives partner negative sanction Displays frequent use of disfluencies in 1. Listening Displays low ability in understanding and phrases in a familiar context and couldn't follow the speech continuously Displays an ability to follow some short connected speeches without any problem

2.

2.

58

manner that is disruptive to the partner responses, and/or receives partner negative sanction 3. Displays occasional use of disfluencies in manner that is disruptive to the partner responses, and/or receives partner negative sanction Displays few disfluencies, and those used do not appear to be disruptive to partner. Displays no noticeable dysfl uencies, speaks with clearly comprehensible utterances, but not with excessive "clip" or stilted pronunciation. 3. Displays ability to understand the information partly in either familiar and unfamiliar texts Able to understand range of large spoken texts with small errors, able to make inferences Displays potential ability to interpret complex speeches, able to give a view on them

4. 5.

4.

5.

3.

SUGGESTED ACTIVITIES (i) (ii) (iv) (v) (vi) Elocution Debate

FOR FORMATIVE ASSESSMENT

(iii) Drama Role play (about 5 minutes) Prepared speech Group discussion

(vii) Unprepared conversation (viii) Quiz

LITERATURE
OBJECTIVES : By the end of the course, students should be able to (i) understand, interpret, evaluate and respond to the following features in literary text: (ii) Character as revealed through appearance and distinguishing features Socio-economic background action/events Expression of feelings Speech and dialogues

Plot/ Story/Theme emerging through main event, Progression of events and links between them, sequence of events denoting theme.

(iii) Setting, as seen through time and place, socio-economic and cultural background, people, beliefs and attitudes. (iv) Form: Rhyme Rhythm Simile Metaphor

59

 2.

Alliteration Repetition FOR FORMATIVE ASSESSMENT:

SUGGESTED ACTIVITIES (i) (ii) (vi) Movie Review Poem Writing Dialogue Writing

(iii) Drama/Scene Writing

READING
1. OBJECTIVES: By the end of the course, students will be able to (i) (ii) read silently at varying speeds on the purpose of reading, adopt different strategies for different types of text, both literary and non-literary;

(iii) recognize the organization of a text; (iv) (v) (vi) identify the main points of a text. read a range of contemporary and classical texts appropriate to their interests and learning needs read texts from a variety of genres and cultural traditions

(vii) recognize that reading is an active process in which readers interact with the text to construct meaning within the context of their own understanding and experiences (viii) read longer works in variety of styles including drama, poetry, essays and short stories 2. SUGGESTED ACTIVITIES FOR FORMATIVE ASSESSMENT (i) Read passages according to types; Short story, Article, Poem, News, Speech.(literary and non-literary)

These passages may be either shorter or longer. The aim of this practice is to test the fluency of the students in studying the language besides practicing on how to talk the language. The aim of this practice is to give some practical to the students besides just studying theory in the classroom.

WRITING
1. OBJECTIVES-By the end of the course, students will be able to (i) express ideas in clear and grammatically correct Malay, using appropriate punctuation and cohesion devices,

60

(ii)

plan, organise and present ideas coherently by introducing, developing and concluding a topic;

(iii) write a clear description (e.g of place, a person, an object or system); (iv) (v) (vi) present an argument, supporting it with appropriate examples. recognize that writing is an important tool for communicating, for clarifying thinking, and for learning use writing to explore ideas and express understanding

(vii) use writing to express and share feelings, ideas, and opinions with a range of audiences (e.g., self, friends, teachers, school newspaper) (viii) write to describe (e.g., describe a person or place) 2. SUGGESTED ACTIVITIES FOR FORMATIVE ASSESSMENT The students may be asked to write some articles on current issues. This is to enhance better understanding of the language among the students. The students may write News, Dialogue, Speech, Poem, Diary Entry. Literary or non-literary passages ASSESSMENT-READING AND WRITING 1. 2. 3. 4. 5. Displays low ability in understanding the questions given and couldn't write any concrete points for the question given Displays an ability to come up with some ideas yet the ideas are too general and the writing format was not correct enough Displays ability to understand the questions given and write on some concrete ideas on the question given. Some major grammar mistakes are found on the writing. Able to write without many grammar mistakes and prepositions were used to write a better essay Displays ability to write on many concrete ideas thus rearrange them in certain number of paragraphs so that the essay looks in on order. No grammar mistakes found and the connectors were used properly.

61

SYLLABUS FOR BAHASA MELAYU-CODE 099 CLASS: IX FIRST TERM (APRIL 2013-SEPTEMBER 2013)
SECTION SECTION - A READING (i) DETAILS OF TOPICS/CHAPTERS Four unseen passages of total 400 words (max. 100 words for each passage One unseen passage for summary writing with maximum word limit of 80 words. 17 20 Marks SUGGESTED PERIODS 15 WEIGHTAGE 20 Marks

SECTION-B WRITING

(i)

(ii) One picture composition with maximum word limit of 150 words. (iii) One essay writing with maximum word limit for 150 words OR formal letter writing. SECTION-C GRAMMAR (i) Identifying mistakes in the sentences.

20

25 Marks

(ii) Questions based on grammar items. (iii) Questions based on idioms and proverbs. (iv) Examples: Component Grammar Kata Nama Kata Ganti Diri Penjodoh Bilangan Kata Sendi Kata Adjektif Kata Keterangan Kata Hubung Kata Seru Pengimbuhan Penggandaan Peribahasa (i) Question based on Tradisional Poem, Tradisional Prose, Modern Poem, and Short Story from text book. Unit 1: Puisi Tradisional Pantun Empat Kerat (Muafakat) Pantun Nasihat (Bersatu Hati) 10

62

Unit 2: Prosa Tradisional Prescribed Text Books: 1. 2. Hikayat Seri Kelantan Unit 3: Sajak (Puisi Moden) Fragmen Sebuah Kehidupan Kata-kata

10 10

25 Marks

Unit 4: Cerpen Mutiara Bonda

10

Literature: Antologi Harga Sebuah Lukisan: Publication: Dewan Bahasa dan Pustaka, Kuala Lumpur: Malaysia. Grammar: Bahasa Melayu Tingkatan 3: Publication: Dewan Bahasa dan Pustaka, Kuala Lumpur: Malaysia.

63

EXAMINATION STRUCTURE FOR BAHASA MELAYU-CODE 099 CLASS: IX FIRST TERM (APRIL 2013-SEPTEMBER 2013)
SECTION DETAILS OF TOPICS/ CHAPTERS TYPE OF QUESTIONS M.C.Q NO. OF MARKS QUESTIONS 5 questions per passage 5x1=5 5x1=5 5x1=5 5x1=5 1x5=5

SECTION - A (i) Four unseen passages of total READING 400 words (max. 100 words for each passage and five questions per passage worth 1 mark each. SECTION-B WRITING (i) One unseen passage for summary writing with maximum word limit of 80 words. (ii) One picture composition with maximum word limit of 150 words. (iii) One essay writing with maximum word limit of 150 words OR informal letter writing. SECTION-C GRAMMAR (i) Ten questions: students are required to identify the mistake in the sentences (multiple choices). (ii) Ten questions: multiple choices of questions based on all grammar items. (iii) Five multiple choices of questions based on idioms and proverbs. (i) Questions based on Tradisional Poem from literature text book. SECTION-D (ii) Questions based on a Prose LITERATURE from literature text book. (iii) Questions based on a Modern Poem from literature text book (word limit of 25 to 30 words) (iv) Questions based on Short Story (word limit of 60-70 words

L.A

01

L.A

01

1x5=5

L.A

01

1x10=10

M.C.Q

10

10x1=10

M.C.Q

10

10x1=10

M.C.Q M.C.Q M.C.Q S.A

10 05 05 03

5x1=5 5x1=5 5x1=5 3x3=9

L.A

01 TOTAL

1x6=6 90Marks

64

SYLLABUS FOR BAHASA MELAYU-CODE 099 CLASS: IX SECOND TERM (OCTOBER 2013-MARCH 2014)
SECTION SECTION - A READING DETAILS OF TOPICS/CHAPTERS (i) Four unseen passages of total 400 words (max. 100 words for each passage) One unseen passage for summary writing with maximum word limit of 80 words. SUGGESTED PERIODS 15 WEIGHTAGE 20 Marks

(i)

18

20 Marks

SECTION-B WRITING

(ii) One picture composition with maximum word limit of 150 words. (iii) One essay writing with maximum word limit of 150 words OR informal letter writing. (i) Identifying mistakes in the sentences.

(ii) Questions based on grammar items. (iii) Questions based on idioms and proverbs. (iv) Examples: Component Grammar SECTION-C GRAMMAR (i) Kata Majmuk Ayat Nafi Ayat Tanya Ayat Aktif Ayat Pasif Ayat Perintah Ayat Larangan Ayat Seruan Ayat Penegas Ayat Majmuk Pancangan Analisis Kesalahan Ayat Peribahasa 2 2 3 3 2 2 2 2 2 2 2 2 25 Marks

Question based on Tradisional Poem, Tradisional Prose, Modem Poem, and Short Story from text book. 6

Unit 1: Puisi Tradisional F Pantun Berkait (Bekerja)

65

Unit 2: Prosa Tradisional Hikayat Patani Unit 3: Sajak (Puisi Moden) Keusangan Budaya Unit 4: Cerpen Segala yang Tercipta Ada di Sana

6 7 6

25 Marks

Prescribed Text Books: 1. 2. Literature: Antologi Harga Sebuah Lukisan: Publication: Dewan Bahasa dan Pustaka, Kuala Lumpur: Malaysia. Grammar: Bahasa Melayu Tingkatan 3: Publication: Dewan Bahasa dan Pustaka, Kuala Lumpur: Malaysia.

66

EXAMINATION STRUCTURE FOR BAHASA MELAYU-CODE 099 CLASS: IX SECOND TERM (OCTOBER 2013-MARCH 2014)
SECTION DETAILS OF TOPICS/ CHAPTERS TYPE OF QUESTIONS M.C.Q NO. OF QUESTIONS 5 questions per passage MARKS 5x1=5 5x1=5 5x1=5 5x1=5 1x5=5

SECTION - A (i) Four unseen passages of total READING 400 words (max. 100 words for each passage and five questions per passage worth 1 mark each. SECTION-B WRITING (i) One unseen passage for summary writing with maximum word limit of 80 words. (ii) One picture composition with maximum word limit of 150 words. (iii) One essay writing with maximum word limit of 150 words OR informal letter writing. SECTION-C GRAMMAR (i) Ten questions: students are required to identify the mistake in the sentences (multiple choices). (ii) Ten questions: multiple choices of questions based on all grammar items. (iii) Five multiple choices of questions based on idioms and proverbs. (i) Questions based on Tradisional Poem from literature text book. SECTION-D (ii) Questions based on a Prose LITERATURE from literature text book. (iii) Questions based on a Modern Poem from literature text book (word limit of 25 to 30 words) (iv) Questions based on Short Story (word limit of 60-70 words

L.A

01

L.A

01

1x5=5

L.A

01

1x10=10

M.C.Q

10

10x1=10

M.C.Q

10

10x1=10

M.C.Q M.C.Q M.C.Q S.A

10 05 05 03

5x1=5 5x1=5 5x1=5 3x3=9

L.A

01 TOTAL

1x6=6 90Marks

67

EXAMINATION SPECIFICATIONS Bahasa Melayu Class IX

No. Typology of Questions Testing Skills Short Answer MCQ Short Answer 3 Marks (including Map) 3(3) Long Marks Answer 5/8 Marks %

Remembering (Knowledge based Simple recall question) Understanding (Comprehension Familiar with meaning and understanding) Application (Application of Knowledge to new example) Inferential Type Higher Order Thinking Skills (HOTS) (Analysing & evaluation) Creativity (Formation & Evaluation of a Judgment or Situation) Multi Disciplinary TOTAL

5(1)

1(6)

20

22.2%

30(1)

30

33.3%

20(10) L-S-R-W Skills

20

22.2%

1(5)

5.6%

1(5) 1(10) 15 16.7%

55(1)

3(3)

2(5 ) 1(6) 1(10)

90

100%

68

SYLLABUS FOR BAHASA MELAYU-CODE 099 CLASS: X FIRST TERM (APRIL 2014-SEPTEMBER 2014)
SECTION SECTION - A READING DETAILS OF TOPICS/CHAPTERS (i) Four unseen passages of total 400 words (max. 100 words for each passage and five questions per passage worth 1 mark each. One unseen passage for summary writing with maximum word limit of 80 words. SUGGESTED PERIODS 15 WEIGHTAGE 20 Marks

SECTION-B WRITING

(i)

17

20 Marks

(ii) One picture composition with maximum word limit of 150 words. (iii) One essay writing with maximum word limit for 150 words OR letter writing. (i) Identifying mistakes in the sentences.

(ii) Questions based on grammar items. (iii) Questions based on idioms and proverbs. (iv) Examples: Component Grammar SECTION-C GRAMMAR SECTION-D LITERATURE (i) Kata Nama Kata Ganti Diri Penjodoh Bilangan Kata Sendi Kata Adjektif Kata Keterangan Kata Hubung Kata Seru Pengimbuhan Penggandaan 20 25 Marks

Question based on Tradisional Poem, Tradisional Prose, Modern Poem, and Short Story from text book. 10 25 Marks Syair Panduan untuk Para Remaja Syair Berbuat Jasa

Unit 1: Puisi Tradisional

69

Unit 2: Prosa Tradisional Hikayat Marakarma Unit 3: Sajak (Puisi Moden) Seorang Insan Istimewa Rumput

10 10

Unit 4: Cerpen Harga Sebuah Lukisan Budi Semangkuk Daging

10

Prescribed Text Books: 1. 2. Literature: Antologi Harga Sebuah Lukisan: Publication: Dewan Bahasa dan Pustaka, Kuala Lumpur: Malaysia. Grammar: Bahasa Melayu Tingkatan 3: Publication: Dewan Bahasa dan Pustaka, Kuala Lumpur: Malaysia.

70

EXAMINATION STRUCTURE FOR BAHASA MELAYU-CODE 099 CLASS: X FIRST TERM (APRIL 2014-SEPTEMBER 2014) SA 1
SECTION DETAILS OF TOPICS/ CHAPTERS TYPE OF QUESTIONS M.C.Q NO. OF MARKS QUESTIONS 5 questions per passage 5x1=5 5x1=5 5x1=5 5x1=5 5

SECTION - A (i) Four unseen passages of total READING 400 words (max. 100 words for each passage and five questions per passage worth 1 mark each. SECTION-B WRITING (i) One unseen passage for summary writing with maximum word limit of 80 words. (ii) One picture composition with maximum word limit of 150 words. (iii) One essay writing with maximum word limit of 150 words OR letter writing. SECTION-C GRAMMAR (i) Ten questions: students are required to identify the mistake in the sentences (multiple choices). (ii) Ten questions: multiple choices of questions based on all grammar items. (iii) Five multiple choices of questions based on idioms and proverbs. (i) Questions based on Tradisional Poem from literature text book. SECTION-D (ii) Questions based on a Prose LITERATURE from literature text book. (iii) Questions based on a Modern Poem from literature text book (word limit of 25 to 30 words) (iv) Questions based on Short Story (word limit of 60-70 words

L.A

01

L.A

01

L.A

01

10

M.C.Q M.C.Q

10 10

10x1=10 10x1=10

M.C.Q M.C.Q M.C.Q S.A

10 05 05 03

5x1=5 5x1=5 5x1=5 3x3=9

L.A

01 TOTAL

1x6=6 90Marks

71

SYLLABUS FOR BAHASA MELAYU-CODE 099 CLASS: X SECOND TERM (OCTOBER 2014-MARCH 2015)
SECTION SECTION - A READING DETAILS OF TOPICS/CHAPTERS (i) Four unseen passages of total 400 words (max. 100 words for each passage and five questions per passage worth 1 mark each. One unseen passage for summary writing with maximum word limit of 80 words. SUGGESTED PERIODS 15 WEIGHTAGE 20 Marks

(i)

18

20 Marks

SECTION-B WRITING

(ii) One picture composition with maximum word limit of 150 words. (iii) One essay writing with maximum word limit for 150 words OR letter writing. (i) Identifying mistakes in the sentences.

(ii) Questions based on grammar items. (iii) Questions based on idioms and proverbs. (iv) Examples: Component Grammar SECTION-C GRAMMAR (i) Kata Majmuk Ayat Nafi Ayat Tanya Ayat Aktif Ayat Pasif Ayat Perintah Ayat Larangan Ayat Seruan Ayat Penegas Ayat Majmuk Pancangan Analisis Kesalahan Ayat Peribahasa 2 3 3 2 2 2 2 2 2 2 2 2 25 Marks

Question based on Tradisional Poem, Tradisional Prose, Modern Poem, and Short Story from text book. 6 Syair Li-Attar Ghib

Unit 1: Puisi Tradisional

72

Unit 2: Prosa Tradisional Hikayat Inderaputera Unit 3: Sajak (Puisi Moden) Orang Tua Unit 4: Cerpen Mencari Nafas Baharu

6 7 6

25 Marks

Prescribed Text Books: 3. 4. Literature: Harga Sebuah Lukisan: Publication: Dewan Bahasa dan Pustaka, Kuala Lumpur: Malaysia. Grammar: Bahasa Melayu Tingkatan 3: Publication: Dewan Bahasa dan Pustaka, Kuala Lumpur: Malaysia.

73

EXAMINATION STRUCTURE FOR BAHASA MELAYU-CODE 099 CLASS: IX SECOND TERM (OCTOBER 2014-MARCH 2015) SA II
SECTION DETAILS OF TOPICS/ CHAPTERS TYPE OF QUESTIONS M.C.Q NO. OF MARKS QUESTIONS 5 questions per passage 5x1=5 5x1=5 5x1=5 5x1=5 1x5=5

SECTION - A (i) Four unseen passages of total READING 400 words (max. 100 words for each passage and five questions per passage worth 1 mark each. SECTION-B WRITING (i) One unseen passage for summary writing with maximum word limit of 80 words. (ii) One picture composition with maximum word limit of 150 words. (iii) One essay writing with maximum word limit of 150 words OR letter writing. SECTION-C GRAMMAR (i) Ten questions: students are required to identify the mistake in the sentences (multiple choices). (ii) Ten questions: multiple choices of questions based on all grammar items. (iii) Five multiple choices of questions based on idioms and proverbs. (i) Questions based on Tradisional Poem from literature text book. SECTION-D (ii) Questions based on a Prose LITERATURE from literature text book. (iii) Questions based on a Modern Poem from literature text book (word limit of 25 to 30 words) (iv) Questions based on Short Story (word limit of 60-70 words

L.A

01

L.A

01

1x5=5

L.A

01

1x10=10

M.C.Q

10

10x1=10

M.C.Q

10

10x1=10

M.C.Q M.C.Q M.C.Q S.A

10 05 05 03

5x1=5 5x1=5 5x1=5 3x3=9

L.A

01 TOTAL

1x6=6 90Marks

74

EXAMINATION SPECIFICATIONS Bahasa Melayu Class X

No. Typology of Questions Learning Outcomes & Testing Skills 1 Mark Short Answer MCQ Short Answer 3 Marks (including Map) 3(3) Long Marks Answer 5/8 Marks %

Remembering (Knowledge based Simple recall question) Understanding (Comprehension Familiar with meaning and understanding) Application (Application of Knowledge to new example) Inferential Type Higher Order Thinking Skills (HOTS) (Analysing & evaluation) Creativity (Formation & Evaluation of a Judgment or Situation) Multi Disciplinary TOTAL

5(1)

1(6)

20

22.2%

30(1)

30

33.3%

20(10) L-S-R-W Skills

20

22.2%

1(5)

5.6%

1(5) 1(10) 15 16.7%

55(1)

3(3)

2(5 ) 1(6) 1(10)

90

100%

75

4. Bengali (Code-005)
CLASS: IX and X Formative Assessment

76

77

78

SYLLABUS FOR BENGALI - CODE 005 CLASS: IX FIRST TERM (APRIL 2013 - SEPTEMBER 2013)
SECTION SECTION-A READING DETAILS OF TOPICS/CHAPTERS Comprehension: Four unseen passages of 100-150 word each. One grammar based question of 1 mark is a must from each passage. Composition: (i) (ii) (i) (ii) Letter writing (Personal) Paragraph writing WEIGHTAGE 20 marks

SECTION-B WRITING

10 marks

SECTION-C GRAMMAR

Sandhi (Swara) Transformation of sentences (Affirmative, Negative, Interrogative, Exclamatory, Imperative) (iii) Synonyms. (iv) Idioms Prose :

20 marks

SECTION-D LITERATURE Explanation

(i)

Sagar Sangame Nabakumar by Bankim Chandra Chatterjee. (ii) Agnidever Sajja by Bibhuti Bhusan Bandyopadhyay. (iii) Harun Salemer Masi by Mahasweta Devi. Poetry : (i) (ii) Agomoni by Ramprasad Sen. Kalketur Nikat Bharu Datta by Mukundaram.

Explanation (2+3) x1=5 Question (1+2+2) x 2=10

(2+3) x1=5 (1+2+2) x 2=10 Questions (1+2+2)x2=10 Total=40 marks

(iii) Bharat Tirtha by Rabindranath Tagore. Questions Supplementary Reader: Aam Antir Bhempu (1929) by Bibhuti Bhusan Bandyopadhyay. (Chapters 1 to 10)

Prescribed Text Books: Prose & Poetry: Path Sankalan (Latest Edition) Published by : Board of Secondary Education, Kolkata, West Bengal. Supplementary Reader: Am Antir Bhempu (1929) by Bibhuti Bhusan Bandyopadhyay Published by: Signet Press, 25/4, Ekbalpur, Kolkata, West Bengal. Grammar: Saraswati Bangla Byakaran O Rachana - Saraswati House Pvt. Ltd. 9, Darya Ganj, New Delhi- 110002 (www.saraswatihouse.com) Reference Book: Prabeshika Bangla Byakaran O Rachna by Nirmal Kumar Das Published by: Oriental Book Company, 56 Surya Sen Street, Kolkata, West Bengal.

79

EXAMINATION STRUCTURE FOR BENGALI - CODE 005 CLASS: IX FIRST TERM (APRIL 2013 - SEPTEMBER 2013)
SECTION SECTION-A READING DETAILS OF TOPICS/CHAPTERS Comprehension: Four unseen passages of 100-150 word each. One grammar based question of 1 mark is a must from each passage. Composition: (i) Letter writing (Personal) (ii) Paragraph writing S.A. L.A. 01 01 (2+3) x 1 = 5 marks 5x1=5 marks Total=10 marks SECTION-C GRAMMAR (i) Sandhi (Swara) (ii) Transformation of sentences (Affirmative, Negative, Interrogative, Exclamatory,Imperative) marks (iii) Synonyms. (iv) Idioms Prose : Explanation (L. A.) Questions (S.A.) 01 02 (2+3) x 1 = 5marks (1+2+2) x 2 = 10 marks TYPES OF NO. OF QUESTIONS QUESTIONS

MARKS

MCQ

3 x 4 = 12

5(2+2+1)x4 = 20 marks

SECTION-B WRITING

MCQ

5x4=20

5x4=20

SECTION-D

LITERATURE (i) Sagar Sangame Nabakumar (ii) Agnidever Sajja (iii) Harun Salemer Masi

Poetry : (i) Agomoni (ii) Kalketur Nikat Bharu Datta (iii) Bharat Tirtha

Explanation (L. A.) Questions (S.A.)

01 02

(2+3) x 1 = 5 marks (1+2+2) x 2 = 10 marks

Supplementary Reader: Aam Antir Bhempu (Chapters 1 to 10)

Questions (S.A.)

02

(1+2+2) x2 = 10 marks Total=40 marks

Total

90 Marks

80

SYLLABUS FOR BENGALI - CODE 005 CLASS: IX SECOND TERM (OCTOBER 2013 - MARCH 2014)
SECTION SECTION-A READING SECTION-B WRITING DETAILS OF TOPICS/CHAPTERS WEIGHTAGE Comprehension: Four unseen passages of 100-150 word each. One grammar based 5 (2+2+1) x 4 question of 1 mark is a must from each passage.each passage. = 20 marks Composition: (i) (ii) Story Writing Amplification 2+3 5x1 Total = 10 marks SECTION-C GRAMMAR (i) Samas (Tatpurush, Bahubreehi, Dwigu) (ii) Bangla Derivational Affixes (Bangla Krit & Taddhit Pratyay) (1+1+1+1+1) x 4 (iii) Substitution of many words by one word (Ek Kathay = 20 marks Prakash) (iv) General correction of sentences. Prose : (i) Chhinna Patra by Rabindranath Tagore. (ii) Nona Jal by Syad Mujtaba Ali (iii) Shikkar by Edmond Hillari SECTION-D LITERATURE Poetry : (i) (ii) Ishwar Chandra Vidyasagar by Madhu Sudan Dutta. Banglar Mukh Ami Dekhiyachi by Jibanananda Das. Explanation (2+3) x1 Questions (1+2+2) x 2 = 10 Explanation (2+3) x1=5 Questions (1+2+2) x 2=10 Questions (1+2+2)x2=10 Total=40 marks

(iii) Janmabhumi Aaj by Birendra Chattopadhyay Supplementary Reader: Aam Antir Bhempu (1929) by Bibhuti Bhusan Bandyopadhyay. (Chapters 11 to 19) Prescribed Text Books: Prose & Poetry:

Path Sankalan (Latest Edition) Published by: Board of Secondary Education, Kolkata, West Bengal.

Supplementary Reader: Am Antir Bhempu (1929) by Bibhuti Bhusan Bandyopadhyay Published by: Signet Press, 25/4, Ekbalpur, Kolkata, West Bengal. Grammar: Reference Book: Saraswati Bangla Byakaran O Rachana - Saraswati House Pvt. Ltd. 9, Darya Ganj, New Delhi- 110002 (www.saraswatihouse.com) Prabeshika Bangla Byakaran O Rachna by Nirmal Kumar Das Published by: Oriental Book Company, 56 Surya Sen Street, Kolkata, West Bengal.

81

EXAMINATION STRUCTURE FOR BENGALI - CODE 005 CLASS: IX SECOND TERM (OCTOBER 2013 - MARCH 2014)
SECTION SECTION-A READING DETAILS OF TOPICS/CHAPTERS Comprehension: Four unseen passages of 100-150 word each. One grammar based question of 1 mark is a must from each passage. Composition: (i) Story Writing (ii) Amplification S.A. L.A. 01 01 (2+3) x 1 =5 5x1=5 Total=10 marks SECTION-C GRAMMAR (i) Samas (Tatpurush, Bahubreehi, Dwigu) (ii) Bangla Derivational Affixes (iii) Substitution of many words by one word (iv) General correction of sentences. Prose : Explanation (L. A.) Questions (S.A.) 01 02 (2+3) x 1 = 5marks (1+2+2) x 2 = 10 marks MCQ 5x4=20 (1+1+1+1+1) x 4 marks = 20 marks TYPES OF NO. OF QUESTIONS QUESTIONS

MARKS

MCQ

3 x 4 = 12

(2+2+1)x4 = 20 marks

SECTION-B WRITING

SECTION-D

LITERATURE (i) Chhinna Patra (ii) Nona Jal (iii) Shikkar

Poetry : (i) Ishwar Chandra Vidyasagar (ii) Banglar Mukh Ami Dekhiyachi (iii) Janmabhumi Aaj

Explanation (L. A.) Questions (S.A.)

01 02

(2+3) x 1 = 5 marks (1+2+2) x 2 = 10 marks

Supplementary Reader: Aam Antir Bhempu (Chapters 11 to 19)

Questions (S.A.)

02

(1+2+2) x2 = 10 marks Total=40 marks

Total

90 Marks

82

Bengali-code005 Class IX 2013-2014

S. Typology No. Reading Knowledge Understanding Creative Writing Skill Based (Multidisciplinary) High Order Thinking Skills (HOTS) (Analysis & Evaluation) 24 16 27 18 Marks %age

1. 2.

MCQ (Knowledge) MCQ (Understanding) Short Answer Type Long Answer Type (40-50 Words) Long Answer Type (50-70 Words) Total 16 47 8(2)

24(1)

3. 4.

5(1) 9(2)

2(3) 5(2) 2(3)

39 06

18 7

5.

1(5)

05

16

06

05

90

100

Note :
) ) ) ) )

The total weightage assigned to summative assessment (SAI & SAII) is 60%. The total weightage assigned to formative assessment (FA 1, 2, 3, & 4) is 40%. Out of the 40% assigned to formative assessment, 10% weightage is assigned to conversation skills (5% each in Term I & II) and 10% weightage to the Reading Project (at least 1 book is to be read in each term and the Project will carry a weightage of 5% in each term. The summative assessment I & II are for ninety marks each.

83

SYLLABUS FOR BENGALI - CODE 005 CLASS: X FIRST TERM (APRIL 2014 - SEPTEMBER 2014)
SECTION SECTION-A READING DETAILS OF TOPICS/CHAPTERS Comprehension: Four unseen passages of 100-150 word each. One grammar based question of 1 mark is a must from each passage. Composition: (i) (ii) (i) (ii) (iii) (iv) Leave Application. Paragraph writing. Samas (Dwanda, Karmadharay, Abyaibhav). Sandhi (Byanjan - Sanskrit & Bengali). Punctuation (only from prose). Sadhu O Chalit Bhasha 2+3 = 5 marks 5x1 = 5 marks Total = 10 marks SECTION-C GRAMMAR (1+1+1+1+1) x 4 = 20 marks WEIGHTAGE (2+2+1) x 4 = 20 marks

SECTION-B WRITING

Prose : (i) Ghar O Bahir by Rabindranath Tagore. (ii) Mahesh by Sarat Chandra Chattopadhayay. (iii) Padma Nadir Majhi by Manik Bandyopadhyay. SECTION-D LITERATURE Poetry : (i) (ii) Annapurna O Ishwari Patni by Bharatchandra. Kandari Hunsiyar by Kazi Nazrul Islam. Explanation (2+3) x1=5 marks Questions (1+2+2)x2=10 marks Questions (1+2+2)x2=10 marks Total=40 marks Prescribed Text Books: Prose & Poetry: Path Sankalan (Latest Edition) Published by: Board of Secondary Education, Kolkata, West Bengal. Supplementary Reader: Am Antir Bhempu (1929) by Bibhuti Bhusan Bandyopadhyay Published by: Signet Press, 25/4, Ekbalpur, Kolkata, West Bengal. Grammar: Reference Book: Saraswati Bangla Byakaran O Rachana - Saraswati House Pvt. Ltd. 9, Darya Ganj, New Delhi- 110002 (www.saraswatihouse.com) Prabeshika Bangla Byakaran O Rachna by Nirmal Kumar Das Published by: Oriental Book Company, 56 Surya Sen Street, Kolkata, West Bengal. Explanation (2+3) x1=5 marks Questions (1+2+2) x 2=10

(iii) Chheler Dal by Satyendranath Datta. Supplementary Reader: Raj Kahini by Abanindranath Tagore. 1. Shiladitya 2. Goho.

84

EXAMINATION STRUCTURE FOR BENGALI - CODE 005 CLASS: X FIRST TERM (APRIL 2014 - SEPTEMBER 2014) - SA I
SECTION SECTION-A READING DETAILS OF TOPICS/CHAPTERS Comprehension: Four unseen passages of 100-150 word each. One grammar based question of 1 mark is a must from each passage. SECTION-B WRITING Composition: (i) Leave Application. (ii) Paragraph writing. L.A. L.A. 01 01 2+3 x 4 = 5 5x1=5 marks Total=10 marks (i) Samas (Dwanda, Karmadharay, Abyaibhav). SECTION-C GRAMMAR (ii) Sandhi (Byanjan - Sanskrit & Bengali). (iii) Punctuation (only from prose). (iv) Sadhu O Chalit Bhasha Prose : (i) Ghar O Bahir (ii) Mahesh (iii) Padma Nadir Majhi SECTION-D LITERATURE Poetry : (i) Annapurna O Ishwari Patni (ii) Kandari Hunsiyar (iii) Chheler Dal Explanation (L. A.) Questions (S.A.) 01 02 (2+3) x 1 = 5 marks (1+2+2) x 2 = 10 marks Explanation (L. A.) Questions (S.A.) 01 02 (2+3) x1=5 20 marks (1+2+2) x 2 = 10 marks MCQ 5x4=20 (1+1+1+1+1) x4=20 marks TYPES OF NO. OF QUESTIONS QUESTIONS

MARKS

MCQ

3 x 4 = 12

(2+2+1) x4 = 20 marks

Supplementary Reader: Raj Kahini 1. Shiladitya 2. Goho Questions (S.A.) 02 (1+2+2) x2 = 10 marks Total=40 marks Total 90 Marks

85

SYLLABUS FOR BENGALI - CODE 005 CLASS: X SECOND TERM (OCTOBER 2014 - MARCH 2015)
SECTION SECTION-A READING DETAILS OF TOPICS/CHAPTERS Comprehension: Four unseen passages of 100-150 word each. One grammar based question of 1 mark is a must from each passage. Composition: (i) (ii) Notice Writing Report Writing. (2+3) x 1 = 5 marks (2+3) x 1 = 5 marks Total = 10 marks SECTION-C GRAMMAR (i) Correction of words (ii) Sandhi - Bisarga (iii) Transformation of sentences (Simple, Complex & Compound) (iv) Polysemous words (to be used in sentences). Eki Shabder Bibhinna Arthe prayog, nouns and adjectives Prose : (i) Bhagirathir Utso Sandhane by J. C. Bose. (ii) Vidyasagr by Rabindranath Tagore. (iii) Palli Sahitya by Md. Sahidullaha. SECTION-D LITERATURE Poetry : (i) (ii) Bibhishaner Proti Indrajit by Madhusudan Datta. Dui Bigha Jami by Rabindranath Tagore. Explanation (2+3) x1=5 marks Questions (1+2+2)x2=10 marks Questions (1+2+2)x2=10 marks Explanation (2+3) x1=5 marks Questions (1+2+2) x 2=10 WEIGHTAGE (2+2+1) x 4 = 20 marks

SECTION-B WRITING

(1+1+1+1+1) x 4 = 20 marks

(iii) Chhatra Dhara by Kalidas Roy. Supplementary Reader: Raj Kahini by Abanindranath Tagore. 1. Bappaditya. 2. Hambirer Rajya Labh.

Total=40 marks Prescribed Text Books: Prose & Poetry: Path Sankalan (Latest Edition) Published by: Board of Secondary Education, Kolkata, West Bengal. Supplementary Reader: Am Antir Bhempu (1929) by Bibhuti Bhusan Bandyopadhyay Published by: Signet Press, 25/4, Ekbalpur, Kolkata, West Bengal. Grammar: Reference Book: Saraswati Bangla Byakaran O Rachana - Saraswati House Pvt. Ltd. 9, Darya Ganj, New Delhi- 110002 (www.saraswatihouse.com) Prabeshika Bangla Byakaran O Rachna by Nirmal Kumar Das Published by: Oriental Book Company, 56 Surya Sen Street, Kolkata, West Bengal.

86

EXAMINATION STRUCTURE FOR BENGALI - CODE 005 CLASS: X SECOND TERM (OCTOBER 2014 - MARCH 2015) - SA II
SECTION SECTION-A READING DETAILS OF TOPICS/CHAPTERS Comprehension: Four unseen passages of 100-150 word each. One grammar based question of 1 mark is a must from each passage. SECTION-B WRITING Composition: (i) Notice Writing (ii) Report Writing. S.A. S.A. 01 01 2+3x1 = 5 marks Total=10 marks (i) Correction of words SECTION-C GRAMMAR (ii) Sandhi - Bisarga . (iii) Transformation of sentences (Simple, Complex & Compound) (iv) Polysemous words (to be used in sentences). Eki Shabder Bibhinna Arthe prayog (nouns and adjectives) Prose : (i) Bhagirathir Utso Sandhane (ii) Vidyasagr (iii) Palli Sahitya SECTION-D LITERATURE Poetry : (i) Bibhishaner Proti Indrajit (ii) Dui Bigha Jami (iii) Chhatra Dhara Explanation (L. A.) Questions (S.A.) 01 02 (2+3) x 1 = 5 marks (1+2+2) x 2 = 10 marks Explanation (L. A.) Questions (S.A.) 01 02 (2+3) x1 = 5 marks (1+2+2) x 2 = 10 marks MCQ 5x4=20 (1+1+1+1+1) x4=20 marks or 5x4 = 20 marks TYPES OF NO. OF QUESTIONS QUESTIONS

MARKS

MCQ

3 x 4 = 12

(2+2+1) x4 = 20 marks

Supplementary Reader: Raj Kahini 1. Bappaditya 2. Hambirer Rajya Labh Questions (S.A.) 02 (1+2+2) x2 = 10 marks Total=40 marks Total 90 Marks

87

Bengali-code005 Class X 2014-2015

S. Typology No. Reading Knowledge Understanding Creative Writing Skill Based (Multidisciplinary) High Order Thinking Skills (HOTS) (Analysis & Evaluation) 24 16 27 18 Marks %age

1. 2.

MCQ (Knowledge) MCQ (Understanding) Short Answer Type Long Answer Type (40-50 Words) Long Answer Type (50-70 Words) Total 16 47 8(2)

24(1)

3. 4.

5(1) 9(2)

2(3) 5(2) 2(3)

39 06

18 7

5.

1(5)

05

16

06

05

90

100

Note :
) ) ) ) )

The total weightage assigned to summative assessment (SAI & SAII) is 60%. The total weightage assigned to formative assessment (FA 1, 2, 3, & 4) is 40%. Out of the 40% assigned to formative assessment, 10% weightage is assigned to conversation skills (5% each in Term I & II) and 10% weightage to the Reading Project (at least 1 book is to be read in each term and the Project will carry a weightage of 5% in each term. The summative assessment I and II are for ninety marks each respectively.

88

Bhutia (Code-095) Class: IX Syllabus for Summative Assessment: I First Term (April 2013- September 2013)
TOPICS _________________________________________________ Group A. B. (i) (ii) (iii) Topic Reading Section Writing Section Essay Writing Letter Writing Translation: Dri Tsom Taang Yig Fabgyur Lho Yig Sumtaag Dang Dritsom, HRDD, Gangtok C. Applied Grammar (Sumtag Lay) Lho Yig Sumtaag Dang Dritsom, HRDD, Gangtok D. (i) (ii) (iii) Literature Section Prose (Tshiglhug) Poetry (Tshigcheyth) Rapid Reader Tshiglhug, Tshig Chyeth, Khakong Deb. Lho Yig Tshiglhug, HRDD. Legshyeth, HRDD, Gangtok. Thamakhai Ngemig, HRDD. 20 10 15 15 08 07 05 Prescribrd Books Unseen Passage Marks 10 Total: 90 Marks

89

Class: IX Examination Structure for Summative Assessment: I First Term (April 2013- September 2013)
Time : 3Hrs The Question Paper will be divided into four sections: Section A: Reading Comprehension Section B: (i) Essay Writing (ii) Letter Writing (iii) Translation Section C: Applied Grammar Section D: Literature Scheme of Section and Weightage to content: Section Topics Types of Ques. Reading Comprehension Saga Dawa A 01 Saga Dawa lotar dawa zipoi tshe chongalo sungtsi pyazen yed. Dawa zipo yangna Saga Daway tshe dhuentshi Sangay Chyomdende kuthrungpoi dhuechen in. Dilay daw dihi tsei chongai tshi Sangaypoi dhuechen. Ngyangenlay daypoi dhuechen in shyedi Saga Daway Dhuechen dilo Dhuechen sumzom lapto in. Dhuechen dihitshi gewa chi dupna bhumgyur thop shyed in. Dhera pyati digko chi saagna dihi ngemik yang bhumgyur khor shyed in. Dihi intsang thamchyed gangpoki dhuechen dihitsi inchi menchi gewa dupgo. Essay Writing (Dritsom) Thahor Tsangda, Dhuechen, Nagtsen Sungkyop, Ridag Semchen Sungkyop, Natsa, Throte, Sherig, Thung Chhu, Gnamshi, Mitsi, Miki Jigko. Short Answer Type Questions 05 10 No. of Ques. Marks Total 90 Marks 10 marks 08 marks 07 marks 05 marks 15 marks 45 marks

05. Bhutia-(Code 095)

B. 02

Write an Essay on any one Topic.

01

08

90

Letter Writing 03 Gong Shue Yigi, Famalo Yigi, Roglo Yigi, Lelatsuna Shuyig, Wangten, Tsong dang drelway Yigi. Denbo Yigitsu. Translation Neighborhoods 04 Many families live in a neighborhood. Families in a neighborhood live close to each other. A neighborhood is small enough for the neighbors to know each other. Good neighbors make a good neighborhood. Everybody needs a good neighborhood. Neighbors celebrate festivals together. Good neighbors help each other and share. Neighbors' children play together. Grammar (Sumtag) Jhejuglo Mataba Jhyugkhen Threth Rangwangchen Druk. Tshig Drup. Taampey/Peytaam Sheysa Literature Prose (Lho Yig Tshig Lhug) Gyalwa Lhatson Chhinpo Gnamkha Jigmeki Gnamthar. Denzongi Genkhag Dang Gnechengi Kor. Yigrig Dang 09 10 Poetry (Legshyed) 11 12 13 Legsyed Tsigchyeth Leo 1-13 Sang. Drelshyeth Tshig Chyeth Blolay Drishyeth Dhamkha Kyapti Drishyeth Supplementary 14 (Lopen Pema Zedpoi Tangkhuki Ngyemig). Short Answer 05 15 Explanation Write a Poetry M.C.Q. 01 01 02 04 04 02 Rigsargi Sherig. Mangsrith Gokhi Tashi Tshering. Short Answer Very Short Answer Value Based Questions 05 05 05 05 15 05 Short Answer V.Short Ans. V.Short Ans. 05 03 02 10 03 02 English into Bhutia Write an Application 01 07

01

05

C 05 06 07 D 08

91

Bhutia (Code-095) Class: IX Syllabus for Summative Assessment: II Second Term (October 2013 March 2014)

TOPICS _________________________________________________ Group A. B. (i) (ii) (iii) Topic Reading Section Writing Section Essay Writing Letter Writing Translation: Dri Tsom Taang Yig Fabgyur Lho Yig Sumtaag Dang Dritsom, HRDD, Gangtok C. Applied Grammar (Sumtag Lay) Lho Yig Sumtaag Dang Dritsom, HRDD, Gangtok D. (i) (ii) (iii) Literature Section Prose (Tshiglhug) Poetry (Tshigcheyth) Rapid Reader Lho Yig Tshiglhug, HRDD. Legshyeth, HRDD, Gangtok. Thamakhai Ngemig, HRDD. Prescribrd Books Unseen Passage

Total: 90 Marks Marks 10

08 07 05

15

20 10 15

92

Bhutia (Code-095) Class: IX Examination Structure for Summative Assessment: II Second Term (October 2013 and March 2014)
Time : 3Hrs The Question Paper will be divided into four sections: Section A: Reading Comprehension Section B: (i) Essay Writing (ii) Letter Writing (iii) Translation Section C: Applied Grammar Section D: Literature Scheme of Section and Weightage to content: Section A. 01 Topics Reading Comprehension Drukpa Tsizi Drukpa tsizi lotar dawa drukpoi tsi zilo sungtsi pyazen yed. Dawa drukpa yangna drukpa tsi zihitsi Sangay Chyomdendeki yul waranasilo ka dangpo denpa zihi chokhor korway dhuechen in. Denpa zi labna gan in sina - Dhugnalgi denpa, Kuenjyungi denpa, Ghogpoi denpa dang Lamgi denpa in. Dhuechen dihitsi gewa chi dupna bhumgyur thop shyed in. Dhera pyati digko chi saagna dihi ngemik yang bhumgyur khor shyed in. Dihi intsang thamchyed gangpoki dhuechen dihitsi inchi menchi gewa dupgo. B. 02 Essay Writing (Dritsom) Thakhor Tsangda, Dhuechen, Nagtsen Sungkyop, Ridag Semchen Sungkyop, Natsa, Throte, Sherig, Thung Chhu, Gnamshi, Mitsi, Miki Jigko. Write an Essay on any one Topic. 01 08 Short Answer 05 10 Types of Ques. No. of Ques. Marks Total 90 Marks 10 marks 08 marks 07 marks 05 marks 15 marks 45 marks

93

Letter Writing 03 Gong shue yigi, Famalo yigi, Roglo yigi, Lelatsuna shuyig, Wangten, Tsongas dang drelway yigi. Denbo yigi. Translation Family 04 A family is a group of people related to each other. The parents and their children make a family. The mother is the female parent. The father is the male parent. The son is the male child. The daughter is the female child. The father, the mother and their children make a small family. It is also called nuclear family. When the grandparents stay with the family, it is called a large family. Grammar (Sumtag) Kibu Rab Dring Thasum Kethki Yenlag Gyeth. Fo, Mo, Maningi Taag, Taampey / Peytaam Sheysa Literature Prose (Lho Yig Tshig Lhug) Lhabab Dhuechen. Gyalpo Ngyen Med. Thuendril. Lobthrug Dang Sijhyed. Thomsalwa Adition English into Bhutia 01 05 Write an application 01 07

C 05 06 07

Short answer V.short Answer V. short Answer Short Answer Very Short Answer Value Based Question Tsigchyethki d relshyeth. Tsigchyeth Blolay drishyeth. M. C. Q. Short Answer 05 01 01 02 05 05 04 04 02 15 05 03 02 10 03 02

D 08 09 10 11 12 13 14

05 05

10 05

Poetry

(Legshyed)

Legshyed Tsigchyeth 14 - 29 Sang, Yong zogs.

Supplementary (Terten Sangay Glingpoi Terchoelay Tangkhuki Ngyemig).

94

Bhutia (Code-095) Class: X Syllabus for Summative Assessment: I First Term (April 2014 - September 2014)
TOPICS _________________________________________________ Group A. B. (i) (ii) (iii) Topic Reading Section Writing Section Essay Writing Letter Writing Translation: Dri Tsom Taang Yig Fabgyur Lho Yig Sumtaag Dang Dritsom, HRDD, Gangtok C. Applied Grammar (Sumtag Lay) Lho Yig Sumtaag Dang Dritsom, HRDD, Gangtok D. (i) (ii) (iii) Literature Section Prose (Tshiglhug) Poetry (Tshigcheyth) Rapid Reader Tshiglhug, Tshigchyeth, Khakong Deb Lho Yig Tshiglhug, HRDD. Tshigchyeth, HRDD, Gangtok. Denzong Chharab, HRDD. 20 10 15 15 08 07 05 Prescribrd Books Unseen Passage Marks 10 Total: 90 Marks

95

Bhutia (Code-095) Class: X Examination Structure for Summative Assessment: I First Term (April 2014- September 2014)
Time : 3Hrs The Question Paper will be divided into four sections: Section A: Reading Comprehension Section B: Essay Writing Letter Writing Translation Section C: Applied Grammar Section D: Literature Scheme of Section and Weightage to content: Section Topics Types of Ques. Reading Comprehension Saga Dawa A. Saga Dawa lotar dawa zipoi tsi chongalo sungtsi pyazen yed. Dawa zipo yangna Saga Daway tshi dhuentsi Sangay Chyomdende kuthrungpoi dhuechen in. Daw dihi tshi chongaitshi Sangaypoi dhuechen dang Ngyangenlay daypoi dhuechen in shyedi Saga Daway dhuechen dilo dhuechen sumzom lapto in. Dhuechen dihitshi gewa chi dupna bhumgyur thop shyed in. Dhera pyati digko chi saagna dihi ngemik yang bhumgyur khor shyed in. Dihi intsang thamchyed gangpoki dhuechen dihitsi inchi menchi gewa dupgo. Essay Writing (Dritsom) Thakhor Tsangda, Dhuechen, Nagtsen Sungkyop, Ridag Semchen Sungkyop, Natsa, Throte, Sherig, Thung Chhu, Gnamshi, Mitsi, Miki Jigko. Short Answer Type Questions 05 10 No. of Ques. Marks Total 90 Marks 10 marks 08 marks 07 marks 05 marks 15 marks 45 marks

01

B. 02

Write an Essayon any one Topic 01 08

96

Letter Writing 03 Gong shue yigi, Famalo yigi, Roglo yigi, Lelatsuna shuyig, Wangten, Tsong dang drelway yigi. Denbo yigi. Translation Neighborhoods 04 Many families live in a neighborhood. Families in a neighborhood live close to each other. A neighborhood is small enough for the neighbors to know each other. Good neighbors make a good neighborhood. Everybody needs a good neighborhood. Neighbors celebrate festivals together. Good neighbors help each other and share. Neighbors' children play together. Grammar (Sumtag) Jhejuglo Tati Jhyugkhen Threth Namye Dang Chaypo Gyeth. Namye Gyeth. Taampey / Peytaam Sheysa Literature D 08 09 10 Prose (Lho Yig Tshig Lhug) Guru Tshen Gyeth. Gyagargi Rigzung Kutshap Swami Vivekananda. Poetry (Legshyed) 11 12 Tsigchyeth Leo 1 - 7 Sang. Drelshyeth Tshig Chyeth Blolay Drishyeth Dhamkha Kyapti Drishyeth 14 Supplementary (Denzong Chharab) Bayul Denzong Chhangtang. Chhogyal Rigyueth Dartshul. Nalzor Chhyethzi Chhoentshul. Chhogyal Phuntshog Namgyal. Tensung Namgyal. Chhagdor Namgyal. Gyurme Namgyal. Short Answer 05 15 Explaination Write a Poetry M.C.Q 01 01 02 04 04 02 Short Ans. V. Short Ansewer Value Based Question 05 05 05 05 15 05 05 05 Short Answer V.Short Ans. V.Short Ans. 05 03 02 10 03 02 English into Bhutia Write an Application 01 07

01

05

C 05 06 07

97

Bhutia (Code-095) Class: X Examination Structure for Summative Assessment: II Second Term (October 2014 -March 2015)

TOPICS _________________________________________________ Group A. B. (i) (ii) (iii) Topic Reading Section Writing Section Essay Writing Letter Writing Translation: Dri Tsom Taang Yig Fabgyur Lho Yig Sumtaag Dang Dritsom, HRDD, Gangtok C. Applied Grammar (Sumtag Lay) Lho Yig Sumtaag Dang Dritsom, HRDD, Gangtok D. (i) (ii) (iii) Literature Section Prose (Tshiglhug) Poetry (Tshigcheyth) Rapid Reader Tshiglhug, Tshigchyeth, Khakong Deb Lho Yig Tshiglhug, HRDD. Tshigchyeth, HRDD, Gangtok. Denzong Chharab, HRDD. Prescribrd Books Unseen Passage

Total: 90 Marks Marks 10

08 07 05

15

20 10 15

98

Bhutia (Code-095) Class: X Examination Structure for Summative Assessment: II Second Term (October 2014 -March 2015)
Time : 3Hrs The Question Paper will be divided into four sections: Section A: Reading Comprehension Section B: Essay Writing Letter Writing Translation Section C: Applied Grammar Section D: Literature Scheme of Section and Weightage to content: Section Topics Reading Comprehension A Saga Dawa Saga Dawa lotar dawa zipoi tsi chongalo sungtsi pyazen yed. Dawa zipo yangna Saga Daway tsi dhuentsi Sangay Chyomdende kuthrungpoi dhuechen in. Dilay day dihi tsi chongai tsi Sangaypoi dhuechen dang ku Ngyangenlay daypoi dhuechen in shyedi Saga Daway dhuechen dilo dhuechen sumzom lapto in. Dhuechen dihitsi gewa chi dupna bhumgyur thop shyed in. Dhera pyati digko chi saagna dihi ngemik yang bhumgyur khor shyed in. Dihi intsang thamchyed gangpoki dhuechen dihitsi inchi menchi gaga dupgo. Essay Writing (Dritsom) B 02 Thakhor Tsangda, Dhuechen, Nagtsen Sungkyop, Ridag Semchen Sungkyop, Natsa, Throte, Sherig, Thung Chhu, Gnamshi, Mitsi, Miki Jigko. Write an Essay on any one Topic Short Answer Type Questions Types of Ques. No. of Ques. Marks Total 90 Marks 10 marks 08 marks 07 marks 05 marks 15 marks 45 marks

01

05

10

01

08

99

Letter Writing 03 Gong shue yigi, Famalo yigi, Roglo yigi, Lelatsuna shuyig, Wangten, Tsong dang drelway yigi. Denbo yigi. Translation Neighborhoods Many families live in a neighbourhood. Families in a neighbourhood live close to each other. A neighbourhood is small enough for the neighbours to know each other. Good neighbours make a good neighbourhood. Everybody needs a good neighbourhood. Neighbours celebrate festivals together.Good neighbours help each other and share. Neighbours' children play together. Grammar (Sumtag) Dhatsen Taagshyeth. Kyethki Yenlaag gyeth. Dhuesumgi Namjhyak. Taampey/Peytaam Sheysa Literature D 08 09 10 Prose (Lho Yig Tshig Lhug) Blodhog Namzilay: Dhalzor Ngyeth Ka. Chhiwa Mitaagpa. Lay Gyuday. Khorway Ngyemig. Faam Photshoi Yarab Dhushay. Short Answer Very Short Ansewer Very Based Question Poetry 11 12 13 Drelshyeth Tshig Chyeth Blolay Drishyeth Dhamkha Kyapti Drishyeth 14 Supplementary Denzong Chharab Namgyal Phuntsholay Palden Thendup Namgyal. Dhatoi Denzong. Short Answer 05 15 Write a Poetry M.C.Q 01 02 04 02 (Legshyed) Explaination 01 04 Tsigchyeth Leo 7 - 15 Sang. 05 05 05 05 05 10 Short Answer V.Short Ans. V.Short Ans. 05 03 02 10 03 02 Write an Application 01 07

English into Bhutia

01

05

04

C 05 06 07

100

FORMATIVE ASSESSMENT CLASSES IX and X

There will be four Formative Assessments in total. Two formative assessments to be held during the first term and two during the second term. Each formative assessment will be of 10% of the full marks. That means the formative assessement before the end of each term will be of 20% marks. The formative assessement will include the following: (i) (ii) (iii) (iv) (v) (vi) (vii) (viii) (ix) Quiz Group discussion Class work Homework Assignments Project Work Debate Drama Recitation etc.

The Formative Assessment may be done for all of the following leraning concepts. * Comprehension * Grammar * Literature Text - Writing Skill : 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 1. 2. 3. 1. 2. 3. 4. 5. Diary entry Letters-Formal & Informal Report Articles Declamation Speech. Reference to context Multiple choice question Short answers Long answers Content Fluency Accuracy Acting Skill Dialogue Delivery Diction Understanding the text Understanding the character confidence

* Comprehension Questions:

* Writing Skills-

* Dramatisation (Group work)

101

* Group Discussion : (1) (2) (3) (4) (5) Understanding of topic Conversational skills Confidence Presentation etc. Memorisation of correct spelling Correct sentence formation Right usage of word. Part of speech used About the author Summary Characters Extrapolation Designing a Comic Book Simplify story for junior classes: Simplifying plot Writing the script. Narrating Enacting Making a CD.

* Spell Check:

Reading a book (group or individual activity)

For all these activities teachers may use the text book or choose any book, story or play of their own choice.

102

06. SYLLABUS FOR BODO - CODE 092

CLASS: IX FIRST TERM (APRIL 2013 - SEPTEMBER 2013)

SECTION SECTION-A READING SECTION-B WRITING

DETAILS OF TOPICS/CHAPTERS Comprehension: 500 Swdwb gwnang mwntham dopha thagwn Composition: 1. Aroz bilai Lirnay 2. Report Lirnay 3. Bathra Phaokhwu Bekheona Lirnay 1. Athwn 2. Sanrai 3. Maoriza 4. Bathra Phandai Prose: 1. Zwng baolangnay Sase Zwhwalo - Prasenjit Brahma 2. Gwzwsnnay - Lakheswar Brahma Poetry: 1. Zangkhrikhang - Dwarendra Nath Basumatary 2. Ziuni Swrang - Kamal Kumar Brahma Supplementary Reader: Swnabni Solo (Phoraynw gwnang solophwr) 1. Barhungkha 2. Sase Mansinw besebang ha nanggwu

WEIGHTAGE 3x5=15

1X5=5 1X5=5 1X5=5

SECTION-C GRAMMAR

4X5=20

SECTION-D LITERATURE

Explanation 1X5=5 Questions 2X5=10 Explanation 1X5=5 Questions 2X5=10 Questions 2X5=10

Prescribed Text Books: Prose & Poetry Supplementary Reader Grammar Gwdan Khonsai Bidang, 2008, the Assam State Textbook Production and Publication Corporation Ltd., Guwahati. Swnabni Solo by Nilkamal Brahma, Bina Library, Kokrajhar. Gwnang Raokhanthi by Kamal Kumar Brahma, Reprint-2005, Bina Library, Panbazar, Guwahati-I

103

EXAMINATION STRUCTURE FOR BODO - CODE 092 CLASS: IX FIRST TERM (APRIL 2013 - SEPTEMBER 2013) - SA I
Time : 3Hrs SECTION SECTION-A READING SECTION-B WRITING DETAILS TOPICS/SECTIONS Comprehension: 500 Swdwb gwnang mwntham dopha thagwn Composition: 1. Aroz bilai Lirnay 2. Report Lirnay 3. Bathra Phaokhwu Bekheona Lirnay 1. Athwn 2. Sanrai 3. Maoriza 4. Bathra Phandai Prose: 1. Zwng baolangnay Sase Zwhwalo - Prasenjit Brahma 2. Gwzwsnnay - Lakheswar Brahma Poetry: 1. Zangkhrikhang - Dwarendra Nath Basumatary 2. Ziuni Swrang - Kamal Kumar Brahma Supplementary Reader: Swnabni Solo (Phoraynw gwnang solophwr) 1. Barhungkha 2. Sase Mansinw besebang ha nanggwu TOTAL TYPES OF QUESTIONS M.C.Q. Total 90 Marks NO. OF QUESTIONS 03 MARKS

3x5=15

L.A. L.A. L.A.

01 01 01

1x5=5 1x5=5 1x5=5

SECTION-C GRAMMAR

M.C.Q.

04

4x5=20

SECTION-D LITERATURE

Explanation L.A. Questions S.A Explanation L.A. Questions S.A.

01 02 01 02

1X5=5 2X5=10 1X5=5 2X5=10

Questions S.A.

02

2X5=10

90 Marks

104

SYLLABUS FOR BODO - CODE 092 CLASS: IX SECOND TERM (OCTOBER 2013 - MARCH 2014)

SECTION SECTION-A READING SECTION-B WRITING

DETAILS OF TOPICS/CHAPTERS Comprehension: 500 Swdwb gwnang mwntham dopha thagwn Composition: 1. Laizam Lirnay 2. Ronsai Lirnay 3. Sungsdoywi Lirnay (Prcis Writing) 1. Bathra Swlaynay (nongi, swngnay, khaolaynay / thinnay Sanbwlaori). 2. Soman Swdwb Saykhonay (Synonym) 3. Ultha Swdwb Danay 4. Bathrakhwu Gebeggwi Daphamnay Prose: 1. Swlwngnayni thangkhi - Mahatma Gandhi 2. Harimani Khwusethi - Ranendra Narayan Basumatary 3. Harimu Arw Mithinggani Ga - Renu Boro Poetry: 1. . Mwnhasowi - Rupnath Brahma 2. Mithinga - Manoranjan Lahary 3. Hangma - Dhwajendra Brahma Supplementary Reader: Swnabni Solo (Phoraynw gwnang solophwr) 1. Buzinw haywi dengkhw 2. Gwdan swdwmsri

WEIGHTAGE 3x5=15 1X5=5 1X5=5 1X5=5

SECTION-C GRAMMAR

4X5=20

SECTION-D LITERATURE

Explanation 1X5=5 Questions 2X5=10 Explanation 1X5=5 Questions 2X5=10 Questions 2X5=10

Prescribed Text Books: Prose & Poetry Supplementary Reader Grammar Gwdan Khonsai Bidang, 2008, the Assam State Textbook Production and Publication Corporation Ltd., Guwahati. Swnabni Solo by Nilkamal Brahma, Bina Library, Kokrajhar. Gwnang Raokhanthi by Kamal Kumar Brahma, Reprint-2005, Bina Library, Panbazar, Guwahati-I

105

EXAMINATION STRUCTURE FOR BODO - CODE 092 CLASS: IX SECOND TERM (OCTOBER 2013 - MARCH 2014) - SA II
Time : 3Hrs SECTION SECTION-A READING SECTION-B WRITING DETAILS TOPICS/SECTIONS Comprehension: 500 Swdwb gwnang mwntham dopha thagwn Composition: 1. Laizam Lirnay 2. Ronsai Lirnay 3. Sungsdoywi Lirnay (Prcis Writing) 1. Bathra Swlaynay (nongi, swngnay, khaolaynay / thinnay, Sanbwlaori). 2. Soman Swdwb SaykhonaySynonym) 3. Ultha Swdwb Danay 4. Bathrakhwu Gebeggwi Daphamnay Prose: 1. Swlwngnayni thangkhi - Mahatma Gandhi 2. Harimani Khwusethi - Ranendra Narayan Basumatary 3. Harimu Arw Mithinggani Ga - Renu Boro Poetry: 1. Mwnhasowi - Rupnath Brahma 2. Mithinga - Manoranjan Lahary 3. Hangma - Dhwajendra Brahma Supplementary Reader: Swnabni Solo (Phoraynw gwnang Solophwr) 1. Buzinw haywi dengkhw 2. Gwdan swdwmsri TOTAL TYPES OF QUESTIONS M.C.Q. Total 90 Marks NO. OF QUESTIONS 03 MARKS

3x5=15

L.A. L.A. L.A.

01 01 01

1x5=5 1x5=5 1x5=5

SECTION-C GRAMMAR

M.C.Q.

04

4x5=20

SECTION-D LITERATURE

Explanation L.A. Questions S.A

01 02

1X5=5 2X5=10

Explanation L.A. Questions S.A. Questions S.A.

01 02

1X5=5 2X5=10

02

2X5=10

90 Marks

106

SYLLABUS FOR BODO - CODE 092 CLASS: X FIRST TERM (APRIL 2014 - SEPTEMBER 2014)

SECTION SECTION-A READING SECTION-B WRITING

DETAILS OF TOPICS/CHAPTERS Comprehension: 500 Swdwb gwnang mwntham dopha thagwn Composition: 1. Solo Lirnay 2. Diary Lirnay

WEIGHTAGE 3x5=15

1X7=7 1X8=8

SECTION-C GRAMMAR

1. Thado Khanthi Bahaynay 2. Zothai Swdwb Danay 3. Mangwnang Rao Aru Raosa 4. Bathra Khwndwb 4x5=20

SECTION-D LITERATURE

Prose: 1. Somaz Phwsabgiri Gurudev kalicharan Brahma - Mohini Mohan Brahma 2. Akhol Danay - Nomal Ch. Brahma Poetry: 1. Za Habab - Satish Ch. Basumatary 2. Angni Gami - Kamal Kumar Brahma 3. He Zwmwi - Manoranjan Lahary Supplementary Reader: Thunlai Maothi Bihuram Boro- Nabin Malla Boro

Explanation 1X5=5 Questions 2X5=10 Explanation 1X5=5 Questions 2X5=10 Questions 2X5=10

Prescribed Text Books: Prose & Poetry Gwdan Khonsai Bidang, 2008, the Assam State Textbook Production and Publication Corporation Ltd., Guwahati. Thunlai Masthi Bihuram Boro - Nabin Malla Boro, Ansumoi Publications, Maidangguri, Udalguri, 1998. Gwnang Raokhanthi by Kamal Kumar Brahma, Reprint-2005, Bina Library, Panbazar, Guwahati-I

Supplementary Reader Grammar -

107

EXAMINATION STRUCTURE FOR BODO - CODE 092 CLASS: X FIRST TERM (APRIL 2014 - SEPTEMBER 2014) - SA I
Time : 3Hrs SECTION SECTION-A READING SECTION-B WRITING DETAILS TOPICS/SECTIONS Comprehension: 500 Swdwb gwnang mwntham dopha thagwn Composition: 1. Solo Lirnay 2. Diary Lirnay 1. Thado Khanthi Bahaynay 2. Zothai Swdwb Danay 3. Mangwnang Rao Aru Raosa 4. Bathra Khwndwb Prose: 1. Somaz Phwsabgiri Gurudev kalicharan Brahma - Mohini Mohan Brahma 2. Akhol Danay - Nomal Ch. Brahma Poetry: 1. Za Habab - Satish Ch. Basumatary 2. Angni Gami - Kamal Kumar Brahma 3. He Zwmwi - Manoranjan Lahary Supplementary Reader: Thunlai Maothi Bihuram BoroNabin Malla Boro TYPES OF QUESTIONS M.C.Q. Total 90 Marks NO. OF QUESTIONS 03 MARKS

3x5=15

L.A. L.A.

01 01

1x7=7 1x8=8

SECTION-C GRAMMAR

M.C.Q.

04

4x5=20

SECTION-D LITERATURE

Explanation L.A. Questions S.A

01 02

1X5=5 2X5=10

Explanation L.A. Questions S.A. Questions S.A.

01 02

1X5=5 2X5=10

02

2X5=10

TOTAL

90 Marks

108

SYLLABUS FOR BODO - CODE 092 CLASS: X SECOND TERM (OCTOBER 2014 - MARCH 2015)
SECTION SECTION-A READING SECTION-B WRITING DETAILS OF TOPICS/CHAPTERS Comprehension: 500 Swdwb gwnang mwntham dopha thagwn Composition: 1. Mithisar Bilai Lirnay 2. Daobaynayni Swmwnddwi Lirnay SECTION-C GRAMMAR 1. Hwnzab Arw Dazab Swdwb 2. Bathra Swlaynay (Gwrlwi, Bangba, Zothai) 3. Mwnseni bangsin wngthi gwnang swdwb (Bathrayao bahayna lirnanggwn) 4. Gebeng Swdwb Danay SECTION-D LITERATURE Prose: 1. Boro Mohor Swrzini Bakhri - Shobha Brahma 2. Binanao Nibeidita - Nilkamal Brahma Poetry: 1. Aroz - Anjoo 2. Hangma - Dhwajendra Brahma 3. Gwdan Iyunni Methai - Surath Narzary Supplementary Reader: Chin Hadorao Dandise - Mohini Mohan Brahma Prescribed Text Books: Prose & Poetry Supplementary Reader Grammar Gwdan Khonsai Bidang, 2009, the Assam State Textbook Production and Publication Corporation Ltd., Guwahati. Chin Hadorao Dandise, Mohini Mohan Brahma, Sonabidang publication, RNB Road, Kokrajhar Gwnang Raokhanthi by Kamal Kumar Brahma, Reprint-2005, Bina Library, Panbazar, Guwahati-I Explanation 1X5=5 Questions 2X5=10 Explanation 1X5=5 Questions 2X5=10 Questions 2X5=10 4x5=20 1X7=7 1X8=8 WEIGHTAGE 3x5=15

109

EXAMINATION STRUCTURE FOR BODO - CODE 092 CLASS: X SECOND TERM (OCTOBER 2014 - MARCH 2015) - SA II
Time : 3Hrs SECTION SECTION-A READING SECTION-B WRITING DETAILS TOPICS/SECTIONS Comprehension: 500 Swdwb gwnang mwntham dopha thagwn Composition: 1. Mithisar Bilai Lirnay 2. Daobaynayni Swmwnddwi Lirnay 1. Hwnzab Arw Dazab Swdwb 2. Bathra Swlaynay (Gwrlwi, Bangba Zothai) 3. Mwnseni bangsin wngthi gwnang swdwb (Bathrayao bahayna lirnanggwn) 4. Gebeng Swdwb Danay Prose: 1. Boro Mohor Swrzini Bakhri Shobha Brahma Binanao Nibeidita - Nilkamal Brahma Poetry: 1. Aroz - Anjoo 2. Hangma - Dhwajendra Brahma 3. Gwdan Iyunni Methai - Surath Narzary Supplementary Reader: Chin Hadorao Dandise - Mohini Mohan Brahma TYPES OF QUESTIONS M.C.Q. Total 90 Marks NO. OF QUESTIONS 03 MARKS

3x5=15

L.A. L.A.

01 01

1x7=7 1x8=8

SECTION-C GRAMMAR

M.C.Q.

04

4x5=20

SECTION-D LITERATURE

Explanation L.A. Questions S.A Explanation L.A. Questions S.A. Questions S.A.

01 02

1X5=5 2X5=10

01 02

1X5=5 2X5=10

02

2X5=10

TOTAL

90 Marks

110

08. German (Code 020)

In 2008 a curriculum has been devised for classes VI to VIII. As a result of that the syllabus for class IX now does not start at the very beginning, as was the case till now, but where the class VIII syllabus finishes. The syllabus continues to follow the communicative and interactive approach. The stress is now not so much on grammar but on communication. Translations have been removed. Translation science has made enormous progress and the word to word translations that students at this level generally attempt are not relevant today any longer. Translation is a science within itself and needs rigorous training before it can be attempted. What has been incorporated is the summarisation of a German text in English. The students will get a passage in German that has to be summarised in English. Other written tasks should include making a poster for the school notice board, writing short messages as also short formal Emails. This is in consonance with the language policy of the CBSE. Reading skills have been given special attention. Students should be familiarised with reading strategies. Awareness has to be created that there are no difficult texts but only difficult questions. This effectively means that the texts chosen should be authentic and teachers have to develop the skill of forming tasks/ exercises that help students extract the most from a seemingly difficult text. Listening skills and speaking skills have also been incorporated. The same approach as to reading applies also to listening skills. Authentic texts using audio texts from all German speaking countries with appropriate exercises should be used. People in German speaking countries have multiple dialects and accents and are proud to use them in their day to day life. It is important to make students aware of this and get their ears used to these regional differences. The Swiss do speak in a somewhat different accent than the residents of the city of Hamburg in northern Germany. Speaking skills are to be promoted in class. This is what motivates students and makes the language come alive for them. Speaking about friends, school, parents, hobbies, social awareness and the environment in class will give them confidence to also express themselves in the real world. Finally the assessment will have to reflect the new approach. There should be more stress on understanding and expression rather than grammar tests. Grammar though important should not become the primary focus of testing pushing communication to the background. Learning Objectives The following objectives build upon the objectives already stated for classes VI to VIII. The objectives given below will apply to both classes IX and X which can be treated as one unit

120

1.

Listening and responding By the end of class X students should be able to Listen and understand the main points and some details from an extended dialogue or a short spoken text and respond Listen to a short audio text and respond by asking for more details Listen to announcements at public places e.g. railway stations and act accordingly Listen to a audio text, extract the relevant details and complete the gaps in a written text

2.

Speaking By the end of class X students should be able to Talk about future plans and intentions Ask someone to clarify and elaborate what they have just said Give or seek informal views in an informal discussion with friends Recall and narrate an incident they have seen or remember from their childhood

3.

Reading and responding By the end of class X students should be able to Read and respond to an extract from a story, an e-mail message or song or simple text from the internet Read descriptions of people in the school or class and identify who they are Read fairytales or stories and summarise them in German or English

4.

Writing By the end of class X students should be able to Write a short text using pointers e.g. biography Summarise an unseen passage in English Writing a semi-official E-mail with complete sentence constructions

5.

Intercultural awareness By the end of class X students should be able to Handle everyday problems i.e. cope with less routine problems on public transport, handle travel arrangements Demonstrate understanding of and respect for cultural diversity Recognise how aspects of the culture of different countries become incorporated into the daily life of others 121

Recognise advantages of another culture and try and apply to their own lives e.g. environmental awareness and waste management 6. Knowledge about language By the end of class X students should be able to Learn to use subordinate clauses of time, place and purpose to qualify the main clause Learn the use of grammatical structure e.g. verbs with prepositions to express oneself more succinctly 7. Language learning strategies By the end of class X students should be able to Apply known rules when creating new language Integrate new language into previously learnt language Use the context of what they see/ read to determine some of the meaning

122

Class IX
Content For first Summative - (April 2013- September 2013) Module 7 Lesson Situation/ Topic Professions and their characteristics Speech intention To ask and talk about professional plans To talk about the positive and negative aspects of a profession Skills Structure werden- to become Genetiv Revision of the subordinate clause weiland introduction of dass Suggested activity Students discuss their future professional plans Counselling Game Guessing the profession after listening to the description of what one does

Lesson 1

Reading Comprehension seen passage with True/False exercises Writing: Students maintain a diary during the year recording their progress in German language learning

Lesson 2

Future Prospects

To talk about future plans To draw comparisons between people and things To predict the future

Future tense Comparative and superlative for adjectives and adverbs Revision of interrogative pronouns

Compare celebrities and show ones preferences. Compare cars, mobikes, gadgets , clothes etc. A day in my life in the year 2050 Find out, how many types of schools are there in Germany and what is the difference between them

Skills Lesson 3

Writing a text with given elements Speaking: A simulated conversation on future plans (Structure to be given) Language holiday To lay down conditions To express an intention and to set an aim Subordinate clause wenn Subordinate clause um.zu Verb specific prepositions Revision of Modal verbs Students discuss conditions under which they would undertake a journey and set aims for the same Webquest- students look for a language course in one of the German speaking countries, suitable for their age group and exposure to the German language

Skills

Writing: Write a postcard to a friend from a vacation spot you are visiting Listening: Comprehension with multiple choice exercises

123

For second Summative - (October 2013- March 2014) Module 8 Lesson Lesson 1 Situation/ Topic Selecting a Life partner Speech intention To talk about the past To ask for the confirmation of an occurrence and fix it temporally. Structure Past participle of strong verbs Past participle of haben and sein Introduction of double barrel verbs eg. kennen lernen Revision of dass Revision of separable verbs Skills Reading: Comprehension Seen Passage (Does the text contain the following information, If yes, where?) Writing: Write a paragraph on favourite past time Lesson 2 Memories To reflect about their past To narrate what had taken place when Skills Simple past (Prteritum) of Modal verbs Simple past (Prteritum) of haben and sein Subordinate clause als Students discuss their time in Kindergarten Students discuss their favourite activities at the ages of 5, 8, 10,and 12 years Suggested activity Students prepare their resume Students prepare the resume of a celebrity

Reading: Comprehension: Unseen Passage with questions about the content using interrogative pronouns Writing: Write the biography of a famous person Fairytales To narrate fairytales and stories Simple past of both strong and weak verbs Subordinate clause of purpose damit Revision of Dative und Akkusative Personalpronomen Students read Fairytales in German . eg. Fairytales by Grimm brothers

Lesson 3

Skills

Writing: Summarising an seen passage in English Listening: hear a text and complete a text with blanks

124

Assessment Scheme for Class IX

First Summative (September 2013) Sl Section A-Reading 1 2 Comprehension (unseen) Comprehension (unseen) Name of the Topic Max. Marks 90 Marks 20 10 10 15 05 10 45 8 8 8 8 8 5 10 5 5 Max. Marks 90 Name of the Topic Marks 20 10 10 20 05 05 10 40 8

Section B- Writing 3 4 Based on stimulus compose a message /letter/ E Mail/ Poster (30-40 words) Summarizing a German passage in English (unseen)

Section C- Applied Grammar 5 6 7 8 9 10 Subordinate Clauses (weil, dass , wenn, umzu, denn, wie, aber) Modal Verbs Adjectives (comparative and superlative) Prepositions Verb : werden (both as a verb and auxiliary verb) Articles

Section D-Textbook 11 12 Completing a passage with the vocabulary provided Value based question (based on text from the textbook)

Second Summative (March 2014) Sl Section A-Reading 1 2 Comprehension (unseen) Comprehension (unseen)

Section B- Writing 3 4 5 Based on stimulus compose a message /letter/ E Mail/ Poster (30-40 words) Postcard (30-40words) or Paragraph writing (50-60 words) Summarizing a German passage in English (unseen)

Section C- Applied Grammar 5 Past participle(Partizip Perfekt)

125

6 7 8 9 10 11

Separable verbs Prepositions Past tense Subordinate clauses (als, dass, damit..) Question making Personal pronouns (Accusative/Dative)

5 8 5 5 4 5 10 5 5

Section D-Textbook 12 13 BOOKS The following teaching material is prescribed for class IX: Prescribed Book : Wir 3 (Textbook and Workbook, Module 7 & Module 8) (Klett Publishing House, Published In India by Goyal Publishers) Suggested References : Team Deutsch 2/1 Perfekt in Deutsch Planet 2 Wir Plus Ping Pong 2 DVD- Wir Live K.M. Sharma; German-Hindi/ Hindi-German Dictionary. (Rachna Publishing House) Class IX Suggested activities for Formative Assessments 1 and 2 Suggested activities for Formative Assessment 1. Students talk about their future plans Basis of Evaluation Vocabulary Confidence Presentation Fluency Diction 2. Group discussion followed by presentation on a day in ones life in 2050 Creativity Vocabulary Confidence Presentation Originality 3. Dumb Charade(in groups). One Member of each group to enact 126 Acting skill Creativity Sowieso 2 Completing a passage with the vocabulary provided Value based question (based on text from the textbook)

Langenscheidt Euro Dictionary

Situations Characters Professions 4. Power point presentation on schooling system in Germany.

Understanding of theme Recognition of character Confidence Understanding of topic Presentation Clarity of ideas Creativity

5.

Listening comprehensions (in the text book and others from internet or other sources)

Understanding of text Correct response to questions Analytical ability Originality Creativity Fluency Imagination Expression Memorisation of correct spelling Correct sentence formation Right usage of word Part of speech Promptness Imagination Presentation Fluency of ideas Confidence Concise expression

6.

Composing a text or changing the given text. Visual stimulus in the form of picture, cartoon ,movie clip etc.to be provided Verbal stimulus in the form of words, stories, incidents etc. to be provided)

7.

Spell check (can be a group activity also) spelling meaning pronunciation sentence making

8.

Just a minute Topics can be from the text or from life .

Suggested activities for Formative Assessments 3 and 4 Suggested activities for Formative Assessment 1. Resume : a. Self b. Celebrity Basis of Evaluation Vocabulary Presentation Originality Concise expression 2. Group discussion followed by presentation (eg. Favourite past time) Understanding of topic Conversational skills Confidence Presentation 3. Dumb Charade(in groups) One Member of each group to enact Situations 127 Acting skill Creativity Understanding of theme

Characters Professions etc. Others to identify 4. Reading aloud of a fairy tales (texts to be provided by the teachers , from internet or the library) 5. Listening comprehensions (in the text book and others from internet or other sources) 6. Composing a text or changing the given text. Visual stimulus in the form of picture, cartoon ,movie clip etc.to be provided Verbal stimulus in the form of words, stories, incidents etc. to be provided) Spell check (can be a group activity also) 7. spelling meaning pronunciation sentence making 8. Just a minute Topics can be from the text or from life .

Recognition of character

Confidence Diction Fluency Understanding of text Correct response to questions Analytical ability Originality Creativity Fluency Imagination expression Memorisation of correct spelling Correct sentence formation Right usage of word Part of speech Promptness Imagination Presentation Fluency of ideas Confidence Concise expression

128

Class X
Content For first Summative (April 2014 September 2014) Module 9 Lesson Lesson 1 Situation/ Topic Characteristics of a person Speech intention To describe a person physically To describe his/ her personality traits Skills Structure Adjectives as attributes - with indefinite Article In Nominative and Accusative case Interrogative Structures : Was fr ein/eine? Suggested activity 20 questions to identify a famous personality Relate characteristics to specific sun signs

Writing: Write the description of a person in class Reading: Read the horoscopes in German newspapers and extract the information relevant to you and your friend

Lesson 2

Fashion

To describe garments To express your opinions about fashion

Adjective as Attribute - with definite Article Interrogative pronoun: Welch Relative pronoun in Nominative and Accusative Relative clause

Each student brings pictures of garments to class and describes them

Skills Lesson 3

Writing: Summarising an unseen German language passage in English Parent-child relationship To describe your family members To characterise your relationship with them Role Play : Discussion between parents and chid about going out with friends for a movie late in the evening

Skills

Writing : Write a mail to your parents while you are away on an adventure camp Reading : Reading comprehension of unseen passage

For second Summative (October 2014 March 2015) Module 10 Lesson Lesson 1 Situation/ Topic Environment Speech intention To talk about environmental problems To discuss measures to save the environment 129 Structure Indirect questions in the form of subordinate clauses Suggested activity Find out about waste management in your school Suggest ways in which you can help protect the environment

Skills

Reading : Visual material is to be matched with the text and suitable title to be provided Related sentences have to be completed with words from the provided Text Youth and social awareness To discuss about socially relevant issues To discuss about how one can contribute towards alleviating social issues Verb + Prepositions Interrogative pronouns with prepositions for people and things and answers to the same Start an eco-club in your class Find out how waste disposal is structured in Germany

Lesson 2

Skills

Writing : Make a Poster appealing to students to keep the school premises clean Reading : Read Advertisements and extract the relevant information from them School magazine To discuss the content and layout of a school magazine Recognition of the passive structure without active usage (present tense) Relative sentencesGenitive

Lesson 3

Skills

Write a notice for the school board asking for contributions to the school magazine Write a short advertisement for the school magazine announcing the establishment of a German club and requesting students to join

130

Assessment Scheme for Class X

First Summative (September 2014) Sl Name of the Topic Max. Marks 90 Marks 20 10 10 20 10 10 40 8 8 8 8 8 10 5 5 Max. Marks 90 Marks 20 10 10 20 10 10 40 10 5 10

Section A-Reading 1 2 Comprehension (unseen) Comprehension (unseen)

Section B- Writing 3 4 Based on stimulus compose a message /letter/ E Mail/ Poster (30-40 words) Summarizing a German passage in English (unseen)

Section C- Applied Grammar 5 6 7 8 9 Adjective endings in Nominative and Accusative Was fr ein.... / welche Relative pronoun in Nominative and Accusative Prepositions Subjunctive (Konjunktiv II : wre , htte and wrde + infinitive)

Section D-Textbook 10 11 Completing a passage with the vocabulary provided Value based question (based on text from the textbook)

Second Summative (March 2015) Sl Name of the Topic

Section A-Reading 1 2 Comprehension (unseen) Comprehension (unseen)

Section B- Writing 3 4 Based on stimulus compose a message /letter/ E Mail/ Poster (30-40 words) Summarizing a German passage in English (unseen)

Section C- Applied Grammar 5 6 7 Past participle(Partizip Perfekt) Passive without modal verbs Fixed prepositions with verbs

131

8 9

Adjective endings Subordinate clauses

10 5 10 5 5

Section D-Textbook 10 11 Completing a passage with the vocabulary provided Value based question (based on text from the textbook)

BOOKS: The following teaching material is prescribed for class X: Prescribed Book : Wir 3 (Textbook and Workbook, Module 9 & Module 10) (Klett Publishing House, Published In India by Goyal Publishers) Suggested References Team Deutsch 2/2 Perfekt in Deutsch Langenscheidt Euro Dictionary : Planet 2 Wir Plus Ping Pong 2 Schritte Plus Sowieso 2 DVD- Wir Live

K.M. Sharma: German-Hindi/ Hindi-German Dictionary (Rachna Publishing House)

Suggested activities for Formative Assessments 1 and 2 Class X S. No. 1. 2. Suggested activities for Formative Assessment Quiz on famous personalities (e.g. playing 20 questions in the class) Group discussion on Sun Signs and their characteristics. Basis of Evaluation Vocabulary Syntax Understanding of topic Conversational skills Confidence Presentation 3. Dumb Charade(in groups). One Member of each group to enact Situations Characters 4. Role play: Discussion between parents and child about going out with friends for a movie late in the evening. Acting skill Creativity Understanding of theme Recognition of character Confidence Diction Fluency Acting skill Creativity 5. Listening comprehensions (in the text book and others from internet or other sources) 132 Understanding of text Correct response to questions Analytical ability

6.

Composing a text or changing the given text. Visual stimulus in the form of picture, cartoon ,movie clip etc.to be provided Verbal stimulus in the form of words, stories, incidents etc. to be provided)

Originality Creativity Fluency Imagination expression Memorisation of correct spelling Correct sentence formation Right usage of word Part of speech Promptness Imagination Presentation Fluency of ideas Confidence Concise expression

7.

Spell check (can be a group activity also) spelling meaning pronunciation sentence making

8.

Just a minute Topics can be from the text or from life .

Suggested activities for Formative Assessments 3 and 4 S. No. 1. Suggested activities for Formative Assessment Project work : Outline the waste management system in the school and suggest improvements. Power point presentation on waste management system and ecological awareness in Germany Basis of Evaluation Vocabulary Creativity Presentation skills Understanding of topic Creativity Confidence Presentation skills Acting skill Creativity Understanding of theme Recognition of character Creativity Knowledge of language Vocabulary Expression Understanding of text Correct response to questions Analytical ability Originality Creativity Fluency Imagination Expression

2.

3.

Dumb Charade (in groups). One Member of each group to enact Situations Characters Writing articles (in German) for the school magazine.

4.

5.

Listening comprehensions (in the text book and others from internet or other sources) Composing a text or changing the given text. Visual stimulus in the form of picture, cartoon ,movie clip etc.to be provided Verbal stimulus in the form of words, stories, incidents etc. to be provided)

6.

133

7.

Spell check (can be a group activity also) spelling meaning pronunciation sentence making Just a minute Topics can be from the text or from life .

Memorization of correct spelling Correct sentence formation Right usage of word Part of speech Promptness Imagination Presentation Fluency of ideas Confidence Concise expression

8.

Basic Template for setting question paper S. No. Typology of Questions Learning outcomes & Teaching Skills Short Answer MCQ 1 Mark 7 Short Answer 3 Marks 1 Long Answer 5 Marks -----Marks %

1.

Remembering (Knowledge based simple recall questions) Understanding (ComprehensionFamiliar questions with meaning) Application (application of knowledge to new situations, inferential,)

Listening, Speaking, Reading and Writing Skills Reasoning Analytical Skills Evaluation Skills Justify, Interpret, Conclude, Explain Creative SkillsComposing, Constructing, Summarizing, Organizing, Planning Reflect opinion, make judgment in different contexts on the basis of values imbibed

10

10

2*

2*

20

22.5

3*

2*

20

22.5

Higher Order Thinking Skills (HOTS) (Analysing & evaluation open ended questions)

1*

2*

15

17

Creating (Formation & Evaluation of a Judgment or Situation Multi-Disciplinary) TOTAL

------

------

25

28

14

11

90

100

* Marked questions may have more than one part.

134

135

136

137

138

139

140

141

142

SYLLABUS FOR GUJARATI - CODE 010 CLASS: IX FIRST TERM (APRIL 2013 - SEPTEMBER 2013)
SECTION SECTION-A READING SECTION-B WRITING SECTION-C GRAMMAR DETAILS OF TOPICS/CHAPTERS (i) Answer the questions from unseen prose passage. (ii)Answer the question from unseen poetry. (i) Paragraph writing (ii)Letter (official-personal) Nouns, Verbs, Punctuations, Synonyms and Antonyms. Idioms, Proverbs WEIGHTAGE 15 Marks 10 Marks 20 Marks 24 Marks

SECTION-D Prose: LITERATURE 1. Paath Pako Thayo Nathi 2. Maari Baa 3. Be Prasango 4. Deshbhakt Jagadusha 5. Ichhakaka 6. Jaherma Vartav Poetry: 1. Gujarat Koni 2. Bapor ane Vantod 3. Baalkrushn na chreetra 4. Bhadravano Bhindo 5. Jaiye Aapane Pachha 6. Mahemanone 7. Paarasmani

21 Marks

Prescribed Text Books: 'Gujarati' (Dwitiya Bhasha) for class X (Ed. 2006) published by Gujarat Rajya shala Pathya Pustak Mandal Vidhyayan, Sector 10 A, Gandhi Nagar, Gujarat.

143

EXAMINATION STRUCTURE FOR GUJARATI - CODE 010 CLASS: IX FIRST TERM (APRIL 2013 - SEPTEMBER 2013)
Time : 3Hrs SECTION SECTION-A READING SECTION-B WRITING SECTION-C GRAMMAR DETAILS OF TOPICS/ SECTIONS (i) Question from unseen prose passage (ii) Question from unseen prose passage (iii) Question from unseen poetry (i) Paragraph writing (ii) Letter (official-personal) (i) (ii) Noun Punctuations - Explanatory, Coma, Semi Colan (iii) Synonyms from the textbook (iv) Verb (v) Antonyms from the textbook (vi) Idioms from the textbook (vii) Proverbs Prose: (i) Question from seen prose passage (ii) give reason (any two) (iii) Answer in one sentence (any five) (iv) Answer in short (any three) (v) Answer in details (Any one) SECTION-D Poetry: LITERATURE (i) Poetry comprehension (ii) Interpret the poem (from the text) (iii) Answer in two three sentence (Any three) (iv) Answer in one sentences (Any six) TOTAL S.A S.A S.A S.A S.A 03 02 03 03 02 1x3=3 1x3=2 1x3=3 1x3=3 1x3=3 Total 90 Marks TYPES OF NO.OF MARKS QUESTIONS QUESTIONS M.C.Q. M.C.Q. M.C.Q. L.A. S.A. S.A S.A 05 05 05 01 01 03 03 1x5=5 1x5=5 1x5=5 5x1=5 5x1=5 1x3=3 1x3=3

S.A. S.A. V.S.A. S.A. S.A.

01 02 05 02 01

1x5=5 2x2=4 1x5=5 2x3=6 4x1=4

S.A. S.A. S.A. V.S.A.

01 02 03 06

1x5=5 2x2=4 2x3=6 1x6=6 90 Marks

144

SYLLABUS FOR GUJARATI - CODE 010 CLASS: IX SECOND TERM (OCTOBER 2013 - MARCH 2014)
SECTION SECTION-A READING SECTION-B WRITING SECTION-C GRAMMAR DETAILS OF TOPICS/CHAPTERS (i) Answer the questions from unseen prose passage. (ii)Answer the question from unseen poetry. (i) Paragraph writing (ii)Letter (official-personal) (a) (i) (ii) (iii) (iv) Identifying adverb, Change the gender Convert to plural, Convert to singular WEIGHTAGE 15 Marks 10 Marks

20 Marks

(b) Correct the sentences (c) Antonym / Synonym (text based)Idioms(text based) SECTION-D Prose: LITERATURE 1. Taal 2. Safaruddin Chachani Ghodagadi 3. Mare Gher Javu Chhe 4. Kaabbar 5. Dorivala Boot 6. Prasannata Poetry: 1. Paarasmani 2. Aena ae gaamada 3. Ratvati 4. Ghar 5. Aapana Malakma 6. Duha - Muktak - Haiku 24 Marks

21 Marks

Prescribed Text Books: 'Gujarati' (Dwitiya Bhasha) for class X (Ed. 2006) published by Gujarat Rajya shala Pathya Pustak Mandal Vidhyayan, Sector 10 A, Gandhi Nagar, Gujarat.

145

EXAMINATION STRUCTURE FOR GUJARATI - CODE 010 CLASS: IX SECOND TERM (OCTOBER 2013 - MARCH 2014)
Time: 3 hours SECTION SECTION-A READING DETAILS OF TOPICS/ SECTIONS (i) Question from unseenprose passage (ii) Question from unseen prose passage (iii) Question from unseen poetry (i) Paragraph writing (ii) Letter (official- personal) (i) Adverbs (ii) Gender (iii) Singular, Plural. (iv) Correct the sentences. (v) Synonyms(from Text book) (vi) Antonyms (from Text book) (vii) Idioms (from Text book) SECTION-D Prose: LITERATURE 1. Prose comprehension ( textual) 2. Give reason (any two) 3. Answer in one sentence(any five) 4. Answer in short (any three) 5. Answer in details (Any one) Poetry: 1. Poetry comprehension (textual) (a) Interpret the poem (from the text) (b) Answer in two/three sentences (two) (c) Answer in one sentence (four) Total 90 Marks TYPES OF NO.OF MARKS QUESTIONS QUESTIONS M.C.Q. M.C.Q. M.C.Q. L.A. S.A. S.A. S.A. S.A. S.A. S.A. S.A. S.A. 05 05 0 01 01 03 03 03 03 03 03 02 1x5=5 1x5=5 1x5=5 5x1=5 5x1=5 1x3=3 1x3=3 1x3=3 1x3=3 1x3=3 1x3=3 1x2=2

SECTION-B WRITING SECTION-C GRAMMAR

S.A. S.A. V.S.A. S.A. S.A.

05 02 05 01 01

1x5=5 2x2=4 1x4=5 2x3=6 4x1=4

S.A. S.A. S.A. V.S.A.

05 02 03 06

1x5=5 2x2=4 2x3=6 1x6=6

TOTAL

90 Marks

146

SYLLABUS FOR GUJARATI - CODE 010 CLASS: X FIRST TERM (APRIL 2014 - SEPTEMBER 2014)

SECTION SECTION-A READING SECTION-B WRITING SECTION-C GRAMMAR

DETAILS OF TOPICS/CHAPTERS (1) Answer the questions from unseen prose passage. (2) Answer the question from unseen poetry. (1) Paragraph writing (2) Letter (official-personal) 1. 2. 3. 4. 5. 6. 7. Vowels-consonants Change the gender Punctuation mark (based on text) Spelling Sandhi Idioms(from text) Dhvani ghadatar

WEIGHTAGE 15 marks

10 Marks

20Marks

SECTION-C

Prose: Rohinine teere Angli zaline ene doraje Dariya kinare Hindnu Pankhi Sangam Shobhana sabarmati 45 marks

LITERATURE 1) 2) 3) 4) 5)

Poetry: 1) 2) 3) 4) 5) 6) 7) Bholire Bharawadan Mane Chakar Rakhoji Chhappa Sayamkale Mane Joine Udi Jata Pakshione Namu Sapoot

Prescribed Text Books: 'Gujarati' (Dwitiya Bhasha) for class X (Ed. 2006) published by Gujarat Rajyashalla Pathya Pustask Mandal Vidhyayan Sector 10 A, Gandhi Nagar, Gujarat.

147

EXAMINATION STRUCTURE FOR GUJARATI - CODE 010 CLASS: X FIRST TERM (APRIL 2014 - SEPTEMBER 2015)
Time: 3 hours SECTION SECTION-A READING DETAILS OF TOPICS/ SECTIONS (i) Question from unseen prose passage (ii) Question from unseen prose passage (iii) Question from unseen poetry 1. Paragraph writing 2. Letter (official-personal) 1. 2. 3. 4. 5. 6. 7. Vowels-Consonant Change the gender Punctuation mark (Based on text) Spelling Idioms(From Text) Sandhi Dhvani ghadatar Total 90 Marks TYPES OF NO.OF MARKS QUESTIONS QUESTIONS M.C.Q. M.C.Q. M.C.Q. L.A. S.A. 05 05 05 01 01 03 03 03 03 03 03 02 1x5=5 1x5=5 1x5=5 5x1=5 5x1=5 1x3=3 1x3=3 1x3=3 1x3=3 1x3=3 1x3=3 1x2=2

SECTION-B WRITING SECTION-C GRAMMAR

Prose: 1. Question from seen prose passage 2. 3. 4. 5. SECTION-D Give reason (any three) Answer in one sentence (any five) Answer in short (any two) Answer in details (Any two) S.A. S.A. V.S.A. S.A. S.A. 01 02 05 02 01 1x5=5 2x2=4 5x1=5 3x2=6 4x1=4

Poetry: S.A. S.A. S.A. V.S.A. 01 02 03 06 5x1=5 2x2=4 2x3=6 1x6=6 90 Marks 2. Interpret the poem (from the text) 3. Answer in two three sentence (Any three) 4. Answer in one sentence (Any six) TOTAL

LITERATURE 1. Poetry comprehension

148

SYLLABUS FOR GUJARATI - CODE 010 CLASS: X SECOND TERM (OCTOBER 2014 - MARCH 2015)

SECTION SECTION-A READING SECTION-B WRITING SECTION-C GRAMMAR

DETAILS OF TOPICS/CHAPTERS (1) Answer the questions from unseen prose passage. (2) Answer the question from unseen poetry (1) Paragraph writing (2) Letter (official-personal) 1. 2. 3. 4. 5. 6. 7. Anug-Namyogi Singular-Plural Idioms (from text) Correct the sentence Proverbs (based on the text) Sandhi Shabdashamuh (Word substitution) Deshgaman Aabhalano Tukado Nanabhai Thigadu Panch Pataranini Sewama Gharkam Chhellu Darshan Madhav Kyay Nathi Madhuvanma Aavyo Chhu to E Loko Pal Duha - Muktak

WEIGHTAGE 15 marks

10 Marks

20 Marks

SECTION-C

Prose:

LITERATURE 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 6.

45 Marks

Poetry:

Prescribed Text Books: 'Gujarati' (Dwitiya Bhasha) for class X (Ed. 2006) published by Gujarat Rajyashalla Pathya Pustask Mandal Vidhyayan Sector 10 A, Gandhi Nagar, Gujarat.

149

EXAMINATION STRUCTURE FOR GUJARATI - CODE 010 CLASS: X SECOND TERM (OCTOBER 2014 - MARCH 2015) SA II
Time: 3 hours SECTION SECTION-A READING DETAILS OF TOPICS/ SECTIONS (i) Question from unseen prose passage (ii) Question from unseen prose passage (iii) Question from unseen poetry 1. Paragraph writing 2. Letter (official- personal) 1. 2. 3. 4. 5. 6. 7. Anug-namyogi Singular-Plural Idioms (from text) Correct the sentence Proverbs(from based on text) Sandhi Shabdasamuh (word substitution) Total 90 Marks TYPES OF NO.OF MARKS QUESTIONS QUESTIONS M.C.Q. M.C.Q. M.C.Q. L.A. S.A. 05 05 05 01 01 03 03 03 03 03 03 02 1x5=5 1x5=5 1x5=5 5x1=5 5x1=5 1x3=3 1x3=3 1x3=3 1x3=3 1x3=3 1x3=3 1x2=2

SECTION-B WRITING SECTION-C GRAMMAR

SECTION-D Prose: LITERATURE 1. Prose comprehension (textual) 2. 3. 4. 5. Give reason (any two) Answer in one sentence (any five) Answer in short (any two) Answer in details (Any two)

S.A. S.A. V.S.A. S.A. S.A.

05 02 05 03 01

1x5=5 2x2=4 1x5=5 2x3=6 4x1=4

Poetry: 1. Poetry comprehension textual (a) Interpret the poem (from the text) (b) Answer in two/three sentences (any three) (c) Answer in one sentence(any six) TOTAL S.A. S.A. S.A. V.S.A. 05 02 03 06 1x5=5 2x2=4 2x3=6 1x6=6 90 Marks

150

10. Japanese Language Syllabus

(Code - 094) Class IX 2013-2014
1. Learning Objectives for Japanese Language in Class IX 1. 2. Listening and responding Pupils can understand the main points and some of the details from short conversion. Speaking Spoken Interaction: Pupils can carry out simple conversations in familiar topics. Spoken Production: Pupils can tell a few sentences about explaining persons, goods, places, experience. 3. 4. Reading and responding Pupils can understand the main points and some of the details in short written texts. Writing Pupils can complete the dialogue (4-5 turns) adequate to the contest. Pupils can write about 150-200 characters about most familiar topics (eg. Myself, my daily life, my school) 5. Intercultural awareness Efforts should be made to let students think about culture in terms of perspectives, practices and products (e.g. perspectives such as beliefs, values, institutions; practices such as customs, habits, dress, foods, leisure; products such as literature, folklore, art, music, artifacts). 6. Knowledge about language Pupils can apply the grammar when creating new language. : adjectives and verbs in present and past tense, making comparisons, indicating places, and expressing one's desires. 7. Language Strategies Use the context of what they see/read to determine some of the meaning. Integrate new language into previously learnt language 8. Prescribed book Minnano Nihongo Indian-edition 1-1 : textbook cum workbook, grammar note, audio CD. First term : L1-L7 and Second term :L8-L13 Kanjis : 55 (33+22) 2. Assessment The syllabus developed is interactive and communicative in nature. The assessment should be a reflection of the same. 2-1. Formative assessment (Suggested activities and Mode of assessment) Suggested Activities Unit Quiz -applied grammar -dictation, -Listening comprehension -reading comprehension(unseen) Mode of assessment 1. 2. 3. 4. 5. applied grammar spelling (hiragana, katakana, kanji) use the context Integrate new language monitoring own learning

151

Spoken interaction (role play, interview) -visiting home, -inviting -asking & describing impression -at post office -at restaurant 1. 2. 3. 4. 5. 6. 7. understanding context/role understanding task/purpose cooperative with counterpart apply communication strategies smooth turn taking control of discourse control of language filler

Spoken production (speech, story line to be given by teachers, suggested topics are below) -myself -my school -my hobby -my town -my daily life -my teacher -my home -my pet 1. 2. 3. 4. 5. control of contents (discourse structure, choice of topic) control of performance (clear voice, speed, pause, eye contact, body action, visual aids etc,) interactive with the audience creativity imagination

Reading comprehension -a short passage (seen and unseen) -an authentic materials(menu, notice, application forms, invitation cards etc,) 1. 2. 3. 4. 5. 6. scanning skill skimming skill prediction competence holding anaphoric relation narrating summary

Writing -guided paragraph writing -simple paragraph writing -complete dialogue (seen, unseen) -filling out a format (application form, library card etc) -translation competence (Japanese - English) Intercultural awareness -Quiz about Japan from the textbook -Presentation about a topic -Project work about a topic 1. 2. 3. 4. 5. 6. socio-cultural knowledge question stereotype multiple perspectives creativity originality objectivity (critical thinking skill) 1. 2. 3. 4. 5. 6. 7. logical cohesion/coherence apply grammar spelling (hiragana, katakana, kanji) creativity imagination use the context Integrate new language

152

2.1

Summative assessment 2.1.1 First term (Marks 90)(April 2013-September 2013) Section A : Reading comprehension Reading comprehension of the short passages related to syllabus (unseen passages-2-4, MCQ) Value based question Section B : Writing (LA : Long Answer) (20 marks) Simple paragraph/ essay writing on the topics "Myself" or My daily routine in about 300-400 characters. No marks to be deducted for spelling mistakes Letter to your grandfather talking about your Japanese language studies in about 300350 characters. No marks to be deducted for spelling mistakes Completing written passages / conversations (Criteria assessment of the paragraph / essay writing: marks for Logical Cohesion and construction marks for use of correct Grammar and vocabulary excellent / very good / good / limited /poor) Section C : Applied Grammar (based on the textbook prescribed L1-L7) Particle, verb conjunction, tense, demonstrative Section D : 1st 4 chapters of NIHONGO CHALLENGE BOOK (25 marks) (25 marks) ( 20 marks)

(1st 40 KANJIS OF N5 - read and write all kotoba listed in the book with the kanjis) List of Kanji's

2.1.2.

Second term (Marks 90)(October 2013-March 2014) Section A : Reading comprehension (unseen passages-2-4) (20 marks) Reading comprehension of the format ; menu, notice, application forms, invitation cards with using Katakana and hiragana . Reading comprehension of the short passage related to syllabus . Value based comprehension question related to the syllabus / text. Section B : Writing (LA : Long Answer) (20 marks)

Complete dialogue following the first 2 lines about 8-10 lines. No marks to be deducted for spelling mistakes Simple paragraph writing on one of the following topics : "My hobby" "My school" in about 300-350 characters. No marks to be deducted for spelling mistakes

153

(Criteria of the assessment: marks for Logical Cohesion and construction marks for use of correct Grammar and vocabulary. Excellent /very good /good /limited /poor) Section C : Applied Grammar (based on the textbook prescribed L8-L13 (25 marks)

Particles, Adverb, conjunctions, idioms and vocabularies,Verb conjugations, tenses, verb meaning Section D : Script - Chapter 5,6 of NIHONGO CHALLENGE BOOK N5, can read and write all kotoba listed in the book with the kanjis (25 marks)

154

Japanese Language Syllabus Class X 2014-2015

1. Learning Objectives for Japanese Language in Class X 1. 2. Listening and responding Pupils can understand the main points and the details from short conversation. Speaking Spoken Interaction : Pupils can carry out simple conversations in familiar topics. (2-6 turns) Spoken Production : Pupils can tell a few sentences about showing direction, how to use a machine, condition of the disease, family, hobby, healthy life, vacation plan. Reading and responding Pupils can understand the main points and the details in short written texts. Writing Pupils can complete the dialogue (4-5 turns) adequate to the contest. Pupils can write about 300-400 characters about familiar topics (eg. My family, My town, Memories of / An account of my travel, My Dreams, My hobbies) Intercultural awareness Efforts should be made to let students think about culture in terms of perspectives, practices and products (e.g. perspectives such as beliefs, values, institutions; practices such as customs, habits, dress, foods, leisure; products such as literature, folklore, art, music, artifacts). Knowledge about language Pupils can apply the grammar when creating new language. : verb conjugations) te-form, naiform, verb-dictionary form, ta-form), functional expression (grant permission, express prohibition, express the experience) and adjective conjugations, noun conjugations, discrimination of speech style (formal style and plain style) Language Strategies Support the setting of personal goals Prescribed book Minnano Nihongo Indian-edition 1-2 : textbook cum workbook, grammar note, audio CD. First term : L14-L18 and Second term :L19-L22, Kanjis :

3. 4.

5.

6.

7. 8.

2. Assessment The syllabus developed is interactive and communicative in nature. The assessment should be a reflection of the same. 2-1. Formative assessment (Suggested activities and Mode of assessment)

155

Suggested Activities Unit Quiz -applied grammar -dictation, -Listening comprehension -reading comprehension(unseen)

Mode of assessment 1. 2. 3. 4. 5. applied grammar spelling (hiragana, katakana, kanji) use the context Integrate new language monitoring own learning

Spoken interaction(role play, interview) -showing direction, -how to use a machine, -condition of the disease, -talking about family, lobby, healthy life, vacation plan 1. 2. 3. 4. 5. 6. 7. understanding context/role understanding task/purpose cooperative with counterpart apply communication strategies smooth turn taking control of discourse control of language filler

Spoken production (speech, story line to be given by teachers, suggested topics are below) -my family -my vacation -my healthy life -how to use a machine 1. 2. 3. 4. 5. control of contents (discourse structure, choice of topic) control of performance (clear voice, speed, pause, eye contact, body action, visual aids etc,) interactive with the audience creativity imagination

Reading comprehension' -a short passage (seen and unseen) -an authentic materials(menu, notice, application forms, invitation cards, e-mail etc,) 1. 2. 3. 4. 5. 6. scanning skill skimming skill prediction competence holding anaphoric relation narrating summary

Writing -guided paragraph writing -simple paragraph writing -complete dialogue (seen, unseen) -filling out a format (application form, library card etc) -translation competence (Japanese - English) 1. 2. 3. 4. 5. 6. 7. logical cohesion/coherence apply grammar spelling (hiragana, katakana, kanji) creativity imagination use the context Integrate new language

156

Intercultural awareness -Quiz about Japan from the textbook -Presentation about a topic -Project work about a topic 1. 2. 3. 4. 5. 6. socio-cultural knowledge question stereotype multiple perspectives creativity originality objectivity (critical thinking skill)

2.1 2.1.1

Summative assessment First term (Marks 90)(April 2014-September 2014) Section A : Reading comprehension Value based question Section B : Writing (LA : Long Answer) (20 marks) (20 marks) Reading comprehension of the short passages related to syllabus (unseen passages-2-4)

Simple paragraph writing on one of the following topics : "My family", "My Town" in about 300-350characters. No marks to be deducted for spelling mistakes Writing a letter of thanks to your host family Completing kaiwa passages

(Criteria of the assessment marks for Logical Cohesion and constructionmarks for use of correct Grammar and vocabulary excellent / very good /good /limited /poor) Section C : Applied Grammar (based on the textbook prescribed L14-L18) Particle, conjunctions, (te-form, adjective) Section D : Kanji's -CHAPTERS 7, 8, 9 of NIHONGO CHALLENGE BOOK (KANJIS OF N5 - read and write all kotoba listed in the book with the kanjis) (25 marks) (25 marks)

2.1.2.

Second term (Marks 90)(October 2014-March 2015) Section A : Reading comprehensive (unseen passages 2-4) (20 marks) Reading comprehension of the format ; menu, notice, application forms, invitation cards, postcard, e-mails, posters . Reading comprehension of the short passage related to syllabus Value based comprehension question related to the syllabus / text. Section B : Writing (LA : Long Answer) ( 20 marks)

Complete dialogue/ kaiwas / passages following the first 2 lines about 8-10 lines. No marks to be deducted for spelling mistakes Simple paragraph writing on one of the following topics : "Memories/ An account of My

157

Travel", "My Dreams" in about 300-400characters. No marks to be deducted for spelling mistakes Criteria of the assessment : marks for Logical Cohesion and construction marks for use of correct Grammar and vocabulary. Excellent /very good / good /limited/ poor) Section C : Applied Grammar (based on the textbook prescribed L19-L22, Section D : Script - les 10,11 of NIHONGO CHALLENGE BOOK (25 marks) (25 marks)

Particles Adverb, conjunctions, idioms and vocabulariesVerb conjugations, tenses, verb meaning (KANJIS OF N5 - read and write all kotoba listed in the book with the kanjis)

158

11. KANNADA (Code: 015)

CLASS IX : TERM I and II
Time : 3Hrs The Question Paper will be divided into four sections: Section A Section B Section C Section D : : : : Reading Comprehension Writing Grammer Literature Prose Poetry 12 marks 14 marks 14 marks 50 marks 25 marks 25 marks 16 Pds. 20 Pds. 20 Pds. 40 Pds. Total 90 Marks No. of Periods

Design of Question Paper

Types of questions MCQ of 1m VSA of 1m VSA of m SAQ of 2m SAQ of 3m LAQ of 4m LAQ of 5m LAQ of 6m Total No. of Questions 14 11 10 09 06 02 02 01 55 Total No. of Marks (14x1)=14 (11x1)=11 (10x1/2)=05 (9x2)-18 (6x3)=18 (2x4)=08 (2x5)=10 (1x6)=06 90

159

KANNADA CODE : 015 CLASS IX SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2013-SEPTEMBER 2013)
TOPICS A) Reading Section: 2 Unseen passages from prose B) Writing Section: Essay, descriptive, narrative, factual etc. Personal letters, Note making,( Reading comprehending & highlighting) C) Grammer Section: 1) Sandhi 2) Samasa 3) making sentence (Padenudi) 4) Thathsma/adbhava 5) Synonyms 6) Antonyms 7) Genders 8) Numbers (Vachana) 9) Tense (Present/Past/Future) 10) Pronoun 11) Proverbs 14 marks D) Literature Section: Text:Prose1) 2) 3) 4) 5) Poetry1) 2) 3) 4) 5) 6) Parivarthane George.F.Kittel Prathidina Parisara Dina Doddaata Subhashchandra Bose Prarthanaa Geethe Namma Bala Moodal Kunigal Kere Hana Banna Allaman Vachanagalu Harishchandranalladinnaaru Gathi Mathi Total=90 marks 25 marks 25 marks Total 90 Marks 6+6=12 marks 6+4+4=14 marks

Prescribed text book: Kannada Kasturi-9, Directorate of text books, Banashankari-3rd stage, Bangalore-560085

160

KANNADA CODE : 015 CLASS IX SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2013-MARCH 2014)
TOPICS _________ A) Reading Section : 2 Unseen passages from prose B) Writing Section : Essay, descriptive, narrative, factural etc. Personal letters, Note making (Reading comprehending & highlighting) C) Grammer Section : 1) Sandhi 2) Samasa 3) making sentence (Padenudi) 4) Thathsma/adbhava 5) Synonyms 6) Antonyms 7) Genders 8) Numbers (Vachana) 9) Tense (Present/Past/Future) 10) Pronoun 11) Proverbs D) Literature Section : Text : Prose - 1) Taatakaa Samhaara 2) 3) 4) 5) 6) Poetry1) 2) 3) 4) 5) 6) Kaleya Aagara Paris Bhamvri Devi Bookampada Antaranga Kannadam Katturiyalte Satyavaadi Sudame Maanaveeyate Ikkala Udara Vairagya Yodha Mattu Hengasu Chainada Ondu Haleya Kathe Soolpadeyalappudu Kaana 25 marks 25 marks 6+6=12 marks 6+4+4=14 marks Total 90 Marks

14 marks

Prescribed text book : Kannada Kasturi-9, Directorate of text books, Banashankari- 3rd stage, Bangalore-560085

161

11. KANNADA (Code: 015)

CLASS X : TERM I and II
Time : 3Hrs The Question Paper will be divided into four sections: Section A Section B Section C Section D : : : : Reading Comprehension Writing Grammer Literature Prose Poetry 12 marks 14 marks 14 marks 50 marks 25 marks 25 marks 16 Pds. 20 Pds. 20 Pds. 40 Pds. Total 90 Marks No. of Periods

Design of Question Paper

Types of questions VSQ of 1/2m VSQ of 1 m MCQ of 1m SAQ of 2m LAQ of 3m LAQ of 4m LAQ of 5m LAQ of 6m Total No. of Questions 10 09 16 09 06 02 02 01 55 Total No. of Marks (10x1/2)=5 (9x1)=9 (16x1)=16 (9x2)=18 (6x3)=18 (2x4)=8 (2x5)=10 (1x6)=6 90

162

KANNADA CODE : 015 CLASS X SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL-SEPTEMBER 2014) SEPTEMBER 2014
TOPICS _________ A) Reading Section: 2 Unseen passages from prose B) Writing Section: 1. 2. 3. One Essay, descriptive, narrative, factual etc. 6+6=12 marks 6 marks Total 90 Marks

(about 150 words) One official letter,(Business letter, application for jobs 4 marks Leave applications, letter to the editor etc.) Report writing (making notes of important events 4 marks given & writing reports for newspapers, magazines etc. 14 marks B. E. H. K. Samasa Making Sentences Dvirukti-Anukarama One Proverb C. F. I. Sandi Synonyms and Antonyms Vibhakti Pratyaya

C) Grammer Section: The Grammar syllabus will linclude the following areas: A. D. G. J. Different meaning Tatsama-Tadbhava Jodi Pada Analogy

D) Literature Section: Text:Prose1) 3) 5) Poetry1) 3) 5) Nagu-Alu Shakthiye Jeevana Mithra Prema Aikyathe Ninageke Saahasadaadambara Sharan eyara Bhaavasangama Total=90 marks Prescribed text book: Kannada Kasturi-10, Directorate of text books, Banashankari-3rd stage, Bangalore-560085 2) 4) Mathru Bhoomi Arivu 25 marks 2) 4) Thyagamayi Namma Sainikaru 25 marks

163

KANNADA CODE : 015 CLASS X SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2014-MARCH 2015) MARCH 2015
TOPICS _________ A) Reading Section: 2 Unseen passages from prose B) Writing Section: 1. 2. 3. One Essay, descriptive, narrative, factual etc. One official letter,(Business letter, application for jobs Leave applications, letter to the editor etc.) Report writing (making notes of important events given & writing reports for newspapers, magazines etc. C) Grammer Section: The Grammar syllabus will linclude the following areas: A. D. G. J. Different meaning Tatsama-Tadbhava Jodi Pada Analogy B. E. K. Samasa Making Sentences One Proverb C. Sandi F. Synonyms and Antonyms I. Vibhakti Pratyaya 4 marks 14 marks 6+6=12 marks 6 marks (about 150 words) 4 marks Total 90 Marks

H. Dvirukti-Anukarama

D) Literature Section: Text:Prose1) Namma Bhaashe 2) Manah Parivarthane 3) Sankalpa 4) Nenapinangaladinda 5) Molam Simhamam Konda Kathe Poetry1) Nirmala Chittha 2) Guruvariyadane Marula 3) Rasaballi 4) Kaalaagni Rudram 5) Kannada Naada Siri Poramaduvavol

25 marks

25 marks

Total=90 marks Prescribed text book: Kannada Kasturi-10, Directorate of text books, Banashankari-3rd stage, Bangalore-560085

164

KANNADA LANGUAGE FOR CLASS IX AND X FOR BOTH I AND II TERMS

Suggestions/Guidelines for conducting Formative Assessment shall have the following concepts: 1. 3. Reading and Comprehension Writing Skills 2. Grammar

Note: The Formative Assessment III (FA 3) and Formative Assessment IV (FA 4) of the second terms valuation shall consist of the results of FA-3 and FA-4 to 10% each based on class work, home work, tests and activities. The activities and the criteria to be considered for Formative Assessments:a) S.No. 01. 02. 03. 04. 05. 06. 07. Oral Activities Debate Impromp tu Speech Rasa Prashne Acting Narration on, creativity, grasping Poetry recitation Radio programmes a) listening to a programme in radio and answering the questions -the teacher asks b) Reading news singing interviews 08. Reading and criticism Example : Panchatantra Stories 09. 10. Interviews (interviewing dignitaries) Group discussion Constructing appropriate questions knowledge rang creativity, confidence Understanding of topic conversation skills confidence and presentation Originality, creativity, language skills, Raaga, concept of rhythm, reading skills (including punctuation marks and clarity of sound) Grasping - criticism b) Writing Criteria to be considered Presentation, language skill, confidence Presentation, language skill, confidence Knowledge of subject, vocabulary and sharpness attention. Presentation, Gentural, Behaviour, Dialogue and confidnece. Knowledge, Memory, Fluency, laguage skills, pronunciati Creativity, narration, imagination syle, rhythm, confidence. Graspin g capacity, implementing capacity of given instructions

Any other appropriate activity other than ones mentioned above shall be chosen.

165

12. KASHMIRI(Code: 097)

SYLLABUS FORCLASS: IX

166

167

168

169

170

171

172

173

174

175

176

177

178

SYLLABUS FOR KASHMIRI- CODE 097 CLASS: IX FIRST TERM (APRIL 2013 - SEPTEMBER 2013)

Time: 3 hours A) Reading Section: Reading unseen comprehension passage (factual/Literary/discursive) Difficulty level : Medium B) Writing Section: Short composition : dialogue completion, story writing Long composition : Informal letters, Speech writing (based on Visual and verbal stimulus) C) Grammar Section: Number, Gender, correction of simple sentences in terms of syntax. Usage of phrase and idioms (50% of the total syllabus) D) Literature Section: Prose1) Kasheer 2) kashir zuban ti adab Poetry1) Vaakh Ti Shrukh 2) Bahaar Aav Prescribed book: Kashur Nisab published by the J&K State Board of School Education (1984 edition)

Total 90 Marks 15 Marks

20 Marks

15 Marks

40 Marks

179

12. KASHMIRI CODE : 097 CLASS IX EXAMINATION STRUCTURE FOR KASHMIRI- CODE 097 FIRST TERM (APRIL 2013-SEPTEMBER 2013) SA-I
Time : 3Hrs SECTION DETAILS OF TOPICS/ SECTIONS Section A Reading Three unseen passages of total 500 words followed by M.C.Q.s including vocabulary Dialogue completion Short story writing Informal letters (not more than 100 (words) Speech writing Section C Number Gender Correction of simple sentences Phrases & Idioms Prose TYPES OF QUESTIONS M.C.Q. NO.OF QUE TIONS 04 03 Total 90 Marks MARKS 04x3=12 03x1=3 Total=15 SA SA LA LA SA SA SA SA An extract from chapter SA L.A.(with internal choice) An extract from the poem SA LA (with internal choice) Total 01 01 01 01 01 01 01 01 05 02 01 04 02 01 1x5=5 1x5=5 1x5=5 1x5=5 Total = 20 1x3=3 1x3=3 1x3=3 1x6=6 Total = 15 5x1=5 2x5=10 1x8=8 4x1=4 2x3=6 1x7=7 90 marks

Section B

Section D

Poetry

180

SYLLABUS FOR KASHMIRI- CODE 097 CLASS: IX SECOND TERM (OCTOBER 2013-MARCH 2014)

Time : 3Hrs A) Reading Section: Reading unseen comprehension passage (factual/Literary/discursive) Difficulty level : Standard B) Writing Section: Short composition : Report writing, article writing Long composition : formal letters, Essay writing (based on Visual and verbal stimulus) C) Grammar Section:

Total 90 Marks 15 Marks

20 Marks

15 Marks

Meaning and usage of words from exercise, basic concept of tenses, correction of diacritical marks and spellings of a passage comprising of about 30 words. Usage of phrase and idioms (remaining 50% of the syllabus) D) Literature Section: ProsePoetry1) Badshah 2) Kashir Talmih 1) Insaanas Kun 2) Zoonyi Manz Dal 3) Yath samyas manz 4) Rubayee Prescribed book: Kashur Nisab published by the J&K State Board of School Education (1984 edition) 40 Marks

181

EXAMINATION STRUCTURE FOR KASHMIRI - CODE 097 CLASS: IX SECOND TERM (OCTOBER 2013 - MARCH 2014) - S A II
Time : 3Hrs SECTION DETAILS OF TOPICS/ SECTIONS Section A Reading Three unseen passages of total 500 words followed by M.C.Q.s including 3 marks of vocabulary Report writing Article writing Formal letters (not more than 100 words) Essay writing Section C Sentence making Change of tenses Correction of diacritical marks and spellings of a passage com prising of about 30 words Phrases & idioms TYPES OF QUESTIONS M.C.Q. Total 90 Marks NO.OF QUE TIONS 04 03 MARKS 4x3=12 3x1=3 Total = 15 SA SA LA LA SA SA SA VSA 01 01 01 01 03 01 01 03 1x5=5 1x5=5 1x5=5 1x5=5 Total = 20 1x3=3 3x1=3 1x6=6 3x1=3 Total = 15 Section D Prose An extract from chapter SA LA (with internal choice An extract from the poem SA LA (with internal choice) Total 05 02 01 04 02 01 5x1=5 2x5=10 1x8=8 4x1=4 2x3=6 1x7=7 Total = 40 90 marks

Section B

Poetry

182

SYLLABUS FOR KASHMIRI - CODE 097 CLASS: X FIRST TERM (APRIL 2014 - SEPTEMBER 2014)
Total 90 Marks _________ A) Reading Section: Reading unseen comprehension passage (factual/Literary/discursive) Difficulty level : Medium B) Writing Section: Short composition : News reporting, translation (Kashmiri to English) Long composition : official letters, article writing (based on Visual and verbal stimulus) C) Grammar Section: Use of tenses, use of idioms and phrases, making words with suffix and prefix. D) Literature Section: ProsePoetry1) 2) 1) 2) 3) Prescribed book: Kashur Nisab published by the J&K State Board of School Education (1984 edition) Matyi Tog ni Knyeh Chales Capli Zoonyi Manz Dal Gaashi Taarukh Duuri Prazlya Taarukhan 40 Marks 15 Marks 20 Marks 15 Marks

183

EXAMINATION STRUCTURE FOR KASHMIRI- CODE 097 CLASS: X FIRST TERM (APRIL 2014 - SEPTEMBER 2014) - S A I
Time : 3Hrs _________ SECTION DETAILS OF TOPICS/ SECTIONS Section A Reading Three unseen passages of total 500 words followed by M.C.Q.s including vocabulary (difficulty level: Medium) News reporting Translation (Kashmiri to English) One official lettler not more than 50 words Article writing Use of tenses Making words with suffix & prefix Phrases & idioms Prose Total 90 Marks TYPES OF QUESTIONS M.C.Q. NO.OF QUE TIONS 04 03 MARKS 4x3=12 3x1=3 Total = 15 SA SA LA LA SA SA SA An extract from chapter SA LA (with internal choice An extract from the poem SA LA (with internal choice) Total 01 01 01 01 05 05 05 05 02 01 04 02 01 1x5=5 1x5=5 1x5=5 1x5=5 Total = 20 5x1=5 5x1=5 5x1=5 Total = 15 5x1=5 2x5=10 1x8=8 4x1=4 2x3=6 1x7=7 Total = 40 90 marks

Section B

Section C

Section D

Poetry

184

KASHMIRI CODE : 097 CLASS X SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2014 - MARCH 2015)
Time : 3Hrs A) Reading Section: Reading unseen comprehension passage (factual/Literary/discursive) Difficulty level : Standard B) Writing Section: Short composition : Gap filling, translation (English to Kashmiri) Long composition : Writing of descriptive or narrative essay on subjects of general interest, business correspondence C) Grammar Section: Use of tenses, transformation of sentences, (negative and interrogative), antonyms and synonyms. D) Literature Section: ProsePoetry1) 2) 1) 2) 3) 4) Prescribed book: Kashur Nisab published by the J&K State Board of School Education (1984 edition) Telephone Te Radio Jamhooriyat Taarukhah Bahaar Yaath samyas Marz Gazal 40 Marks 15 Marks 20 Marks Total 90 Marks 15 Marks

185

KASHMIRI CODE : 097 CLASS X EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2014 - MARCH 2015)
Time : 3Hrs _________ SECTION DETAILS OF TOPICS/ SECTIONS Section A Reading Three unseen passages of total 500 words followed by M.C.Q.s including vocabulary (difficulty level: Medium) Gap filling Translation (Kashmiri to Kashmiri) Writing of descriptive or narrative essay on subjects of general interest Business correspondence Use of tenses Transformation of sentences, (negative and interrogative) Phrases & Idioms Antonyms and Synonyms Prose Total 90 Marks TYPES OF QUESTIONS M.C.Q. NO.OF QUE TIONS 04 03 MARKS 04x3=12 03x1=3 Total = 15 SA SA LA LA SA SA SA SA An extract from chapter SA LA (with internal choice An extract from the poem SA LA (with internal choice) Total 01 01 01 01 05 05 03 05 05 02 01 04 02 01 1x5=5 1x5=5 1x5=5 1x5=5 Total = 20 3x1=3 4x1=4 3x1=3 5x1=5 Total = 15 5x1=5 2x5=10 1x8=8 4x1=4 2x3=6 1x7=7 Total = 40 90 marks

Section B

Section C

Section D

Poetry

186

13. LEPCHA (CODE-026)

CLASS IX EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2013-SEPTMEBER 2013) Time : 3Hrs _________ Section A. B. Topics Reading Section-unseen Passage Writing Section (i) Letter writing 05 05 05 15 Book not prescribed Book not prescribed Book not prescribed Mutunci R`ong Reengthyum un Reeng Tshukt`om, published by HRDD, TextBook Unit,Govt.of Sikkim, Gangtok. Tshukpry`om Pund`or, Published by HRDD, Text-Book Unit, Govt.of Sikkim, Gangtok. 15 Tshukd`ong Pund`or,Published by HRDD,Text-Book Unit,Govt.of Sikkim,Gangtok. 10 Sung Norzut,Published by Renjyong Mutunci Reengm`om Kurm`om,HQ, Dev.Area,TNSSS Road, Gangtok Sikkim. From the lessons studied. (Prose and Treasure of stories) D.V. Introduction of Poets and Writers. 03 From the lessons studied. Marks 10 Preseribed - Text-book Book not prescribed 90 Marks

(ii) Essay writing (iii) Translation C. Applied Grammar & Composition Mutunci R`ong Reengthyum un Reeng Tshukt`om.

D.I.

Literature Section:Prose, Treasure of Prose, Tshukpry`om Pund`or.

18

D.II.

Treasure of Poems. Tshukd`ong Pund`or

D.III.

Treasure of Stories. Sung Norzut

D.IV

Value Based Questions

04

187

LEPCHA (CODE-026) EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT CLASS-IX FIRST TERM (APRIL 2013-SEPTEMBER 2013)
Time : 3Hrs _________ Section Topics Types of Question Short Answer Type question. (i) Letter Writing (ii) Essay Writing (iii) Translation C. Applied Grammar & Composition. Mutunci Rong Reengthyum Un Reeng Tshukt`om. Literature Prose Short answer type Question No. of Question 05 01 01 01 05 Marks Total 90 Marks

A. B.

Unseen passages Writing Section Translation

5x2=10 1x5=05 1x5=05 1x5=05 5x3=15

D. I.

Short Answer type Question Very Short Answer Type Question.

07

7x2=14

04 01 04 03 05 02 02 01

4x1=04 1x4=4 4x2=8 3x1=3 5x2=10 2x2=4 2x1=2 1x1=1 Total = 90

D. II.

Treasure of Poetry Tshukpry`om Pund`

Essay Type Question. Short Answer Type Question. Very Short Answer Type Question.

D. III. D. IV D. V.

Treasure of stories Value Based Ques. Introduction of Poets & Writers

Short Answer Type Question. SA Very Short Answer Type Question. Multiple Choice Questions.

188

LEPCHA CODE : 026 CLASS IX SYALLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2013 - MARCH 2014)
TOPICS Total 90 Marks

Group A. Reading Section Unseen passage. B. Writing Section (i)

Topics

Marks 10

Preseribed - Text-book Book not precribed

Letter Writing

05 05 05 15

Book not precribed Book not precribed Book not precribed Mutunci R`ong Reenghryum un Reeng Tshukt`om, published by HRDD, Text-Book Unit,Govt.of Sikkim,Gangtok. Tshukpry`om Pund`or, Published by HRDD, Text-Book Unit, Govt.of Sikkim, Gangtok. Tshukd`ong Pund`or,Published by HRDD,Text-Book Unit,Govt.of Sikkim,Gangtok. Sung Norzut,Published by Renjong Mutanci Reengm`om Kurmom,HQ, Dev.Area,TNSSS Road, Gangtok Sikim. From the lessons taught. (Prose and Treasure of stories) From the lessons studied.

(ii) Essay writing (iii) Translation C. Applied Grammar and Composition Mutunci R`ong Reenghryum un Reeng Tshukt`om.

D. I.

Literature Section:Prose, Treasure of Prose, Tshukpry`om Pund`or. Treasure of Poems. Tshukd`ong Pund`or

18

D. II.

15

D. III.

Treasure of Stories. Sung Norzut,

10

D. IV.

Value Based questions

04

D. V.

Introduction of Poets and Writers.

03

189

LEPCHA (CODE-026) EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT. CLASS-IX SECOND TERM (OCTOBER 2013-MARCH 2014)
Time : 3Hrs _________ Section A. B. Topics Unseen passages Writing Section Translation Types of Question Short Answer Type question. (i) Letter Writing (ii) Essay Writing (iii) Translation C. Applied Grammar & Composition. Mutunci Rong Reengthyum Un Reeng Tshukt`om. Treasure of Prose. Tshukpry`om Pund`or. Short answer type Question Very short answer type question Short Answer type Question Very Short Answer Type Question. D. II. Treasure of Poems. Tshukd`ong Pund`or. Essay Type Question. Short Answer Type Question. Very Short Answer Type Question. D. III. D. IV D. V. Treasure of Stories. Sung Norzut. Value Based Ques. Introduction of Poets & Writers Short Answer Type Question. SAQ Very Short Answer Type Question. Multiple Choice Questions. No. of Question 05 01 01 01 04 03 04 Marks 5x2=10 1x05=05 1x05=05 1x05=05 4x3=12 3x1=03 4x3=12 Total 90 Marks

D. I.

03 01 04 03 05 02 02 01

3x2=06 1x4=4 4x2=8 3x1=3 5x2=10 2x2=4 2x1=2 1x1=1 Total = 90

190

LEPCHA CODE: 026 SYLLABUS FOR SUMMATIVE ASSESSMENT CLASS: X FIRST TERM (APRIL 2014 -SEPTEMBER 2014)
TOPICS Total 90 Marks

Group A. B.

Topics Reading Section (unseen passage) Writing Section (i) Essay Writing

Marks 10

Preseribed - Text-book Books not Perscribed

05 05 05 15

Books not Perscribed Books not Perscribed Books not Perscribed Mutanchi Rong Ringthyum Un Reeng Tshukt`om, published by HRDD, Text-Book Unit,Govt.of Sikkim,Gangtok. Tshukpry`om Pund`or, Published by HRDD, Text-Book Unit, Govt.of Sikkim, Gangtok.

(ii) Letter Writing (ii) Translation C. Applied Grammer and Composition Mutunci R`ong Reengthyum un Reeng Tshukt`om. Literature Section: Prose, Treasure of Prose, Tshukpry`om Pund`or. D. II. Treasure of Poems. Tshukd`ong Pund`or

D. I.

18

15

Tshukd`ong Pund`or, Published by HRDD,TextBook Unit,Govt.of Sikkim,Gangtok. Sung Norzut, Published by Renjong Mutunci Reengm`om Kurm`om, HQ, Dev.Area, TNSSS Road, Gangtok Sikkim. From the lessons studied. (Prose and Treasure of stories) From the lessons stdudied.

D. III.

Treasure of Stories. Sung Norzut.

10

D. IV.

Value based questions

04

D.V.

Introduction of Poets & Writers.

03

191

LEPCHA CODE: 026 EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT. CLASS: X FIRST TERM (APRIL 2014-SEPTEMBER 2014)
Time : 3Hrs _________ Section A. B. Topics Reading Section Unseen passages Writing Section Types of Question Short Answer Type question. (i) (ii) Letter Writing Essay Writing No. of Question 05 01 01 01 04 03 07 Marks 5x2=10 1x05=05 1x05=05 1x05=05 4x3=12 3x1=3 7x2=14 Total 90 Marks

(iii) Translation C. Applied Grammar & Composition. Mutunci Reengthryum Un Reeng tshukt`om. Treasure of Prose. Tshukpry`om Pund`or. Short answer type Question Very short answer type Question Short Answer type Question Very Short Answer Type Question. D. II. Treasure of Poems. Tshukd`ong Pund`or. Essay Type Question. Short Answer Type Question. Very Short Answer Type Question. D. III. Treasure of Stories. Sung Norzut. D. IV D. V. Value Based Ques. Introduction of Poets & Writers SAQ Very Short Answer Type Question. Multiple Choice Questions. Short Answer Type Question.

D. I.

04 01 04 03 05

4x1=4 1x4=4 4x2=8 3x1=3 5x2=10

04 02 01

2x2=4 2x1=2 1x1=1 Total = 90

192

LEPCHA CODE: 026 CLASS-X SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2014 - MARCH 2015)
TOPICS Total 90 Marks

Group A. B.

Topics Reading Section Unseen Passage. Writing Section (i) Essay writing

Marks 10

Preseribed - Text-book Books not prescribed

05 05 05 15

Books not prescribed Books not prescribed Books not prescribed Mutunci Rong Reenghryum un Reeng Tshuktaom, published by HRDD, Text-Book Unit, Govt, of Sikkim, Gangtok. Tshukpryom pundor,

(ii) Letter writing (ii) Translation C. Applied Grammar & Composition Mutunci Rong Reenghryum un Reeng Tshukt`om.

D. I.

Literature Section: Prose, Treasure of Prose, Tshukpryom Pund`or 18

Published by HRDD, Text-Book Unit, Govt. of Sikkim, Gangtok. Tshukdong Pundor, Published by HRDD, Text Book Unit, Govt. of Sikkim, Gangtok Sung Norzut, Publihsed by Renjong Mutunci Reengomom Kurmom, HQ, Dev, Area, TNSSS Road, Gangtok Sikkim. From the lessons studied. (Prose and Treasure of stories) From the lessons studied.

D. II.

Treasure of Poems. Tshukd`ong Pund`or

15

D. III.

Treasure of Stories Sung Norzut,

10

D. IV.

Value based questions

04

D. V.

Introduction of Poets and Writers.

03

193

LEPCHA CODE: 026 CLASS-X EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT. SECOND TERM (OCTOBER 2014-MARCH 2015)
Time : 3Hrs _________ Section A. B. Topics Reading Section Unseen passages Writing Section Types of Question Short Answer Type question. (i) (ii) Letter Writing Essay Writing No. of Question 05 01 01 01 04 03 07 04 01 04 03 05 02 02 01 Marks 5x2=10 1x5=05 1x5=05 1x5=05 4x3=12 3x1=3 7x2=14 4x1=4 1x4=4 4x2=8 3x1=3 5x2=10 2x2=4 2x1=2 1x1=1 Total = 90 Total 90 Marks

(iii) Translation C. Applied Grammar and Composition. Mutunci Reengthryum Un Reeng tshukt`om. Treasure of Prose. Tshukpry`om Pund`or. Short answer type Question Very short answer type Question Short Answer type Question Very Short Answer Type Question. D. II. Treasure of Poems. Tshukd`ong Pund`or. Essay Type Question. Short Answer Type Question. Very Short Answer Type Question. D. III. D. IV D. V. Treasure of Stories. Sung Norzut. Value Based Ques. Introduction of Poets & Writers Short Answer Type Question. SAQ Very Short Answer Type Question. Multiple Choice Questions.

D. I.

194

FORMATIVE ASSESSMENT CLASSES IX and X

There will be four Formative Assessments in total. Two formative assessments to be held during the firtst term and other two during the second term. Each formative assessment will be of 10% of the full marks. That means the formative assessment before the end of each term will be of 20% marks. The PSA will not substitute FA-4 in case of regional languages. The formative assessment will include the following : i. ii iii iv v vi vii viii ix Quiz Group discussion Class work Homework Assisgnments Project Work Debate Drama Recitation etc.

The Formative Assessment may be done for all of the following learning concepts. Comprehension Grammar Literature Text - Writing Skill ; 1. 2. 3. 4. 5. 6. Diary entry Letters - Formal & Informal Report Articles Declamation Speech.

Comprehension Questions: 1. 2. 3. 4. Reference to context Multiple choice question Short answers Long answers

Writing Skills1. 2. 3. Content Fluency Accuracy

195

Dramatisation (Group work) 1. 2. 3. 4. 5. Acting Skill Dialogue Delivery Diction Understanding the text Understanding the character confidence

Group Discussion : 1. 2. 3. 4. Understanding of topic Conversation skills Confidence Presentation etc.

Spell Check : Memorisation of correct spelling Correct sentence formation Right usage of word. Part of speech used

Reading a book (group of individual activity) (1) (2) About the author Summary Characters Extrapoloation Designing a Comic Book Simplify story for junior Classes : Simplifying plot Writing the script

196

14. LIMBOO CODE : 025

CLASS IX SYLLABUS FOR SUMMATIVE ASSESSMENT - 2013-14 FIRST TERM ( APRIL 2013 - SEPTEMBER 2013)
Time : 3 Hrs. Group A B Topics Reading Section Writing Section Letter Writing Essay Translation C. Applied Grammer 05 06 04 15 ( Personal, Official and Business (Related to Public, Professional and Social Interest and Cultural and scientific development) English into Limboo Thangsing Yakthung Huppan Nu Itchap: Lessons to be studied - (i) Soksarey iklengden, (ii) Minglek, (iii) Sook-nusembey, (iv) Thikpeyok Sutla Nu Ekpey Sutla, (v) Iklengle Kugo, (vi) Paanloop. Patila Sapsok : Publish by HRD Deptt. Gangtok, Text Book Unit, Gangtok, Sikkim, Lesson - (i) Amma, (ii) Sisekpa Tumyek, (iii) Chesya. Sammila Sung : Publish by HRD Deptt. Gangtok, Text Book Unit, Gangtok Sikkim, Lesson - (i) Ajupey Medanen, (ii) Akkerik Wayang, (iii) taandik-ka Yakthung Auwa Ro, (iv) Chotlung Kengaynen. Kheda Sung : Published by HRD Deptt. Text Book Unit, Gangtok Sikkim, Lessons: (i) Nimendepenana Yanghek, (ii) Thisodhabarey Lajeyhepmo. Sodhungembarey Siwading Khahunha : Publish by HRD Deptt., Text Book Unit, Gangtok, Sikkim, Lesson (page No. 100-115) Patila and Sanmila Sapsok as per IX, X Syllabus Marks 10 Presecribed Text Books Unseen Passage Total 90 Marks

Literature Section (i) Prose 15

(ii) Poetry

12

(iii) Rapid Reader (I)

10

(iv) Rapid Reader (II)

10

(v) Introducation of Limboo Litecture, Writers or Poets TOTAL

03

90

197

CLASS IX EXAMINATION STRUCTURE FOR LIMBOO CODE 025 FIRST TERM (APRIL - SEPTEMBER) 2013-2014 The question paper will be devided into four SECTION A : Reading Comprehension SECTION B : (i) Letter Writing (ii) Essay Writing (iii) Translation SECTION C : Applied Grammer SECTION D : Literature TIME : 3 HRS. Scheme of section and weightage to content Section A B TOPICS Question UNSEEN PASSAGE COMPREHENSION (i) Letter Writing (ii) Essay Writing (iii) Translation APPLIED GRAMMAR (i) Sooksarey Iklengden, (ii) Minglek, (iii) Soak-nu-Sembey (iv) Thikpeyok Sutla Nu Ekpey Sutla (v) Iklengla Kugo, (vi) Paanloop, PROSE PATILA SAPSOK : (i) Amma, (ii) Sisekpa Tumyek, (iii) Chesya. POETRY SAMMILA SUNG : (i) Ajupey Medanen, (ii) Akkerik Wayang, (iii) taandik-ka Yakthung Auwa Ro, (iv) Chotlung Kengaynen. RAPID READER (I) KHEDA SUNG (i) Nimendepenana Yanghek, (ii) Thisodhabarey Laje. yhepmo RAPID READER (II) Sodhungembarey Siwading Khahumha : (page No. 100-115)
INTRODUCTION OF LIMBOO WRITERS OR POETS

section : - 10 - 05 - 06 - 04 - 15 - 50 M.M. : 90 Type of Question Short answer type MCQ Short Answer answer type Long Answer Essay type Short answer MCQ No. of 5x2 01 01 01 04 02 01 01 02 04 Marks 10 05 06 04 04 06 05 05 06 04

Explanation Summary MCQ Essay type Very short MCQ Essay type Short answer MCQ Introduction

01 01 02 01 01 02 01 01 02 01

05 05 02 05 03 02 05 03 02 03 90

TOTAL :

198

CLASS IX SYLLABUS FOR LIMBOO CODE : 025 SECOND TERM ( OCTOBER 2013 - MARCH 2014)
Time : 3 Hrs. Group A B Topics Reading Section Writing Section Letter Writing Essay Marks 10 Presecribed Text Books Unseen Passage Total 90 Marks

05 06

C.

Translation Applied Grammer

04 15

( Personal, Official and Business (Related to Public, Professional and Social, Literature and Cultural, Environment and scientific development) English into Limboo Thangsing Yakthung Huppan Nu Itchap: Lessons to be studied - (i) Pammey, (ii) Minglek, (iii) Loosok, (iv) Akhel yemlen paapma Lamha, (v) Iklengle Kugo, (vi) Paanloop, Mukpan.

Literature Section (i) Prose 15 Patila Sapsok : Publish by HRD Deptt. Gangtok, Text Book Unit, Gangtok, Sikkim, Lessons - (i) Ningwa Mendumary, (ii) Mahamod Ali, (iii) Chait Mundhum (iv) Sapsok Phomee. Sammila Sung : Publish by HRD Deptt. Gangtok, Text Book Unit, Gangtok Sikkim, Lessons - (i) Hatley Khepsa, (ii) Ipmabong, (iii) Yumamang Sewa, (iv) Khameotnen Abang-e, (v) Itchinghy Kurum, (vi) Aakerik Keningwa tamabey. Kheda Sung : Published by HRD Deptt. Text Book Unit, Gangtok Sikkim, Lessons: (i) Yemin Kakerik Legey, (ii) Yang Kesbarey hingman meen. Sodhungembarey Siwading Khahunha : Publish by HRD Deptt., Text Book Unit, Gangtok, Sikkim, Lessons (page No. 56-99) Patila and Sanmila Sapsok as per IX, X Syllabus Litecture, Writers or Poets

(ii) Poetry

12

(iii) Rapid Reader (I)

10

(iv) Rapid Reader (II)

10

Limboo

(v) Introducation of TOTAL

03 90

199

CLASS - IX EXAMINATION STRUCTURE FOR LIMBOO CODE 025 SECOND TERM (OCTOBER 2013 - MARCH-2014) The question paper will be devided into four section : SECTION A SECTION B : : Reading Comprehension (i) Letter Writing (ii) Essay Writing (iii) Translation SECTION C SECTION D TIME : 3 HRS. Scheme of section and weightage to content Section A B TOPICS UNSEEN PASSAGE COMPREHENSION (i) Letter Writting (ii) Essay Writing (iii) Translation APPLIED GRAMMAR (i) Pammey, (ii) Minglek, (iii) Loosok, (iv) Akhel yemlen paapma Lamha, (v) Iklengle Kugo, (vi) Paanloop, Mukpan. PROSE PATILA SAPSOK : (i) Ningwa Mendumary, (ii) Mahamod Ali, (iii) Chait Mundhum (iv) Sapsok Phomee. POETRY SAMMILA SUNG : (i) Hatley Khepsa, (ii) Ipmabong, (iii) Yumamang Sewa, (iv) Khameotnen Abang-e, (v) Itchinghy Kurum, (vi) Aakerik Keningwa tamabey. Type of Question Short answer type MCQ Short Answer Long Answer Essay type Short answer MCQ No. of Question 5 01 01 01 04 02 01 01 02 04 Marks 10 05 06 04 04 06 05 05 06 04 : : Applied Grammer Literature 10 05 06 04 15 50 M.M. : 90

Explanation Summary MCQ

01 01 02 01 01 02 01 01 02 01

05 05 02 05 03 02 05 03 02 03 90

RAPID READER (I) KHEDA SUNG Essay type (i) Yemin Kakerik Legey, (ii) Yang Kesbarey hingman meen. very short MCQ RAPID READER (II) Sodhungembarey Siwading Khahumha : (page No. 56-99)
INTRODUCTION OF LIMBOO WRITERS OR POETS

Essay type Short answer MCQ Introduction

TOTAL :

200

CLASS X SYLLABUS FOR LIMBOO CODE : 025 FIRST TERM ( APRIL 2014 - SEPTEMBER 2014)
Time : 3 Hrs. Group A B Topics Reading Section Writing Section Letter Essay Translation C. Applied Grammer Marks 10 Presecribed Text Books Unseen Passage Letter writing (Related to Public, Professional and Social Interest) Total : 90 Marks

05 06 04 15

Unseen Passage into Limboo Thangsing Yakthung Huppan In Itchap: Lessons to be studied - (i)Soksalok (ii) Lengwaba Sutla (iii) Yemchu Sutlain (iv) Paanlup, (v) Palla. Patila Sung : Lessons to be studied - (i) Kombhasik Patung, (ii) Penching Sigang Lakhey, (iii) Oona Yakthung..., (iv) Khimbrakpa Sammila Sung : Lessons to be studied - (i) Aabangney Loklumo, (ii) Saapmundhumlam, (iii) Aanjumey Kebha are pong, (iv) E-Mangney Sapchaba, (v) Naakchalaam Kehda Sung : Lesson to be studied - Laahang, Phung Cha-et. Sodhungembarey Siwading Khahunha : Lessons to be studied (Page No. 131)

D (i)

Literature Section Prose

15

(ii)

Poetry

12

(iii) (iv)

Rapid Reader (I) Rapid Reader (II)

10 10

All types of question, explanation, very short, short, essay type of questions may be asked from the prescribed text materials. (v) Introducation of writers and poets. (Within Limboo Literature only) 03 Sammila and Patila Sapsok:

201

CLASS - X EXAMINATION STRUCTURE FOR LIMBOO CODE 025 FIRST TERM (APRIL - SEPTEMBER) 2014-2015 The question paper will be divided into four section : SECTION A : SECTION B : Reading Comprehension (i) Letter Writing (ii) Essay Writing (iii) Translation SECTION C : SECTION D : TIME : 3 HRS. Scheme of section and weightage to content Section A TOPICS UNSEEN PASSAGE COMPREHENSION PHALGUNANDA : Phalgunanda turayongnu nukheaang egang kaak Yakthung paangbhey yakthung him kandusi. Aati pesang Yakthung haa mingso tangso meney singlaaba hekerak meyungneba nisusi. Bikram Sambath 1981 aang kana khuney Yakthung suewanglen thoborey laagi wey lam lektuaang tagi poma hektey. Yakthung suwang lummo Nisam nu Samyo taapmaaang Yakthung Laajey in Khasamba Chokma tarap yukhu. Kemaba Kebekpara Kebapa Yakthung Soksokha yammo Kotusiaang Yakthung Suwangha tondu pirusi. Ahimsa parmodharmarey N aambheymo Samyo mundhum, Mangsewa, Mangkhama, mekhim Chokma, Wagera thimha saapon nawao saaptusi sebaangkhusi, ingbhon chokpaangkhusi aabangneang taak andera saamyo nu nisamen khahun sesusi. B. (i) LETTER WRITING Tembongwa panjerisok chokmarey lagi tengop thobo sahangemben pellisok thik saaptey (ii) Essay Writing (iii) Translation Knowledge Society : Illiteracy is a fundamental barrier to participation in knowledge societies. Vast majority of the illiterate population will be excluded from the emerging knowledge societies. All the work process in which ICTS can make a contribution to economic growth require basic literacy. 01 04 01 06 Type of Question Short answer type No. of Question 5x2 Marks 10 Applied Grammar Literature 10 05 06 04 15 50 M.M. : 90

01

05

202

Section C

TOPICS APPLIED GRAMMAR Thangsing Yakthung Huppan nu Itchap : (i) Soksalok, Yem Chu... (ii) Soksalok, Palla, Paanlup (iii) Lengwaba Sutla PROSE PATILA SAAPSOK : (i) Khimbrakpa, Penching Sigang Laakhey (ii) Tokpaan : Kambhasith Paatung, Khimbrakpa, Penching Sigang Laakhey (iii) Kambhasith Paatung, Penchingsigang Laakhey, Khimbrakpa, Oona Yakthung...

Type of Question

No. of Question

Marks

MCQ Short Answer Long Answer Essay type question Short answer type question MCQ

04 02 01

04 06 05

D.

01 02 04

05 06 04

POETRY SAAMILA SAAPSOK (i) Aabaangney Loklummo Ee-Maangne Saapchabathick Explanation Saawandey (ii) Saapmundhumlam Omettasiley, Aanjumey Summary Kebhaarapong (iii) Ea-Mangne Saap chabathik Saawandey, Aanjumey Kebhaara pong, Aabangne Loklummo. Naakchalaam MCQ RAPID READER (I) KHEDA SUNG : (i) Laahang, Phung Cha-et question (ii) Laahang, Phung Cha-et RAPID READER (II) Sodhungembarey Siwading Khahumha : (i) Yehang, Lepmuhang question (ii) Yehang, Lepmuhang type question (iii) Yehang, Lepmuhang INTRODUCTION OF WRITERS AND POETS TOTAL :

01 01

05 05

02

02

Essay type Very short MCQ

01 01 02

05 03 02

Essay type Short answer MCQ Introduction

01 01 02 01

05 03 02 03 90

203 -2-

CLASS X SYLLABUS FOR LIMBOO CODE : 025 SECOND TERM ( OCTOBER 2014 - MARCH 2015)
Time : 3 Hrs. Group A B Topics Reading Section Writing Section Letter Writing Essay Writing Translation Applied Grammer Marks 10 Presecribed Text Books Unseen Passage (Related to Social, Cultural and Literature ) 05 06 04 15 Total : 90 Marks

unseen Passage into Limboo Thangsing Yakthung Huppan nu Itchap : Lesson to be Studied - ((i) Mellengwaba Sutla (ii) Penching lok, (iii) Proverbs and Phrases, (iv) Iklengley Kugo, Pg. (84-87) (v) Soksarey Iklengden.

C.

D.

Literature Section (i) Prose (ii) Poetry 15 12 Patila Sung : Lesson to be studied (i) Sammik, (ii) Niyemba mim, (iii) Ballihang, (iv) Mekhim Lenghong. Sammila Sung : Lesson to be studied (i) Maa saappan, (ii) Aabangney L Inney, (iii) Aahimmin (iv) Weyin-nu Aabangney, (v) Phungwama. Kheda Sung : Lesson to be studied (i) Khamaak, (ii) hangkhimmo... Sodhungembarey Siwading Khahunha : Lesson to be studied - Page No. 32-55 (116-128)

(iii) Rapid Reader (I) (iv) Rapid Reader (II)

10 10)

All types of question, explanation, very short, short, essay type of question may be asked from the prescribed text materials. (v) Introduction of Writers and Poets (LimbooLiterature only) 03 Patila & Sanmila Sapsok

204

Class - X EXAMINATION STRUCTURE FOR LIMBOO CODE 025 SECOND TERM (OCTOBER 2014 MARCH 2015)
The question paper will be devided into four section : SECTION A : Reading Comprehension 10 SECTION B : (i) Letter 05 (ii) Essay 06 (ii) Translation 04 SECTION C : Applied Grammer 15 SECTION D : TIME : 3 HRS. Literature 50 M.M. : 90

15

Scheme of section and weightage to content

Section A TOPICS UNSEEN PASSAGE COMPREHENSION SIKKUM SONGJUMBHO : Aeinba Yemin Sikkum Songjumbhoren yem. Hekkeyaang Kan Sikkum Songjumbho Sigang Yekpa nunamey kejaapaa thokthumba Khaning nu Laagatmisi Waasi. Thay yaambaksaang aindaan Khaning Laamey yariktongba yaambakha pongla waa. Hangyamjoren Khalep waa mewaanen, nichaam saren khodem kusaang losey merasen wagera yambokhepmo aindaan Khaninglen Internet naambhey laam omepima sukteth. Aindaan yariktongba simbosamaha ingseden hepmo yaambok mejok. Kha kan ingse, kathya nu Laagatmiren naambhaylaam. Kan lathik Kusong parikpa yaamjo menchumaaharen laagi laambey honchinang waa.type question haning meney menchamsaha aindan hingmaa-e kedhumba waanam nepmo aagereaang aawaba paanin mending chokma sukmedetnen. B. (i) ESSAY WRITING Lathik Thaming hepmo 150 sutla Kharak Sum Saaptey (ii) Letter Writing (iii) Paalleng Chogey (Translation) Muegum Ongsimaang : Muegum Ongsimang phalgunanda who was born Letter Writing 01 05 Type of Question No. of Question Marks

Short answer type question

05

10

Essay

01

06

205

Section

TOPICS in kirat Limboo, Lingden family about one hundred and twenty four years ago on 25th Kartik 1942 (Bikram Sambath) in Ibhang at Illam district Mechi Zone, East Nepal. He is regarded as equivalent to Ram, Krishna, Buddha, Mohammad, Christ etc. Kirat religion followers think almighty God Tagera ning waphumang kept pity on backward kirats and sent him or took birth himself as a human form to uplift them on overall sectors.

Type of Question Translation into Limboo

No. of Question 01

Marks 04

APPLIED GRAMMAR Thangsing Yakthung Huppan nu Itchap (i) Mellengwaba Sutla, (ii) Penching lok (iii) Iklengley Kugo (iv) Soksarey Iklenglen (v) Paanlup (Phrase) (vi) Mukpaan (Proverbs) PROSE PATILA SAAPSOK : (i) Saamik, Niyemba mim, Ballihang type question (ii) Niyemba mim, Mekhim Lenghong (iii) Ballihang, Saam,ik, Niyemba mim, Mekhim.... POETRY SAAMILA SAAPSOK : (i) Phungwama, Maa-sappan (ii) Aahimin, Weyinnu Aabangney, Aabaangneyinaney Aasirathang (iii) Aabhagneyiney Aasirathang, Wey innu Aabangney, Aahimin RAPID READER (I) KHEDA SUNG : (i) Hangkhimmo Kehingba..., Khamak (ii) Khamak, Hangkhimmo Kehingba Chaitchamba RAPID READER (II) Sodhungembarey Siwading Khahunha : (i) Imang Singh Chemjong, Maabo hang (ii) Kaandenhang, Chemjong hang, Maabohang
INTRODUCTION OF WRITERS AND POETS

Essay type Long answer Short answer MCQ

01 02 04

05 06 04

D.

Short answer Explanation MCQ

02 01 04

06 05 04

Explanation Summary MCQ

01 01 02

05 05 02

Essay type S.A. MCQ

01 01 02

05 03 02

Essay Short answer MCQ Introduction

01 01 02 1

05 03 02 03 90

TOTAL :

206 -2-

15. MALAYALAM (CODE: 012)

CLASS IX : I and II Terms CLASS IX
Time: 3 Hrs The Question Paper will be divided into four sections: Section A: Reading Comprehension Section B: Writing Section C: Grammar Section D: Literature 10 Marks 20 Marks 12 Marks 48 Marks 16 Pds 20 Pds 20 Pds 40 Pds Total Marks= 90 No of period

Design of Question Paper

No of questions 3 S.A. 8 S.A. 1 S.A. 8 S.A. 2 L.A. 1 L.A. 1 L.A. 11 MCQ 35 Marks per question 1 2 3 4 5 7 8 1 Total Marks 3 16 3 32 10 7 8 11 90

207

MALAYALAM (CODE: 012) CLASS IX SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2013 SEPTEMBER 2013)
Time: 3 Hrs A) B) Reading Section: Unseen Passage (Prose or Poetry) Writing Section: Letter Writing (Personal, official matters, connected with daily life) Idioms, Proverbs, Short Essay C) Grammar Section: 1. 2. 3. D) Vocabulary building Transformation of sentences (Active and Passive voice, Simple, Compound, Correction of sentences only) Sandhi/Samasam. 48 marks 40 Pds 12 marks 20 Pds 20 marks 20 Pds Total 90 Marks 10 marks No of Periods 16 Pds

Literature Section: Prose and Poem

Prescribed Book: KERALA PATAVALI MALAYALAM AND ADISTHANA PADAVALI MALAYALAM STD IX EDITION 2010) PUBLISHED BY Department of Education, Govt. of Kerala Lessons to be studied for: Prose 1) 2) 3) EZHU PATHU KARUDE YOGAM (PROSE) ASHOKAN CHERUVIL ORU CHERU PUNCHIRI (PROSE) M J VASUDEVAN NAIR MODERN TIMES ADHUNIKA KALATHINTE ULKANDAKAL

(PROSE) - V K Joseph Poetry 4) 5) ANGHEVEETTILEKE (POEM) E DASSERY SAHA PADIKAL (POEM) BALAMANI AMMA

NON-DETAILED:THEJASWI AYA VAGMI, (Life History of Swami Vivekananda) PUBLISHED BY Hand C Publishing House, Thrissur 660001, Kerala 2) FIRST NINE LESSONS Page No.: from 05 to 51 FORMATIVE ASSESSMENT (Project Work) Concerned teachers are given freedom to choose/select the projects and assignments to be given to the students as per the prescribed syllabus

208

MALAYALAM (CODE: 012) CLASS IX SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2013 MARCH 2014)
Time: 3 Hrs A) B) Reading Section: Unseen Passage (Prose or Poetry) Writing Section: Letter Writing (Personal, official matters, connected with daily life) Idioms, Proverbs, Short Essay C) Grammar Section: 1. 2. 3. D) Vocabulary building (Synonyms and Antonyms, Opposites etc.) Transformation of sentences (Active and Passive voice, simple Compound, Correction of sentences only) Samasam. 48 marks 40 Pds 12 marks 20 Pds 20 marks 20 Pds Total 90 Marks 10 marks No of periods 16 Pds

Literature Section:

Prose :

Prescribed Book: KERALA PATAVALI MALAYALAM AND ADISHTANA PATAVALI MALAYALAM STD IX EDITION 2010 PUBLISHED BY SCERT, Department of Education, Govt. of Kerala

Lessons to be studied - 03: Prose 1) 2) 3) Poetry: 4) 5) KATTILEKU POKALLE KUNJE SHIHABUDHIN POITHUNKADAVU KOCHU KOCHU MOHANGA - V MOHANAN SAMUDHAYANGALKU CHILATHU CHEYYANUNDU M N VIJAYAN YADAVA NASAM - CHERUSSERY ANNAM BALACHANDRAN CHULLIKKADU

Prescribed Book KERALA PATAVALI MALAYALAM ADISHTHANA PATAVALI Edition 2010 Published by SCERT Department of Education, Govt. of Kerala NON-DETAILED - THEJASWI AYA VAGMI, (Life History of Swami Vivekananda) Published by Hand C Publishing House, Thrissur 660001, Kerala (LAST 10 LESSONS) Page No.: from 52 to 96 FORMATIVE ASSESSMENT (Project Work) Concerned teachers are given freedom to choose/select the projects and assignments to be given to the students as per the prescribed syllabus.

209

CLASS IX TERMWISE SYLLABUS

LESSONS I TERM- APRIL TO SEPTEMBER FA 1-10 FA 2-10 SA I-30 II TERM- OCTOBER TO MARCH FA 3-10 FA 4-10 SA II -30

PROSE 1 2 EZHUPATHUKARUDE YOGAM ORU CHERU PUNCHIRI MODRN TIMES ADHUNIKAKALATHINTE ULKANDAKAL 4 5 KATTILEKU POKALLE KUNJE KOCHU KOCHU MOHANGAL SAMUDAYANGALKU CHILATHU CHEYYANUNDU POEM 1 2 3 4 ANGHE VEETTILEKE SAHAPADIKAL YADAVANASAM ANNAM

FA 1-10 FA 2-10 SA I-30 FA 3-10 FA 4-10 SA II -30

NON DETAILED THEJASWIAYA VAGMI 1 2 3 4 5 6 7 8 9 10 LESSON 1 2 3 4 5 6 7 8 9 10 FA 1-10 FA 2-10 SA I-30 FA 3-10 FA 4-10 SA II -30

210

11 12 13 14 15 16 17 18 19

11 12 13 14 15 16 17 18 19 GRAMMAR FA 1-10 FA 2-10 SA I-30

FA 3-10 FA 4-10 SA II -30

I 1 2 3 II III 1 2 3 4 5

Transformation of sentences Active/ passive voices Correction of sentences Simple/compound sentences Sandhi Vocabulary Synomyms Antonyms Gender Nanartham Arthavyathyasam WRITING I II III IV Letter Idioms Proverbs Short essays

211

MALAYALAM (CLASS X : I and II Terms) MALAYALAM (CODE: 012) CLASS X

Time: 3 Hrs The Question Paper will be divided into four sections: Section A: Reading Comprehension Section B: Writing Section C: Grammar Section D: Literature 10 Marks 14 Marks 18 Marks 48 Marks 16 Pds 20 Pds 20 Pds 40 Pds Total Marks 90 No. of Periods

Design of Question Paper

No of questions 8 V.S.A. 5 S.A. 8 L.A. 2 L.A. 2 L.A. 8 MCQ 10 MCQ 43 Marks per question 1 2 4 6 7 8X1/2 1 Total Marks 8 10 32 12 14 4 10 90

212

MALAYALAM (CODE: 012) CLASS X SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2014 SEPTEMBER 2014)
TOPICS A) B) Reading Section: Reading Comprehension of an unseen prose passage Writing Section: (Composition) 1. 2. C) 14 Marks 20 Pds Total 90 Marks 10 Marks No of periods 16 Pds

Essay Writing (topics related to social issues, family and school life) Letter writing (applications, letter to the editor of a Newspaper, Commercial Correspondence) 18 Marks 20 Pds

Grammar Section: 1. 2. 3. Transformation of sentences (based on the text book)

Active passive, simple compound and correction of sentences only. Vocabulary building Sandhi and Samas

While giving the knowledge of formal grammar, emphasis should be laid on its functional/applied aspect so as to promote good understanding of the language and to promote appropriate linguistics skill. D) Literature Section Prose and Poetry: 48 Marks 40 Pds

PRESCRIBED BOOK: KERALA PATAVALI MALAYALAM AND ADISTHANA PADAVALI MALAYALAM STD X EDITION 2010, Published by Department of Education, Govt. of Kerala (SCERT) Lessons to be studied: Prose: 1. 2. 3. Poetry: 4. 5. ARJUNA VISHADA YOGAM KUTTIKRISHNA MARAR UTUPPANTE KINAR KAAROOR KADALINTE VAKKATHU ORU VEEDU MADHAVIKUTTY YATHRA MOZHI KUMARANASAN ENTE BHASHA VALLATHOL (ADISTHANA PADAVALI)

Non-detailed (Text Book) MRITHA SANJEEVANI by Chandramathy Ayoor published by Early Bird Publication Ernakulam, Kerala Lessons to be studied: First six lessons Formative Assessment (Project Work) Concerned teachers are given freedom to choose/select the projects and assignments to be given to the students as per the prescribed syllabus.

213

MALAYALAM (CODE: 012) CLASS X SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2014 MARCH 2015)
Time: 3 Hrs A) B) Reading Section: Reading comprehension of an unseen prose passage Writing Section (Composition): 1. 2. C) 14 Marks 20 Pds Total 90 Marks 10 Marks No of Periods 16 Pds

Essay writing (topics related to social issues, family and school life) Letter writing (applications, letter to the editor of a Newspaper, Commercial correspondence) 18 Marks 20 Pds

Grammar Section: 1. 2. 3. Transformation of sentences (based on the text book)

Active, passive, simple, compound and correction of sentences only. Vocabulary building Sandhi and Samas

While giving the knowledge of formal grammar, emphasis should be laid on its functional/ applied aspect so as to promote good understanding of the language and to promote appropriate linguistics skill. D) Literature Section Prose and Poetry: published by Department of Education, Govt. of Kerala, SCERT Lessons to be studied Prose: 1. 2. Poetry: 3. 4. 5. URULIKUNNATHINTE LUTHEENIYA ZACKKARIA ENTHAKKAYO NASHTAPETTA ORAL E HARIKUMAR (ADISHTHANA PADAVALI) ADUTHOON AKKITHAM SOUNDARYA POOJA P KUNJI RAMAN NAIR (ADISTHANA PADAVALI) ASSAM PANIKKAR VAILOPPILLY (ADISTHANA PADAVALI) 48 Marks 40 Pds Edition 2010

Prescribed book: KERALA PATAVALI AND ADISTHANA PADAVALI STD X

Non-detailed (Text Book) MRITHA SANJEEVANI BY CHANDRAMATHY AYOOR published by Early Bird Publication Ernakulam, Kerala Lessons to be studied: Last Nine Lessons Formative Assessment (Project Work) Concerned teachers are given freedom to choose/select the projects and assignments to be given to the students as per the prescribed syllabus.

214

CLASS X TERMWISE SYLLABUS LESSONS PROSE 1 2 3 ARJUNA VISHADA YOGAM UTUPPANTE KINAR KADALINTE VAKKATHU ORU VEEDU 4 URULIKUNNATHINTE LUTHEENIYA 5 ENTHAKKAYO NASHTAPETTA ORAAL POEM 1 2 3 4 5 YATHRA MOZHI ENTE BHASHA ADUTHOON SOUNDARYA POOJA ASSAM PANIKKAR FA 1-10 FA 2-10 SA I-30 FA 3-10 I TERM- APRIL TO SEPTEMBER FA 1-10 FA 2-10 SA I-30 FA 3-10 II TERM -OCTOBER TO MARCH FA 4-10 SA II -30

FA 4-10

SA II -30

NON DETAILED MRITHA SANJEEVANI 1 2 3 4 5 6 7 8 9 LESSON 1 2 3 4 5 6 7 8 9 FA 1-10

1st TERM FA 2-10 SA I-30 FA 3-10

2nd TERM FA 4-10 SA II -30

215

10 11 12 13 14 15

10 11 12 13 14 15 FA 1-10 FA 2-10 SA I-30 FA 3-10

GRAMMAR I 1 2 3 II 1 2 3 4 5 III Transformation of sentences Active/ passive voices Simple/compound sentences Correction of sentences Vocabulary Synonyms Antonyms Gender Nanartham Arthavyathyasam Sandhi Samasam WRITING I II III Unseen prose Essay Letter writing

FA 4-10

SA II -30

216

16. SYLLABUS FOR MANIPURI- CODE 011

CLASS: IX FIRST TERM (APRIL 2013 - SEPTEMBER 2013)

SECTION SECTION-A READING

DETAILS OF TOPICS/CHAPTERS Comprehension: Three unseen passages based on Supplementary Reader

WEIGHTAGE

3x5=15 = 15 Marks

SECTION-B WRITING

Composition: 1. Essay Writing 2. Letter Writing 3. Amplification 1x7=7 1x5=5 1x3=3 Total=15 marks

SECTION-C GRAMMAR

Phonology: a) Vocal Organs b) Vowel Phonemes c) Consonant Phonemes d) Diphthong 4x5 = 20 Marks Explanation 2x5=10 Questions 4x3=12 Explanation 2x4=10 Questions 4x2=8

SECTION-D LITERATURE

Prose: 1. Meenungshi by Khwairakpam Chaoba Singh 2. Marupki Matou by B. Manisana Sharma Sastri 3. Ima Khullakpigi Nonggangheido by Khaidem Pramodini 4. Ejjat by Keisam Priyokumar Singh Poetry: 1. Mingehat Thiba by Hijam Anganghal Singh. 2. Naitom Taba Jatri by R.K. Jhaljit Singh.

Prescribed Text Books: Prose & Poetry: Manipuri Sahitya Nachom (Class IX) Published by Board of Secondary Education, Manipur. Supplementary Reader:Manipuri Tengbang Sahitya (Class IX) Published by Board of Secondary Education, Manipur. Grammar: Anouba Manipuri Grammar Published by Board of Secondary Education, Manipur.

217

EXAMINATION STRUCTURE FOR MANIPURI-CODE 011 CLASS IX FIRST TERM (APRIL 2013 - SEPTEMBER 2013) - S.A. I
Time : 3Hrs SECTION SECTION-A READING SECTION-B WRITING DETAILS OF TOPICS/CHAPTERS Comprehension: Three unseen passages based on Supplementary Reader Composition: 1. Essay Writing 2. Letter Writing 3. Amplification SECTION-C GRAMMAR Phonology: a) Vocal Organs b) Vowel Phonemes c) Consonant Phonemes d) Diphthong SECTION-D Prose: Explanation L.A S.A. 02 04 2x5=10 Questions 4x3=12 Chaoba Singh 2. Marupki Matou by B. Manisana Sharma Sastri 3. Ima Khullakpigi Nonggangheido by Khaidem Pramodini 4. Ijjat by Keisam Priyokumar Singh Poetry: 1. Mingehat Thiba by Hijam Anganghal Singh. 2. Naitom Taba Jatri by R.K. Jhaljit Singh. TOTAL S.A. 04 L.A. 02 Explanation 2x5=10 Questions 4x2=8 90 Marks LITERATURE 1. Meenungshi by Khwairakpam M.C.Q. 04 4x5=20 L.A. L.A. L.A. 01 01 01 1x7=7 1x5=5 1x3=3 Total=15 TYPES OF QUESTIONS M.C.Q. NO. OF QUESTIONS 03 3x5=15 Total 90 Marks MARKS

218

SYLLABUS FOR MANIPURI - CODE 011 CLASS IX SECOND TERM (OCTOBER 2013 - MARCH 2014)
SECTION SECTION-A READING SECTION-B WRITING DETAILS OF TOPICS/CHAPTERS Comprehension: Three unseen passages based on Supplementary Reader Composition: 1. Essay Writing 2. Letter Writing 3. Amplification & other Sub-Skills 1x7=7 1x5=5 1x3=3 Total = 15 marks SECTION-C GRAMMAR Morphology: a) Morpheme b) Word c) Phrase d) Clause SECTION-D LITERATURE Prose: 1. Naosum Amattadagi by Mangthoi Thaimei 2. Adhikar by Takhellambam Thoibi Devi 3. Sarkargi Chakari by Hijam Guno 4. Upa Bakshi by G.C. Tongbra Poetry: 1. Ningkhaire by Khwairakpam Chaoba Singh 2. Lambel by R.K. Modhubir 3. Ningkhairaba Murti by Thangjam Ibopishak Prescribed Text Books: Prose and Poetry: Supplementary Reader: Grammar: Manipuri Sahitya Nachom (Class IX) Published by Board of Secondary Education, Manipur. Manipuri Tengbang Sahitya (Class IX) Published by Board of Secondary Education, Manipur. Anouba Manipuri Grammar Published by Board of Secondary Education, Manipur. Explanation 2X5=10 Questions 4x2=8 Explanation 2x5=10 Questions 4x3=12 4x5=20 marks 3x5=15 marks WEIGHTAGE

219

EXAMINATION STRUCTURE FOR MANIPURI-CODE 011 CLASS IX SECOND TERM (OCTOBER 2013 - MARCH 2014) - S. A. II
Time : 3Hrs Total 90 Marks

SECTION SECTION-A READING

DETAILS OF TOPICS/CHAPTERS Comprehension: Three unseen passages based on Supplementary Reader

TYPES OF QUESTIONS M.C.Q.

NO. OF QUESTIONS 03

MARKS

3x5=15

SECTION-B WRITING

Composition: 1. Essay Writing 2. Letter Writing 3. Amplification & other Sub-Skills L.A. L.A. L.A. 01 01 01 1x7=7 1x5=5 1x3=3 Total=15

SECTION-C GRAMMAR

Morphology: 1. Morpheme 2. Word 3. Phrase 4. Clause M.C.Q. 04 4x5=20

SECTION-D LITERATURE

Prose: 1. Naosum Amattadagi by Mangthoi Thaimei 2. Adhikar by Takhellambam Thoibi Devi 3. Sarkargi Chakari by Hijam Guno 4. Upa Bakshi by G.C. Tongbra Poetry: 1. Ningkhaire by Khwairakpam Chaoba Singh 2. Lambel by R.K. Modhubir 3. Ningkhairaba Murti by Thangjam Ibopishak TOTAL 90 Marks Explanation L.A Questions S.A. 04 4x2=8 02 2x5=10 Explanation L.A Questions S.A. 04 4x3=12 02 2x5=10

220

SYLLABUS FOR MANIPURI - CODE 011 CLASS X FIRST TERM (APRIL 2014 - SEPTEMBER 2014)
SECTION SECTION-A READING SECTION-B WRITING DETAILS OF TOPICS/CHAPTERS Comprehension: Three unseen passages based on Supplementary Reader Composition: 1. Essay Writing 2. Letter Writing 3. Amplification or Sub-Skills SECTION-C GRAMMAR Phonology: a) Vowel b) Vowel Classification c) Diphthong d) Consonant e) Consonant classification f) Consonant cluster g) Free variation SECTION-D LITERATURE Prose: 1. Meena kari haikhigadage by Kh. Chaoba 2. Khongnang Hogaibi by A. Minaketan Singh 3. Berlin Wall Yenglubada by N.Kunjamohan Singh Poetry: 1. Apokpa Mapugi Tungnapham by Naoria Phullo 2. Maatri Tarpan by Elangbam Nilakanta 3. Phajabi Mihutthongdagi by Rajkumar Surendrajit Prescribed Text Books: Prose & Poetry: Supplementary Reader: Grammar: Manipuri Sahitya Nachom (Class X) Published by Board of Secondary Education, Manipur. Manipuri Tengbang Sahitya (Class X) Published by Board of Secondary Education, Manipur. Anouba Manipuri Grammar Published by Board of Secondary Education, Manipur. Explanation 2x5=10 Questions 4x3=12 Explanation 2x5=10 Questions 4x2=8 5x4=20 marks 1x7=7 1x5=5 1x3=3 Total=15 3x5=15 marks WEIGHTAGE

221

EXAMINATION STRUCTURE FOR MANIPURI- CODE 011 CLASS: X FIRST TERM (APRIL 2014 - SEPTEMBER 2014) - SA I
SECTION SECTION-A READING SECTION-B WRITING DETAILS OF TOPICS/CHAPTERS Comprehension: Three unseen passages based on Supplementary Reader Composition: 1. Essay Writing 2. Letter Writing 3. Amplification or Other Sub-Skills SECTION-C GRAMMAR Phonology: a) Vowel b) Vowel Classification c) Diphthong d) Consonant e) Consonant Classification f) Consonant cluster g) Free variation SECTION-D Prose: Explanation L.A Questions S.A. 04 4x3=12 02 2x5=10 Kh. Chaoba 2. Khongnang Hogaibi by A. Minaketan Singh 3. Berlin Wall Yenglubada by N.Kunjamohan Singh Poetry: 1. Apokpa Mapugi Tungnapham by Naoria Phullo 2. Maatri Tarpan by Elangbam Nilakanta 3. Phajabi Mihutthongdagi by Rajkumar Surendrajit TOTAL 90 Marks Explanation L.A Questions S.A. 04 4x2=8 02 2x5=10 LITERATURE 1. Meena kari haikhigadage by M.C.Q. 05 5x4=20 L.A. L.A. L.A. 01 01 01 1x7=7 1x5=5 1x3=3 Total = 15 M.C.Q. 03 3x5=15 TYPES OF QUESTIONS NO. OF MARKS QUESTIONS

222

SYLLABUS FOR MANIPURI - CODE 011 CLASS X SECOND TERM (OCTOBER 2014 - MARCH 2015)
SECTION SECTION-A READING SECTION-B WRITING DETAILS OF TOPICS/CHAPTERS Comprehension: Three unseen passages based on Supplementary Reader Composition: 1. Essay Writing 2. Letter Writing 3. Amplification & Other Sub-Skills (Notice; Descriptive article; composition of story etc.) Morphology: a) Morpheme b) Allomorph c) Root & Affixes d) Sentence type (Simple; complex & compound) Prose: 1. Kalingga Lal Loibada Ashok by A.Nilbir Sharma Sastri 2. Imphal Turelgi Itamacha by M.K.Binodini 3. Bir Tikendrajit Phaba by Meitram Bira Singh Poetry: 1. Eigee Khunja by Laishram Samarendra 2. Dabi by Nongthombam Shree Biren 3. Konungga Keithelga by Yumlembam Ibomcha Singh Explanation 2x5=10 Questions 4x2=8 Prescribed Text Books: Prose & Poetry: Manipuri Sahitya Nachom (Class X) Published by Board of Secondary Education, Manipur. 1x7=7 1x5=5 1x3=3 3x5=15 marks WEIGHTAGE

SECTION-C GRAMMAR

4x5 = 20 marks

SECTION-D LITERATURE

Explanation 2x5=10 Questions 4x3=12

Supplementary Reader: Manipuri Tengbang Sahitya (Class X) Published by Board of Secondary Education, Manipur. Grammar: Anouba Manipuri Grammar Published by Board of Secondary Education, Manipur.

223

EXAMINATION STRUCTURE FOR MANIPURI-CODE 011 CLASS X SECOND TERM (OCTOBER 2014 - MARCH 2015) - SA II Time : 3Hrs Total 90 Marks

SECTION SECTION-A READING

DETAILS OF TOPICS/CHAPTERS Comprehension: Three unseen passages based on Supplementary Reader

TYPES OF QUESTIONS M.C.Q.

NO. OF MARKS QUESTIONS 03 3x5=15

SECTION-B WRITING

Composition: 4. Essay Writing 5. Letter Writing 6. Amplification & other sub-skills L.A. L.A. S.A. 01 01 01 1x7=7 1x5=5 1x3=3 Total=15

SECTION-C

Morphology: a) Morpheme b) Allomorph c) Root & Affixes d) Sentence type (Simple; complex & compound) MCQ 04 4x5= 20 marks

SECTION-D Prose: LITERATURE 1. Kalingga Lal Loibada Ashok by A.Nilbir Sharma Sastri 2. Imphal Turelgi Itamacha by M.K.Binodini 3. Bir Tikendrajit Phaba by Meitram Bira Singh Poetry: 1. Eigee Khunja by Lashram Samarendra 2. Dabi by Nongthombam Shree Biren 3. Konungga Keithelga by Yumlembam Ibomcha Singh TOTAL

Explanation L.A Questions S.A.

02 02

Explanation 2x5=10 Questions 4x3=12

Explanation L.A Questions S.A.

02 02

Explanation 2X5=10 Questions 4x2=8

90 Marks

224

17. MARATHI CODE: 009

CLASS IX : I and II Terms CLASS IX
Time: 3 Hrs The Question Paper will be divided into four sections: Section A: Reading Comprehension Section B: Writing Section C: Grammar Section D: Literature 15 Marks 15Marks 20 Marks 40 Marks 16 Pds 20 Pds 20 Pds 40 Pds Total Marks= 90 No. of Periods

Design of Question Paper

S. N. 1. Learning Outcomes and Testing Skills Short Answer MCQ and VSA 1 Marks 2+8 Short Answers (Marks) 2 5 3 5 1 25 28 Long Answer 10 marks

Typology of Questions

Marks

Remembering (Knowledge based simple recall questions) Understanding (Comprehension familiar with meaning and understands) Application (Application of knowledge to new example) Inferential type

2.

2 LSRW Skills Reasoning 3+9 (L Listening) (S Speaking) (R Reading) (W Writing) -

12

13

3.

23

25

4.

Higher Order Thinking Skills (HOTS) (Analyzing and Evaluation) Creative Writing (Formation and Evaluation of a judgment or situation) Multidisciplinary

15

17

5.

15

17

Total :

24

28

18

10

10

90

100 %

225

Type of Questions One mark questions (Very Short answer and MCQs) Two marks short questions Three marks short questions Five marks long answer questions Ten marks long answer questions Total : -

No. of Questions 17 + 7 14 6 2 1 -

Marks 1 2 3 5 10 -

Total Marks 24 28 18 10 10 90

SYLLABUS FOR MARATHI 2013 2014 Code: 009 Class IX FIRST TERM
Summative Assessment I Marks Distribution (April 2013 Sept. 2013) Topics Reading Comprehension (Unseen Passage) Writing Skills (Composition) Grammar Literature (Textbook) Formative Assessment 1 and 2 Total % Marks 15 15 20 40 20 % 50 % 30% 16 Pds 20 Pds 20 Pds 40 Pds Weightage % No of Periods

Section Section A Reading

Details of Topics / Chapters Comprehension : Two unseen passages of 150 200 words each. One grammar based question is a must as given in examination structure Composition : Essay writing about 150 200 words with the help of given points. Dialogue Writing (Related with family topics)

Weightage Passage I 8 Marks Passage II 7 Marks Total 15

Section B Writing

10 Marks

5 Marks Total 15 Marks 5 Marks 5 Marks 2 Marks

Section C Grammar

Parts of speech Synonyms based on the text lessons. Identification of Prayog (Kartari, Karmani Bhave)

226

Transformation of sentences (based on Tenses) Change of Gender (Ling) Change of Number (Vachan) Punctuation of sentences (Viram Chinhe) Correction of errors (Vakya Shuddha Kara) Section Section D Literature Details of Topics / Chapters Prose : 1 L 2 Deshodeshiche Dnyaneshwar 2 L 3 Majhi Aai 3 L 4 Kumaranpudhil Karya 4 L 6 Mala Ghadawanare Shikshak Value based questions of 4 marks from L 4 Poetry : 1 P 1 Santavani A] Devavin Shoonya Mukh B] Vitthal Vitthal Gajari 2 P 2 Thui Thui Dhara 3 P 3 Mansa Ajun Gau Shaktat Supplementary Reader (Sthool Vaachan) 1 L 1Vruksha Sambhar 2 L 2Vyankatesh Madgulkar yanchi Chitrakala

3 Marks 1 Mark 2 Marks 1 Marks 1 Marks Weightage 15 Marks

15 Marks

10 Marks

SECOND TERM
Summative Assessment II Marks Distribution (Oct. 2013 March 2014) Topics Reading Comprehension (Unseen Passage) Writing Skills (Composition) Grammar Literature (Textbook) Formative Assessment 3 and 4 Total % Marks 15 15 20 40 20 % 50 % 30% 16 Pds 20 Pds 20 Pds 40 Pds Weightage % No of Periods

Section Section A Reading

Details of Topics / Chapters Comprehension : Two unseen passages of 150 200 words each. One grammar based question is a must as given in examination structure

Weightage Passage I 8 Marks Passage II 7 Marks Total 15

227

Section B Writing

Composition : Story writing with the help of given points. Letter Writing (Official) or Notice Writing

10 Marks 5 Marks Total 15 Marks

Section Section C Grammar

Details of Topics / Chapters Samas (Dvigu, Dvandwa 3 types, Madhyam Padalopi, Avyayeebhav) Synonyms (based on text lessons) Antonyms (based on text lessons) Punctuation Correction of errors (Vakya Shuddha Kara) One word for group of words Phrases based on text lessons

Weightage 5 Marks 2 Marks 2 Marks 2 Marks 2 Marks 2 Marks 5 Marks Total 20 Marks 15 Marks

Section D Literature

Prose : 1 L 7 Shiksha 2 L 8 Chori 3 L 11 Dar Gharache Sadaiva Bandh 4 L 13 Mujawar Gurujee Value based questions of 4 marks from L 8 Poetry : 1 P 5 Aatmahatya Ha Paryay Nahi 2 P 6 Pani 3 P 7 Watewarti kacha Ga Supplementary Reader (Sthool Vaachan) 1 L 3 Maza Abhyas Maze Chhanda 2 L 4 Issrayal Darshan

15 Marks

10 Marks

Prescribed Text Book : Prose, Poetry and Supplementary Reader (Sthool Vaachan), Marathi Vachanpath, Class IX Maharashtra Rajya Madhymik Va Uchha Madhymik Shikshan Mandal, Pune 411 005 (Edition 2012)

228

TERM WISE SYLLABUS

Class IX (2013 2014) First Term S.N. Text Books April To September FA 110 % FA 2 -10 % SA 130 % MARATHI Code : 009 Second Term October To March FA 310 % FA 410 % SA 230 %

1.

Vachan Path Prose: L 2 Deshodeshiche Dnyaneshwar L 3 Majhi Aai L 4 Kumaranpudhil Karya L 6 Mala Ghadawanare Shikshak L 7 Shiksha L 8 Chori L 11 Dar Gharache Sadaiva Bandh L 13 Mujawar Gurujee

2.

Poetry : P 1 Santavani A] Devavin Shoonya Mukh B] Vitthal Vitthal Gajari P 2 Thui Thui Dhara P 3 Mansa Ajun Gau Shaktat P 5 Aatmahatya Ha Paryay Nahi P 6 Pani P 7 Watewarti kacha Ga

3.

Supplementary Reader : L 1 Vruksha Sambhar L 2 Vyankatesh Madgulkar yanchi Chitrakala L 3 Maza Abhyas Maze Chhanda L 4 Issrayal Darshan

4.

Writing Skills : Unseen Passage Essay Writing (150-200 words with guidelines) Dialogue Writing (Related with family topics) Story writing with the help of given points Letter Writing (Official) OR Notice Writing

5.

Grammar: Parts of Speech

229

Synonyms based on the text lessons Identification of Prayog (Kartari,Karmani,Bhave) Transformation of Sentences (based on tenses) Change of Gender (Ling) Change of Number (Vachan) Punctuation of Sentences (Viram Chinhe) Correction of Errors (Vakya Shuddha Kara) Samas (Dvigu, Dvandwa 3 types, Madhyam Padalopi, Avyayeebhav) Synonyms (based on text lessons) Antonyms (based on text lessons) One word for group of words Phrases based on text lessons

230

MARATHI (CLASS X :I and II Terms) MARATHI CODE: 009 CLASS X

Time: 3 Hrs The Question Paper will be divided into four sections: Section A: Reading Comprehension Section B: Writing Section C: Grammar Section D: Literature 5 Marks 15 Marks 20 Marks 40 Marks 16 Pds 20 Pds 20 Pds 40 Pds Total Marks= 90 No. of Periods

Design of Question Paper

S. N. 1. Typology of Questions Remembering (Knowledge based simple recall questions) Understanding (Comprehension familiar with meaning and understands) Application (Application of knowledge to new example) Inferential type 4. Higher Order Thinking Skills (HOTS) (Analyzing and Evaluation) Creative Writing (Formation and Evaluation of a judgement or situation) Multidisciplinary Total : 1 1 15 17 Learning Outcomes and Testing Skills Short Answer MCQ and VSA 1 Marks 1 1 Short Answers (Marks) 3 4 5 6 Long Answer 10 marks Mark s

26

29

2.

LSRW Skills Reasoning 20 (L Listening) (S Speaking) (R Reading) (W Writing) -

10

11

3.

29

32

10

11

5.

22

35

10

90

100 %

231

Type of Questions One mark questions (Very Short answer and MCQs) Three marks short questions Four marks short questions Five marks long answer questions Six marks long answer questions Ten marks long answer questions Total : -

No. of Questions 20+2 3 2 7 1 1 -

Marks 1 3 4 5 6 10 -

Total Marks 22 09 8 35 6 10 90

SYLLABUS FOR MARATHI Code : 009 Class X 2014 2015 FIRST TERM
Summative Assessment I Marks Distribution (April 2014 Sept. 2014) Topics Reading Comprehension (Unseen Passage) Writing Skills (Composition) Grammar Literature (Textbook) Formative Assessment 1 and 2 Total % Section Section A Reading Section B Writing Details of Topics / Chapters Unseen Passage 1 (150 200 words) Passage based on conversation (100 150 words) Composition : Story writing with the help of given points. Dialogue Writing Section C Grammar Parts of speech Prayog (Kartari, Karmani Bhave) Tenses 3 types Change of Gender (Ling) Change of Number (Vachan) Synonyms (Based on text lessons) Antonyms (Based on text lessons) Marks 15 15 20 40 20 % 50 % Weightage Passage I 8 Marks Passage II 7 Marks Total 15 10 Marks 5 Marks Total 15 Marks 7 Marks 2 Marks 3 Marks 2 Marks 2 Marks 2 Marks 2 Marks Total 20 Marks 30 % 16 Pds 20 Pds 20 Pds 40 Pds Weightage % No. of Periods

232

Section Section D Literature

Details of Topics / Chapters Prose : 1 L 1 Sakalcha Abhyas 2 L 2 Marathichi Kahani 3 L 3 Chaitra 4 L 4 S. Le. Ramrao Rane Poetry : 1 P 1 Santavani 2 P 2 Khelni 3 P 3 Nirop Supplementary Reader (Sthool Vaachan) 1 L 1 Kachechi Kimaya 2 L 2 Phulachi Goshta

Weightage 15 Marks

15 Marks

10 Marks

Total 40 Marks

SECOND TERM
Summative Assessment II Marks Distribution (Oct. 2014 March 2015) Topics Reading Comprehension (Unseen Passage) Writing Skills (Composition) Grammar Literature (Textbook) Formative Assessment 3 and 4 Total % Section Section A Reading Details of Topics / Chapters Unseen Passage 1 (150 200 words) Passage based on conversation (100 150 words) Marks 15 15 20 40 20 % 50 % Weightage Passage I 8 Marks Passage II 7 Marks Total 15 Section B Writing Composition : Letter writing Precis Writing Total 15 Marks 8 Marks 7 Marks 30% 16 Pds 20 Pds 20 Pds 40 Pds Weightage % No of periods

233

Section Section C Grammar

Details of Topics / Chapters Parts of speech Prayog (Kartari, Karmani Bhave) Tenses 3 types Change of Gender (Ling) Change of Number (Vachan) Synonyms (Based on text lessons) Antonyms (Based on text lessons) Make sentences (based on Karta, Karma, Kriyapad) Correction of Errors in sentences

Weightage 5 Marks 3 Marks 3 Marks 2 Marks 2 Marks 1 Marks 1 Marks 2 Marks 1 Marks Total 20 Marks 15 Marks

Section D Literature

Prose : 1 L 6 Jeevan Sangram 2 L 8 Sadhana 3 L 9 Me Manus Hoin 4 L 10 Badlapurcha Ghar (Value based question of 4 marks on Lessons) Poetry : 1 P 4 Tahan 2 P 5 Sangharsh 3 P 6 Andhar Pakhali 4 P 7 Kasa Chalel Supplementary Reader (Sthool Vaachan) 1 L 3 Angtha 2 L 4 Preetam

15 Marks

10 Marks

Total 40 Marks

Prescribed Text Book:

Prose, Poetry and Supplementary Reader (Sthool Vaachan), Marathi Vachanpath

(Dwitiya Bhasha), Class X Maharashtra Rajya Madhymik Va Uchha Madhymik Shikshan Mandal, Pune 411 005 (Edition 2008)

234

TERM WISE SYLLABUS

Class X (2014 2015) First Term S. N. 1. Text Books April To September FA 110 % FA 2 10 % SA 130 % MARATHI Code : 009 Second Term October To March FA 310 % FA 410 % SA 230 %

Vachan Path Prose : L 1 Sakalcha Abhyas L 2 Marathichi Kahani L 3 Chaitra L 4 S. Le. Ramrao Rane L 6 Jeevan Sangram L 8 Sadhana L 9 Me Manus Hoin L 10 Badlapurcha Ghar

2.

Poetry : P 1 Santavani P 2 Khelni P 3 Nirop P 4 Tahan P 5 Sangharsh P 6 Andhar Pakhali P 7 Kasa Chalel

3.

Supplementary Reader : L 1 Kachechi Kimaya L 2 Phulachi Goshta L 3 Angtha L 4 Preetam

4.

Writing Skills : Passage I (150 200 words) Passage II (Based on Conversation) Story Writing (150-200 words with guidelines) Dialogue Writing Letter Writing Precis Writing

235

5.

Grammar : Parts of Speech Change of Prayog (Kartari,Karmani,Bhave) Change of Tenses (Three types) Change of Gender (Ling) Change of Number (Vachan) Synonyms based on the text lessons Antonyms based on text lessons Make Sentences (based on Karta, Karma, Kriyapad) Correction of Errors in Sentences

236

18. MIZO - CODE 098

SYLLABUS FOR CLASS : IX FIRST TERM ( APRIL 2013 - SEPTEMBER 2013 )
SECTION Section A Grammar: Section B Composition: Section C Poetry DETAILS OF TOPICS/CHAPTERS Parts of speech: (Noun, Pronoun, Verb, Adjective) 1. Essay Writing 2. Translation from English to Mizo. 1. Ka dam lai thlipui - Patea 2. Lei mite hun bi - Rokunga 3. Aia Upate Zah Thiamin - Liandala 4. Lenkawl Engin Tlang Dum Dur - Aithulha Section D Prose 1. Zan - James Dokhuma 2. Huaina - R.H.Rokunga 3. Mi thiam - C. Vanlallawma 4. Dawhtheihna - R.L.Thanmawia Prescribed Text Books: Text book for Class IX - Tiau published by Expert committee on Mizo language (CBSE). (Revised Edition 2012). 28 27 15 WEIGHTAGE 20

237

EXAMINATION STRUCTURE FOR MIZO - CODE 098 CLASS:IX FIRST TERM (APRIL 2013 - SEPTEMBER 2013) - S.A. - I
Time : 3Hrs SECTION Section A Grammar: Section B Composition: Section C Poetry DETAILS OF TOPICS/CHAPTERS Parts of speech (Noun, Pronoun, Verb, Adjective) Essay Writing Translation from English to Mizo Explanation of the text passage Substance Writing General question on the text TYPES OF QUESTIONS S.A. V.S.A./M.C.Q. L.A. L.A. M.C.Q./V.S.A L.A. L.A. S.A. NO. OF QUESTIONS 5 10 1 1 6 1 2 4 Total 90 Marks MARKS 5x2=10 10x1=10 Total = 20 1x10=10 1x5=5 Total=15 6x1=6 1x5=5 2x4=8 2x4=8 Total=27 Section D Prose Explanation of the text passage General question on the text Short questions (words and phrases) based on the text. TOTAL L.A. S.A. M.C.Q. V.S.A. 1 5 4 4 5x1=5 5x3=15 4x1=4 4x1=4 Total=28 90 Marks

238

SYLLABUS FOR MIZO - CODE 098 CLASS : IX SECOND TERM (OCTOBER 2013 - MARCH 2014)

SECTION Section A Grammar: Section B Composition: Section C Poetry

DETAILS OF TOPICS/CHAPTERS Parts of speech: (Adverb, Proposition, Conjunction, Interjection) Short Story Writing Letter Writing - Personal, Formal and Informal 1. Lal Isua Thian Duhawm - T.Romama 2. Kan Dam Chhung Ni - Ps.Chawngthu 3. Khuavel ila Chhing Ngei Ang - V. Thangzama 4. Sekibuhchhuak - Zirasangzela 5. Vau Thla - Lalsangzuali Sailo 6. Kar a Hla - Lalhmingthanga

WEIGHTAGE 20 15

28

Section D Prose

1. Mihring dikna leh chanvo - Dr. C.Lalhmanmawia 2. Kut Hnathawh Hlutzia - J. F. Laldailova 3. Lehkha Ziak Leh Chhiar - Laltluangliana Khiangte 4. Nungchate Leh Zofate - B. Lalthangthanga 5. Hnam Inpumkhatna - Dohmingthanga 6. Mi Retheite Nu - R. Lalrawna 27

Prescribed Text Books: Text book for Class - IX - Tiau published by Expert Committee on Mizo language (CBSE)

(Revised Edition 2012)

239

EXAMINATION STRUCTURE FOR MIZO - CODE 098 CLASS : IX SECOND TERM (OCTOBER 2013 - MARCH 2014)
Time : 3Hrs SECTION Section A Grammar: DETAILS OF TOPICS/CHAPTERS Parts of speech: (Adverb Proposition, Conjunction, Interjection) Section B Composition: Dialoque writing Vocabulary Enrichment from other languages Total=15 Section C Poetry Explanation of the text passage Substance Writing General question on the text M.C.Q. L.A L.A. S.A. 10 1 1 3 10x1=10 1x5=5 1x4=4 3x3=9 Total=28 Section D Prose Explanation of the text passage General question on the text Short questions (words and phrases) based on the text. Total=27 TOTAL 90 Marks L.A. S.A. M.C.Q./V.S.A 1 5 7 1x5=5 5x3=15 7x1=7 TYPES OF QUESTIONS L.A. S.A. V.S.A./M.C.Q. L.A. V.S.A. NO. OF QUESTIONS 1 2 10 1 5 Total 90 Marks MARKS 1x4=4 2x3=6 10x1=10 Total = 20 1x10=10 5x1=5

240

SYLLABUS FOR MIZO - CODE 098 CLASS : X FIRST TERM (APRIL 2013 - SEPTEMBER 2014)
SECTION Section A Grammar DETAILS OF TOPICS/CHAPTERS a) Punctuation b) Mizo tawng hman dan dik lo thenkhat - Rozama Chawngthu Section B Composition Section C Poetry Essay Writing Prcis Writing of unseen passage 1. Ka Tan Ni Leh Thla - Taivela 2. An Va Hlu Em Thilnung Tinreng - Chali 3. Siamtu Pathian Tan - P.S. Chawngthu 4. Awn Khawhar Lenkawl - Varkhama Section D Prose 1. Hun Hi - Siamkima 2. Chantawka Lungawi - Lalzuia Colney 3. Besiseina - P.L. Liandinga 4. In Chhung Chakzia - H.K. Bawichhuaka 27 28 15 WEIGHTAGE 20

Prescribed Text Books: Tlawng published by expert committee on Mizo language (CBSE).

(Revised Edition 2012)

241

EXAMINATION STRUCTURE FOR MIZO - CODE 098 CLASS:X FIRST TERM (APRIL 2013 - SEPTEMBER 2014)
SECTION Section A Grammar: DETAILS OF TOPICS/CHAPTERS a) Punctuation b) Mizo \awng hman dan dik lo \henkhat - Rozama Chawngthu Section B Composition Section C Poetry Essay Writing Prcis Writing of unseen passage Explanation of the text passage Substance Writing General question on the text S.A. L.A. L.A. L.A. L.A. S.A. M.C.Q./V.S.A 5 1 1 1 2 3 5 5X2=10 Total=20 1x10=10 1x5=5 Total=15 1x5=5 2x4=8 3x3=9 5x1=5 Total=27 Section D Prose Explanation of the text passage General question on the text Short questions (words and phrases) based on the text. Total=28 TOTAL 90 Marks L.A. S.A. M.C.Q. 2 5 5 2x4=8 5x3=15 5x1=5 TYPES OF QUESTIONS M.C.Q./V.S.A NO. OF QUESTIONS 10 MARKS 10x1=10

242

SYLLABUS FOR MIZO - CODE 098 CLASS : X SECOND TERM ( OCTOBER 2014 - MARCH 2015 )
SECTION Section A Grammar DETAILS OF TOPICS/CHAPTERS Explanation and uses of Phrases and Idioms: a) Tehkhinna lam thu b) Thu Chi Hrang Hrang Section B Composition Section C Poetry Dialoque Writing Vocabulary Enrichment from other languages 1. Chunnemi - Rokunga 2. Ram Hmangaihna Hla - R.L. Kamalala 3. Thlangtiang Thlifim - V.Thangzama 4. Zirtu Kawng - Selet Thanga 5. Zo Bawmtu chhawkhlei - H.Lalkinga 6. Lungrukah Min Vei Ve La - Zikpuii Pa Section D Prose 1. Lentu Zing Riai - Lalsangzuali Sailo 2. Nun Kawng - R.L. Thanmawia 3. Mizo Thufing - Tih Dan Tha 4. Mizo Hlui Leh Mizo Thar - Vanneihtluanga 5. Zoram Indopui II - C. Chhuanvawra 6. Nihna - Darchhawna 26 29 15 20 WEIGHTAGE

Prescribed Text Books: Tlawng published by expert committee on Mizo language (CBSE).

(Revised Edition 2012)

243

EXAMINATION STRUCTURE FOR MIZO - CODE 098 CLASS : X SECOND TERM (OCTOBER 2014 - MARCH 2015) - S.A.-II
Time : 3Hrs SECTION Section A Grammar DETAILS OF TOPICS/CHAPTERS Explanation and uses of Phrases and Idioms a) Tehkhinna lam thu b) Thu chi hrang hrang Section B Dialoque Writing languages Total=15 Section C Poetry Explanation of the text passage Substance Writing General question on the text M.C.Q./V.S.A L.A L.A. S.A. 5 1 1 5 5x1=5 1x5=5 1x4=4 5x3=15 Total=29 Section D Prose Explanation of the text passage General question on the text Short questions (words and phrases) based on the text. Total=26 TOTAL 90 Marks S.A. L.A. M.C.Q./V.S.A 6 1 3 6x3=18 1x5=5 3x1=3 M.C.Q..V.S.A S.A. L.A. V.S.A. 10 5 1 5 10x1=10 5x2=10 Total=20 1x10=10 5x1=5 Composition: Vocabulary Enrichment from other TYPES OF QUESTIONS NO. OF QUESTIONS Total 90 Marks MARKS

244

19. NEPALI CODE : 024

CLASS IX EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2013-SEPTEMBER 2013)
Time : 3Hrs THE QUESTION PAPER WILL BE DIVIDED INTO FOUR SECTIONS Section A Section B Section C Section D : : : : Reading Comprehensive Writing Translation Grammar Literature Scheme of Section and weightage to Content. Section Section A Section B Section C Details of Topics/Sections Unseen Passage type of questions 1. Writing skills : Essay Writing 2. Translation Grammar : 1. Varna Vichar : a. Varna ka bhed b. Varna ka uccharan ra maatra 2. Naamka Rupantar: a. Linga b. Vanchan c. Kaarak ra Vibhakti of Question Section D Literature : (i) Prose : Tiltle : (a) Lahuri Bhainsi (b) Frontier (a) & (b) both : Essay Type,Short Answer Type, Very Short Type, 4 4x4=16 16 2. Multiple Choice, Short,Very Short and Objective Type 4 17 21 1. Short Answer Type Question 2 4 Types of question Very short answer 1. Long answer type question 2.One paragraph only No. of Questions 5 1 1 Marks 5x2=10 1x10=10 1x5=05 Total Marks 10 10 05 10 10 5 21 44 Total 90 Marks

245

Objective & Multiple Choice Type of Question will be asked. (ii) Peotry : Title (a) HaatAnswer (b) Sahityik Holi (ii) (a) Very Short Type of Question. (b) To Explain with reference (c) To write the Summary (iii) Rapid Reader(a) Chintama (b) Ramita (iv) Vyakti Parichaya : Shiva Kumar Rai (iii) (a) Multiple Choice Questions. (b) Short Answer Type Questions. One Short answer type of question or multiple objective questions or both may be asked. 1 4 4 3 4+4+4=12 12 3 2+5+5=12 12

246

NEPALI CODE : 024 CLASS IX SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2013 - SEPTEMBER 2013)
TOPICS Total 90 Marks

GROUP A. B.

TOPICS Reading Section (i) Writing Section

MARKS 10 10

PRESCRIBED TEXT BOOKS AND PUBLISHER Unseen Passages Madhyamik Nepali Vyakaran ra Rachana- Jana Pakshya Prakashan, Gangtok SIkkim Madhyamik Nepali Vyakaran ra Rachana- Jana Pakshya Prakashan, Gangtok SIkkim English to Nepali Sahitya Sudha - Janapakshya Prakashan, Gangtok Sikkim. Sahitya Sudha - Janapakshya Prakashan, Gangtok Sikkim. Katha Vimba - Jana Prakashan, Gangtok Sikkim. Prativa Parichaya- Janapakshya Prakahan, Gangtok Sikkim.

(ii) Translation

21

C. D.

Applied Grammar Literature Section: (i) Prose : (ii) Peotry (iii) Rapid Reader (iv) Introduction of Writers and Poets

05 16 12 12 04

247

NEPALI CODE : 024 CLASS IX SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2013-SEPTEMBER 2013)
TOPICS A. B. Reading Section : Adrista wa apathit gadhya ya padhyansha padera sodhiyeka prashnaharuka utter lekhney :- (Unseen Passage)-Books not prescribed (i) Writing Section : Patra Lekhan (Letter Writing) Gharelu bisayaharumathi, saathilai wa sathiharubata patra vyawahar, chhutti ka nimti nivedan patra, sulk mafika nimti nivedan tatha aarthik sahayogka nimti nivedan sathai anaya sahayog sambandhi nibedan patra. (Madhyamik Nepali Vyakaran ra rachana) Jnapakshya Prakshan, Gangtok Sikkim. (ii) Applied Grammar:Madhyamik Nepali Vyakaran ra rachana : By Janapakshya Prakashan-Gangtok, Sikkim. (i) C. D. Varna Vichar:- Varnaka vhed, uchaaran ra maatraa. 5 Marks (ii) Naamka rupaantar, Linga, vachan, karak ra vibhakti. Translation. (English to Neapali)Literature Section : 'Sahitya Sudha' Published by Janapakshan, Prakashan, Gantok Sikkim . (i) Prose: (Chapters to be studied) (a) Lahuri Bhainshi (b) Frontier - Ramesh Vikal - Shiva Kumar Rai 12 Marks 16 Marks 21 Marks Total 90 Marks 10 Marks 10 Marks

(ii) Poetry: (Poems to be studied) Book: Sahitya Sudha by Janakshya Prakashan. (a) Haat (b) Sahitik Holi - Balkrishna Sam - Tulshi 'Apatan'.

(Both short and essay type of questions may be asked from the prescribed text material) (iii) Rapid Reader: (Stories to be studied) (a) Chintama (b) Ramita (c) Jay Vijay - Kripa Nanda Sapkota - Thiru Prasad Purna Rai Nepal - Purna Rai 12 Marks

(Both short and essay type of questions may be asked from the prescribed text material) (iv) Inroduction of Writers and Poets): *Shiva Kymar Rai 04 Marks

248

NEPALI CODE : 024 CLASS IX EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2013-MARCH 2014)
Time : 3Hrs THE QUESTION PAPER WILL BE DIVIDED INTO FOUR SECTIONS Section A Section B : : Reading Comprehensive Writing Applied Grammar Section C Section D : : Translation Literature 10 Marks 10 Marks 21 Marks 05 Marks 44 Marks Total 90 Marks

_______

Scheme of Section and weightage to Content. Section Section A Section B Details of Topics/Sections Unseen Passage type of questions 1. Writing skills: Letter Writing 2. Sabda Rachana Upasarga, Pratyaya- Kri danta ra Tadditanta 3. Samasa: Sadharan niyam ra bhed. Section C Grammar : 1. Sandhi Prakaran-Swar, Vyanjan ra Visarga Sandhi, Sandhi ra Samasma bhed. Multiple Choice, Short, Very Short and Objective Type of Question will be asked 2. Translation Section D Literature : (i) Prose : (a) Chhithi (i) (a) & (c):Essay Type, Short Answer One paragraph only 1 05x1=05 15 2 02x3=06 06 Types of question Very short answer 1. Long answer type question No. of Questions 5 1 2 Marks 5x2=10 1x10=10 06 Total Marks 10 25

5+4=09

249

(b) Bhukampa ra Jwalamukhi (c) Viyog

Type, Very Short Type, Objective & Multiple Choice Type of Question will be asked.

4x4=16

16

(ii) Peotry: (a) Yeo Jindagi khoi ke Jindagi (b) Janma Bhumi (ii) (a) Very Short Answer Type of Question. (b) To Explain with reference & (c) To write the Summary

2+5+5=12

12

12

(c) Garib (iii) Rapid Reader(a) Sasto Ragat (b) Aunthi

(iii)(a) Multiple Choice Questions. (b) Short Answer Type Questions. 3 3x4=12 12

(iv) Vyakti Parichaya : 1. Man Bahadur Mukhiya 2. Tulsi 'APATAN' One Short answer type of question or multiple objective questions or both may be asked.

1x4=04

04

250

NEPALI CODE : 024 CLASS IX SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2013-MARCH 2014
TOPICS Total 90 Marks

GROUP A. B.

TOPICS Reading Section (i) (ii) Writing Section Applied Grammar Vyakaran ra Rachana Jana Pakshya Prakashan, Gangtok Sikkim.

MARKS 10 10 21

PRESCRIBED TEXT BOOKS & PUBLISHER Unseen Passages Letter Writing Reference: Madhyamik Nepali

C. D.

Translation Literature Section: (i) Prose :

05

Book not prescribed.

16

Reference: Sahitya SudhaJanapakshya Prakashan, Gangtok Sikkim. Reference: Shaitya Sudha. JanaPakshya Prakashan, Gangtok Sikkim. Reference:Katha Vimba - Jana Prakashan, Gangtok Sikkim. Reference:Prativa ParichayaJanapakshya Prakahan, Gangtok Sikkim.

(ii) Peotry

12

(iii) Rapid Reader (iv) Introduction of Writers and Poets

12 04

251

NEPALI CODE : 024 CLASS IX SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2013-MARCH 2014)
TOPICS A. B. Reading Section : Adrista wa apathit gadhya ya padhyansha padera sodhiyeka prashnaharuka utter lekhney :- (Unseen Passage)-Books not prescribed (i) Writing Section : Patra Lekhan (Essay Writing) Vishaya vastuharu jastai: Paryavaran, samajik ghatnaharu, khel-kud, naitikata aadi. Total 90 Marks

10 Marks 10 Marks

(ii) Applied Grammar:Reference book: Madhyamik Nepali Vyakaran ra Rachana: By Janapakshya Prakashan-Gangtok, Sikkim. C. Translation. (English to Neapali)Reference book: Madhyamik Nepali Vyakaran ra Rachana: By Janapakshya Prakashan-Gangtok, Sikkim. Literature Section : 'Neplai Sahitya Sudha' Published by Janapakshaya Prakashan, Gangtok Sikkim . Prose: (Chapters to be studied) (a) Chhithi (b) Bhukampa ra Jwalamukhi (c) Viyog (ii) Poetry: (Poems to be studied) (a) Yeo Jindagi Khoi Ke Jindagi (b) Janma Bhumi (c) Garib (iii) Rapid Reader: Katha (Stories) Reference Book: Katha Vimba -) Published by Janapakshya, Gangtok Stories to be studied: (a) Sasto Ragat (b) Aunthi (c) Shatru Lil Bahadur Chhetri Achha Rai 'Rasik' Bishwerswar Prasad Koirala -Haribhakta Katuwal Dr. Lakhi Devi Sundas Laxmi Prasad Deokota (Badrinath Bhattarai Rajnarayan Pradhan Man Bahadur Mukhiya

21 Marks

5 Marks

D.

16 Marks

12 Marks

12 Marks

(Both short and essay type of questions will be asked from the prescribed text materials)

252

D.

Inroduction of Writers and Poets Reference Book: 'Prativa Parichaya' Published by Janapakshya Prakashan, Gangtok Sikkim. 1. 2. Man Bahadur Mukhiya Tulsi 'Apatan'

04 Marks

253

NEPALI CODE : 024 CLASS X EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2014-SEPTEMBER 2014)
Time : 3Hrs Total 90 Marks

_______
THE QUESTION PAPER WILL BE DIVIDED INTO FOUR SECTIONS Section A Section B : : Reading Comprehensive Writing Applied Grammar Section C Section D : : Translation Literature 10 Marks 10 Marks 21 Marks 05 Marks 44 Marks

Scheme of Section and weightage to Content. Section Section A Section B Details of Topics/Sections Unseen Passage type of questions 1. Writing skills: Essay writing Grammar : 1. Karak ra Vibhakti 2. Samaasand 3. Vagdhara Ukhan ra Tukka 4. Padyog ra viyog 5. Kehi Sudha ra asudha rasda Section C Section D Translation Literature : (i) Prose : (a) Paralko Aago (b) Sojha (c) Eklai Saili aadhira besisanghe (i) (a) & (b) both : Essay Type, Short Answer Type, Very Short Type, 4 4x4=16 16 One paragraph only 1 1x05=05 05 Types of question Very short answer 1. Long answer type question Multiple Choice, Short, Very Short Objective Short and Objective will be asked 2 No. of Questions 5 1 2 2 9+6+6=21 Marks 5x2=10 1x10=10 Total Marks 10 31

254

Objective & Multiple Choice Type of Question will be asked. (ii) Peotry : (a) Aakashko Tara ke Tara (b) Ish Padchhu Tero Kavita. (c) Shidko Sanjhanama (ii) (a) To Explain with reference and To write the Summary (b) MCQ (c) SA (iii) Rapid Reader(a) Aytey Pilot (iii) (a) Short Answer Type of question will be asked. (iv) One Short answer type of question or multiple objective questions or both may be asked. 3 4x3=12 12 3 3+4+5=12 12

(b) Paribandha (iv) Vyakti Parichaya - Laxmi Prasad Deokota 1 1x4=4 04

90

255

NEPALI CODE : 024 CLASS X SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2014 - SEPTEMBER 2014)
TOPICS Total 90 Marks

GROUP A. B.

TOPICS Reading Section (i) Writing Section

MARKS 10 10

PRESCRIBED TEXT BOOKS & PUBLISHER Unseen Passages Madhyamik Nepali Vyakaran ra Rachana-Jana Pakshya Prakashan, Gangtok Sikkim Madhyamik Nepali Vyakaran ra Rachana - Jana Pakshya Prakashan, Gangtok Sikkim. (English to Nepali) Sahitya Sudha-Janapakshya Prakashan, Gangtok Sikkim. Shaitya Sudha. - JanaPakshya Prakashan, Gangtok Sikkim. Katha Vimba - Jana Prakashan, Gangtok Sikkim. Prativa Parichaya- Janapakshya Prakahan, Gangtok Sikkim.

(ii) Applied Grammar

21

C. D.

Translation Literature Section: (i) Prose : (ii) Peotry (iii) Rapid Reader (iv) Introduction of Writers and Poets

05 16 12 12 04 90 Marks

Total

256

NEPALI CODE : 024 CLASS X SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2014 - SEPTEMBER 2014)
Time : 3Hrs Total 90 Marks

_______
A. B. Reading Section : Adrista wa apathit gadhya ya padhyansha padera sodhiyeka prashnaharuka utter lekhney :- (Unseen Passage) - Books not prescribed (i) Writing Section : Nibandha Lekhan (Essay Writing) Vishaya vastuharu jastai: Paryavaran, samajik ghatnaharu, khel-kud, naitikta aadi. (ii) Applied Grammar:- Reference : Madhyamik Nepali Vyakaran ra Rachana Jnapakshya prakshan, Gangtok, sikkim C. Translation. (English to Neapali)(i) Kaarak ra Vibhakti (ii) Samas (iii) Vaagdhara Ukhan ra Tukka. D. Literature Section : Reference Book: 'Nepali Sahitya Sudha' Published by Janapakshan, Prakashan, Gantok Sikkim . 1. Gadhya. (Prose): (a) Paralko Aago (b) Sojha 2. Padhya (Poetry): (Reference Book: Nepali Sahitya Sudha by Janakshya Prakashan, Gangtok, Sikkim. (i) Aakashko Tara ke Tara (ii) Ish Padchhu Tero Kavita (iii) Sahid ko samajhnama 3. Katha (Stories) Reference Book: 'Katha Vimba'- Published by Janapakshya Prakashan, Gangtok Sikkim. (i) Aaitey Pilot (ii) Paribandha 4. Indra Sundas Puskar Samser. 04 Marks Hari Bhakta Katuwal Dr. Rajendra Bhandari Bhupi serchan 12 Marks Guru Prasad Mainali Hridayachandra Singh Pradhan Asit Rai 12 Marks 16 Marks 21 Marks 5 Marks 10 Marks 10 Marks

(c) Eklai Sahili aadhi ra berisangha -

Pratibha Parichaya (Inroduction of Writers & Poets): - Published by Janapakshya Prakashan, Gangtok Sikkim. (i) Laxmi Prasad Deokota. (ii) Indra Sundas

257

NEPALI CODE : 024 CLASS X SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2014-MARCH 2015) _______
TOPICS Total 90 Marks

GROUP A. B.

TOPICS Reading Section (i) Writing Section

MARKS 10 10

PRESCRIBED TEXT BOOKS & PUBLISHER Unseen Passages Madhyamik Nepali Vyakaran ra Rachana-Jana Pakshya Prakashan, Gangtok Sikkim Madhyamik Nepali Vyakaran ra Rachana - Jana Pakshya Prakashan, Gangtok Sikkim. (English to Nepali)

(ii) Applied Grammar

21

C. D.

Translation Literature Section: (i) Prose : (ii) Peotry (iii) Rapid Reader (iv) Introduction of Writers and Poets

05

16 12 12 04

Sahitya Sudha-Janapakshya Prakashan, Gangtok Sikkim. Shaitya Sudha. - JanaPakshya Prakashan, Gangtok Sikkim. Katha Vimba - Jana Prakashan, Gangtok Sikkim. Prativa Parichaya- Janapakshya Prakahan, Gangtok Sikkim.

258

NEPALI CODE : 024 CLASS X SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2013 - MARCH 2014)
TOPICS A. B. Reading Section : Adrista wa apathit gadhya ya padhyansha padera sodhiyeka prashnaharuka utter lekhney :- (Unseen Passage) - Books not prescribed (i) Writing Section : Patra Lekhan (Letter Writing) Gharelu visaya mathi, saathilai wa sathiharubata patra vyawahar, chhutti nimti nivedan patra, sulk mafika nimti nivedan tatha aarthik sahayogka nimti nivedan sathai anaya sahayog sambandhi nibedan patra. (ii) Applied Grammar:-Reference : Madhyamik Nepali Vyakaran ra rachana (a) Vividh Sabha :- Bhinnarthak sabda, Paryayvachi sabda, saar sabda, viparitarthak sabda ra Anekarthak sabha. (b) Vyakya Vievechana :- Vakya parivartan, Vakya Nirmanka vibhinna vidha, Vakya rupantar, ukti parivartan ra kehi suddha-asuddha vakya. C. D. Translation: (English to Neapali) Literature Section: 1. Gadhya. (Prose): 1. 2. 3. 2. Raatbhari Huri Chalyo Dr. Nano Man Indra Bahadur Rai G.B. Niraula and Deoraj Sharma Dhruba Lohagan 12 Marks Lekhnath Laxmi Prasad Deokota Agam Singh Giri 16 Marks 05 Marks Total 90 Marks

10 Marks 10 Marks ka 21 Marks

Padhya (Poetry): (i) Satya Sandesh (ii) Yaatri (iii) Chhorolai

Reference Book: 'Sahitya Sudha' Published by Janapakshya Prakashan Gangtok, Sikkim. 3. Katha (Stories)(i) Prayaschit (ii) Totalako Phul (iii) Hawaldar Khiroda Khadka Matilda Rai Mahanda Poudyal 12 Marks

Reference Book: 'Katha Vimba'- Published by Janapakshya Prakashan, Gangtok Sikkim. 4. Prativa Parichaya (Inroduction of Writers & Poets): - Published by Janapakshya Prakashan, Gangtok Sikkim. (i) Indra Bahadur Rai (ii) Haribhakta Katuwal 04 Marks

259

NEPALI CODE : 024 CLASS X EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2014 - MARCH 2015)
Time : 3Hrs Total 90 Marks

THE QUESTION PAPER WILL BE DIVIDED INTO FOUR SECTIONS Section A : Reading Comprehensive Section B : Writing Applieg Grammar Section C : Translation Section D : Literature Scheme of Section and weightage to Content. Section Section A Section B Details of Topics/Sections Unseen Passage 1.Writing skills : Essay Writing 2. Grammar : 1.Vividh Sabda:Bhinnarthak sabda, Paryayvachi sabda, saar sabda, viparitarthak sabda ra Multiple Choice, Short, Very Short and Objective Type of Question will be asked 2.Vakya Vivechana:Vakya Nirmanka vibhinna vidha, Vakya rupantar, ukti parivaratan ra kehi suddha- asuddha vakya. Section C Translation One paragraph only 1 1x5=5 05 2 5 05 4 4x4=16 16 Types of question Very short answer type of questions 1.Essay of about 250 words 1 1x10=10 No. of Questions 5 Marks 5x2=10 Total Marks 10 10 Marks 10 Marks 21 Marks 05 Marks 44 Marks

260

Section D

Literature : (i)Prose : (a) Raatbhari Huri Chalyo (b) Doctor Nano (c) Man

(i) a, b & c Essay Type Short Answer Type,Very Short Answer Type Objective and MultipleChoice Type of Questions will be asked. 4 4x4=16 16

(ii) Peotry: (a) Satya Sandesh (b)Yaatri (c)Chhorolai (ii) (a) Very Short Answer OR Objective Type of Question. (b) To Explain with reference (c) To write the Summary (iii) Rapid Reader(Stories) (a)Prayasohit (b) Totalako Phul (c) Hawaldar (iii) Multiple Choice Questions and Short Answer Type of questions will be asked. (iv) Vyakti Parichaya: (a) Indra BahadurRai. (b) Haribhakta Katuwal. One Short answer type of question or multiple objective questions or both may be asked. (Value based question will be asked from anyone topic) (iv) Short Answer type question 1 1x4=4 04 Total=90 3 3x4=12 12 3 3x4=12 12

261

FORMATIVE ASSESSMENT CLASSES IX and X

NEPALI * Writing Skills1. Content 2. Fluency 3. Accuracy * Dramatisation (Group work) 1. Acting Skill 2. Dialogue Delivery 3. Diction 4. Understanding the text 5. Understanding the character confidence* Group Discussion : Understanding of topic Conversational skills Confidence Presentation etc. * Spell Check: Memorisation of correct spelling Correct sentence formation Right usage of word. Part of speech used * Reading a book (group or individual activity) About the author Summary Characters Extrapolation Designing a Comic Book Simplify story for junior classes: (1) Simplifying plot (2) Writing the script. (3) Narrating (4) Enacting (5) Making a CD. For all these activities teachers may use the text book or choose any book, story or play of their own choice.

There will be four Formative Assessments in total. Two formative and assessments to be held during the first term and two during the second term. Each formative assessment will be of 10% of the full marks. That means the formative assessement before the end of each term will be of 20% marks. The formative assessement will include the following: (i) Quiz (ii) Group discussion (iii) Class work (iv) Homework (v) Assignments (vi) Project Work (vii) Debate (viii) Drama (ix) Recitation etc. The Formative Assessment may be done for all of the following leraning concepts. * Comprehension * Grammar * Literature Text - Writing Skill : 1. Diary entry 2. Letters-Formal & Informal 3. Report 4. Articles 5. Declamation 6. Speech. * Comprehension Questions: 1. Reference to context 2. Multiple choice question 3. Short answers 4. Long answers

262

20. ODIA (Code: 013)

CLASS IX : I and II Terms CLASS IX
Time: 3 Hrs The Question Paper will be divided into four sections: Section A: Reading Comprehension Section B: Writing Section C: Grammar Section D: Literature 10 Marks 20 Marks 15 Marks 45 Marks 16 Pds 20 Pds 20 Pds 40 Pds Total Marks 90 No of periods

Design of Question Paper

No of questions 5 S.A. 1 L.A. 1 L.A. 3 V.S.A.(Qs3X5=15) 1 L.A. 3 L.A. 6 S.A. (3+3=6) 2 MCQ (4+4) TOTAL =22 Marks per question 2 8 12 1 10 5 2 1 Total Marks 10 8 12 15 10 15 (6+6=)12 8 90

263

ODIA (Code: 013)

(Syllabus for CLASS IX : 2013-14)

Summative-I (April to September) Prescribed Books: (i) Sahitya Dhara (Class-IX) 2012 (1st Edition) Published by Board of Secondary Education, Odisha. (ii) Odia Byakarana (IX and X) Published by Board of Secondary Education, Odisha. Summative-I (April 2013 to September 2013) Section A Reading 1. Comprehension of an Unseen Prose Passage (within 120 to 150 words) Section B Writing 2. 3. Essay Writing (Contemporary issues) Application Writing (Official) 20 Marks 12 Marks 08 Marks 15 Marks 20 Pds 20 Pds Total Marks=90 10 Marks No. of Periods 16 Pds

Section C Grammar 4. (i) Sandhi (Swara, Bisarga) (ii) Antonyms (iii) Krudanta Section C Literature: 5. Prose (i) (ii) Jatiya Jibana Sikshya O Shasana

45 Marks

40 Pds

(iii) Bamanara Hata O Akashara Chandra (iv) Prakruta Bandhu 6. Poetry (i) (ii) Kaha Mukha Anai Banchibi Padma

(iii) He Mora Kalama 7. Non-Detailed Study: Budha Sankhari Pataka Uttolana Dala Behera (One-Act-Play)

264

ODIA (Code: 013)

(Syllabus for CLASS IX : 2013-14
Summative-II (October-2013 to March-2014) Section A Reading 1. Comprehension of an Unseen Prose Passage (within 120 to 150 words) Section B Writing 2. 3. Essay Writing (Contemporary issues) Application Writing (Official) 20 Marks 12 Marks 08 Marks 15 Marks 20 Pds 20 Pds Total Marks = 90 10 Marks No of Periods 16 Pds

Section C Grammar 4. (i) Samasa (Tatpurusa, Dwandwa, Dwigu) (ii) Synonyms (iii) Taddhita Section D Literature: 5. Prose (i) (ii) Samuha Drusti Shakti O Gyana

45 Marks

40 Pds

(iii) Odia Sahitya Katha 6. Poetry (i) (ii) Manisa Bhai Gopa Prayana

(iii) Paika Badhura Udbodhana (iv) Matira Manisa 7. Non-Detailed Study: Short Story One-Act-Play Dimiri Phula Dura Pahada

265

CLASS IX ODIA (013) TERMWISE SYLLABUS (2013-2014)

Sl CONTENTS SUMMATIVE ASSESSMENT I (April to September) FA-I (10 Marks) FA-II (10 Marks) SA-I (30 Marks) SUMMATIVE ASSESSMENT II (October to March) FA-III (10 Marks) FAI-IV (10 Marks) SA-II (30 Marks)

POETRY 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Kahamukha Anai Banchibi Padma He Mora Kalama Manisha Bhai Gopa Prayana Paika Badhura Udbodhana Matira Manisha PROSE Jatiya Jibana Sikshya O Sashana Bamanara Hata O Akshara Chandra Prakruta Bandhu Samuha Drusti Shakti O Gyana Odia Sahitya Katha NON-DETAILED (Short Story and One Act Play) 15 16 17 18 19 20 21 22 23 Budha Sankhari Pataka Uttolana Dimiri Phula Dala Behera Dura Pahada GRAMMAR Sandhi (Swara, Bisarga) Antonyms Krudanta Samasa (Tatpurusam)

266

Dwandwa, Dwigu) 24 25 26 27 28 Synonyms Taddhita Comprehension of an unseen prose passage Essay (Written and Contemporary issues) Application (Official)

ODIA (Code: 013)

CLASS X : I and II Terms
Time: 3 Hrs The Question Paper will be divided into four sections: Section A: Reading Comprehension Section B: Writing Section C: Grammar Section D: Literature 10 Marks 20 Marks 15 Marks 45 Marks 16 Pds 20 Pds 20 Pds 40 Pds Total Marks= 90

Design of Question Paper

No of questions 5 S.A. 1 L.A. 1 L.A. 3 V.S.A. (3X4=12) 1 V.S.A. (3x1=3) 1 L.A. 3 L.A. 6 S.A. (3+3=6) 2 MCQ (4+4) TOTAL =23 Marks per question 2 8 12 1 1 10 5 2 1 Total Marks 10 8 12 12 3 10 15 12 8 90

267

ODIA (Code: 013)

SYLLABUS CLASS X (2013-14)
TOPICS: Prescribed Books: (i) (ii) (iii) (iv) 1st TERM 1st Summative Test Literature Prose Poetry Uchabhilasa Sehi Smaraniya Dibasa Yudhisthirankara Dharma Parikshya Ramacharita Pradarshana Badapana Nondetailed StudyBrata Bhikshya Marudi (Drama) Kalinga Jema Grammar Sandhi (Byanjan, Bisarga) Correction of common errors in words Transformation of sentences (simple, compound, complex) Idioms & Phrases Essay Writing (Reflective) Letter Writing (Letter to the Editor of any News Paper) Comprehension of an Unseen Prose Passage Reading 10 marks 20 marks 15 marks 45 marks APRIL 2013 September 2013 (90 Marks) Ama Sahitya (Class X), 2007 Published by Board of Secondary Education, Orissa Ama Galpa O Ekankika (Class IX & X), 2006 Published by Board of Secondary Education, Orissa Oriya Byakarana (IX & X) Published by Board of Secondary Education, Orissa Sarbasara Vyakarana Total 90 Marks

268

IInd TERM 2nd Summative Test Literature Prose Poetry October 2013 March 2013 Chitragribar Uchitabhiman Bidya O Bidyarthi Oriya Sahitya Katha (Adhunika Bhaga) Baisakha Chhota Puni Ede Se Birata Gramapatha Nondetailed StudyBihanga Sisifos O Bonda (Drama) Udaramana Grammar Samasa (karmadharaya, Abyayibhaba, Bahubrihi), Transformation of words (Noun to Adjective & Adjective to Noun) Expression in one word Punctuation Marks, Essary Writing (Reflective) Letter Writing (Letter to the Editor of any News paper) Comprehension of an Unseen Prose Passage 2. Exam structure of Summative Assessment I and II I II 3 Terms SA Terms SA 90 marks 90 marks 3 hrs time 3 hrs time 10 marks 10 marks 20 marks 15 marks 45 marks (90 Marks)

Guidelines/Activities for Formative Assessment (for both Classes) Activities and worksheets. *To be undertaken by the concerned schools.

Project Works : Class X

269

CLASS X TERMWISE SYLLABUS SUBJECT - ODIA (013) (2014-2015)

Sl CONTENTS SUMMATIVEASSESSMENTI (April to September) FA-I (10 Marks) FA-II (10 Marks) SA-I (30 Marks) SUMMATIVEASSESSMENT II (October to March) FA-III (10 Marks) FAI-IV (10 Marks) SA-II (30 Marks)

POETRY 1 2 3 4 5 6 7 8 9 10 11 Judhisthirankara Dharma Parikshya Ramacharita Pradarshana Badapana Baisakha Chhotta Puni Ede Se Birata Gramapatha PROSE Uchabhilasha Sehi Smaraniya Divasa Chitragribara Uchita Abhiman Bidya O Bidyarthi Odia Sahitya Katha (Adhunika Bhaga)

NON-DETAILED (Short Story and One Act Play) 12 13 14 15 16 17 18 19 20 Brata Bhikshya Marudi Bihanga Sisifos O Bonda Kalinga Jema Udaramana GRAMMAR Sabdgu (Byanjana, Bisarga) Correction of common errors in words Transformation of sentences (Simple, Compound,

270

Complex) 21 22 23 Idioms and Phrases Samasa (Karmadharaya, Abyayibhaba, Bahubrihi) Transformation of words (Noun to Adjective and Adjective to Noun) Expression in one word Punctuation marks Comprehnsion of an unseen prose passage Essay Writing (Reflective) Letter Writing (To the Editor)

24 25 26 27 28

271

21. PERSIAN (Code: 023)

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT Classes - IX-X (Both for First and Second Summative Assessments)
The Question Paper will be divided into four sections: Scheme of Section and Weightage to content: SECTION Section A Reading DETAILS OF TOPICS/SECTIONS Unseen passage of simple Persian TYPES OF QUESTION MCQ Short Answer NO.OF QUESTION 3 4 MARKS 3x1=3 4x3=12 Total = 15 Section B Writing Paragraph Application S.A. 1 L.A. 1 1 1 1x4=4 1x6=6 Total = 10 Section C Subject & Object (Fail & Mafool) Grammar & Nouns (Ism) Translation Pronouns (Zamir) Short Answer Translation 2 2 2x5=10 2x5=10 Total= 20 Section D Literature Textbook Book 1 Prose & Poetry Two passages for Comprehension Translation of Poem Book 2 One out of two paragraph for translation & comprehension MCQ Translation Translation 1 2 2 1 2x3=6 2x10=20 1x8=8 Time: 3 hrs

MCQ Translation & comprehension

1 1

1x3=3 1x8=8 Total=45 Total=90

272

SYLLABUS FOR SUMMATIVE ASSESSMENT-I APRIL 2013-SEPTEMBER 2013 PERSIAN (Code 023) CLASS: IX Time: 3 hrs. TOPICS A) Reading Section: 1. Unseen passage of simple Persian B) Writing Section: 1. Paragraph 2. Applications C) Grammar Section: A. Grammar (i) Subject and Object (Fail & Mafool) (ii) Nouns iii) Pronouns iv) Translation A. Translation of simple sentences of Persian into English,, Hindi or Urdu B. Translation of simple sentences of English, Hindi or Urdu into Persian D) Literatute Textbooks Prose and Poetry Prescribed Books i) Farsi wa Dastoor (Pt I) by Dr. Zahrai Khanlari ii) Amozish-e-Zabane Farsi (Kitabe Sewum) Book III Publisher - M/s Idarah-e-Adabiyaat-e-Delhi, Jayyad Press-Ballimaran, Delhi-110006. Lessons to be studied from Farsi-wa-Dastoor i) Be-name-Ezad Bakhshainde ii) Dastane-Khair-O-Shar (pt I, II & III) iii) Pisrak Feda-Kar Lessons to be studied from Amozish-e-Zabane Farsi by Dr. Yadullah Samreh Fasle Payeez 45 Marks (Ism) (Zamir) 20 Marks 15 Marks 10 Marks Marks 90

273

SYLLABUS FOR SUMMATIVE ASSESSMENT-II OCTOBER 2013-MARCH 2014 Persian (Code 023) CLASS : IX
Time :3.00 hours Section A (Reading) 1. Unseen passage of simple Persian Section B (Writing) 1. Paragraph 2. Letter/application Section C (Grammer & Translation) i. Adjectives Marks : 20 Marks : 10 Marks : 90 Marks : 15

ii. Preposition iii. Verbs iv. Derivatives

v. Translation A. Translation of simple sentences of Persian into English, Hindi or Urdu B. Translation of simple sentences of English, Hindi or Urdu into Persian Section D-Textbooks 1. Prose and Poetry Prescribed books i Farsi wa Dastoor Marks :45

ii Amozish-e-Zaban & Farsi (Kitabe Sewam) Book III Publisher by M/s Idarah-e-Adabiyaat-e-Delhi, Jayyad Press, Ballimaran Delhi-110006 Lessons to be studied from Farsi-wa-Dastoor 1. Mehman-Nawazi 2. Umar Khayyam 3. Munazrah-e-Nakho Sozan 4. Arash-e-Kamangir Lessons to be studied from Amozish-e-Zabane Farsi by Dr. Yadullah Samreh 1. Hame Baham 2. Majrai Kabootran

274

CLASS IX (Persian) Following activities are suggested for Formative Assessment for class IX F.A. I (two out of three)

1. 10-Masadir & their Muzare 2. Singular-plural of five Nouns 3. Five opposite words F.A.II (two out of three) 1. Names of Months (English calendar) 2. Synonyms (5) 3. Names of Iranian cities (5) F.A.III 1. Translation of a paragraph. 2. Translation of five of text book sentences from Persian into Urdu/Hindi/English. 3. Translation of simple sentences into Persian. F.A.IV 1. Make a chart showing five animals, five fruits, five objects, five parts of Body.

275

SYLLABUS FOR SUMMATIVE ASSESSMENT-I APRIL2014-SEPTEMBER 2014 PERSIAN (Code 023) CLASS : X
Time: 3 hrs. TOPICS A) Reading Section: 1. Unseen passage of simple Persian B) Writing Section: 1. Paragraph in simple Persian: 2. Letters/Applications in Persian C) Grammar and Translation Section: A. Grammar i) Nouns ii) Pronouns iii) Prepositions iv) Tenses (Present/Past/Future) B. Translation i) Translaion of simple Persian sentences into English, Hindi or Urdu. ii) Translation of simple sentences into Persian. D) Literature Section: Prose and Poetry Prescribed books i) Farsi wa Dastoor (Book I) by:- Dr. Zahrai-Khanlari Publisher - M/s Idarah-e-Adbiyyat, New Delhi, Jayyad Press Ballimaran, Delhi-110006 ii) Aamoozish-e-Zaban Farsi (Kitabe Sewwam) Book III by Dr. Yadullah Samareh Lessons and Poems to be studies Prose : i) Karana-e-Doortar ii) Baz-e-Ba-wafa from Farsi wa Dastoor iii) Dehqane -Fidakar iv) Roobah-Wa-Kharoos Poem: i) Kitab-e- Khoob 45 Marks 10 Marks 10 Marks 05 05 20 Marks 10 Marks 15 Marks Marks 90

276

SYLLABUS FOR SUMMATIVE ASSESSMENT-II OCTOBER 2014-MARCH 2015 Persian (Code 023) CLASS: X
TOPICS A) Reading Section: 1. Unseen passage of simple Persian B) Writing Section: 1. Paragraph in simple Persian 2. Letters/Applications in Persian C) Grammar and Translation Section: A. Grammar i) Derivatives (Isme Fail, Isme Mafool) ii) Masadir (with meaning in Urdu/Hindi/English) iii) Muzare B. Translation i) Translation from English, Hindi or Urdu into Persian D) Literature Section: Prose & Poetry i) Farsi wa Dastoor (Part I) Idarae-Adabiyat, Delhi ii) Amozish-e-Zabane Farsi (Part III) Lessons and poems to be studied Prose: i) Saze-man-e-Milale-Muttahid ii) Qissa-e-Bahrain-wa-Kanizak (Parts I, II, III) iii) Guftgoo-e-Roobah-wa-Kharoos iv) Mohammad bin Zakariya Razi v) Ensane-Parandeh Poetry: i) Chashma-wa-Sang ii) Faslha 45 marks 10 10 Marks 05 05 20 Marks 10 15 Marks

277

CLASS X (Persian)
Following activities are suggested for Formative Assessment for class X F.A. I (two out of three) 1. Singular/Plurals (10) 2. 10 Synonyms 3. Names of five Iranian cities F.A.III 1. Produce five Persian couplets. 2. Names of five Persian books. 3. Persian names of ten animals. F.A.II 1. Persian nos. from 1 to 100 2. Names of the Persian Poets and Writers 3. Ten opposite words F.A.IV 1. Make a chart of Persian tenses (present, past and future) Make Persian sentences using each and every Tense.

278

Formative Assessments of Persian Language: Class: IX to Class: X Scale for assessment of Conversation skills Listening The Learner 1 3 Shows general ability to understand words in a familiar context Has ability to follow short connected utterances in a familiar content. Has ability to understand explicit verbs nouns in both familiar and unfamiliar contents. Understand longer spoken sentences with reasonable accuracy 1 3 Speaking The Learner Shows ability to use Persian Vocabulary In familiar situation, use only short connected utterances with limited accuracy. Shows ability to recite poetry with and pleasure. Organises and presents thoughts in a reasonable manner in un familiar situations; may makes errors which do not interfere with communication. Can spontaneously question and answer in classroom, makes only negligible errors.

Shows ability to interpret complex discourse in terms of points of view, adapts listening strategies to suit different purposes.

Reading: Reading any tent should be done with the purpose of: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Reading silently at varying speeds depending on the purpose of reading. Adopting different strategies for different types of tents, both literary and non-literary. Recongnising the organization of a text. Identifying the main points of a text. Anticipating and predicting what will come next. Deducing the meaning of unfamiliar lexical items in a given content. Consulting a dictionary to obtain information on the meaning and use of lexical items. Analysing, interpreting, inferring (and evaluating) the ideas in the text. Selecting and extracting from text information required for a specific purpose. Interpreting texts by relating them to other material on the same thane (and to their own experience and knowledge). Reading extensively for pleasure. Summarizing a story from text. Comparing and contrasting the characters with in the text. Creating or telling their stories in Persian. Dramatising incidents from stories.

Note: It is mandatory to ask a 5 marks question on "Value Base" Education.

279

280

281

282

283

284

285

286

287

23. RUSSIAN CODE: 021

CLASS IX EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT FIRST TERM April 2013-September 2013

Time : 3Hrs

Total 90 Marks Marks

Section A - Reading Comprehension An unseen passage with 4-5 short answers type questions based on the passage Section B - Composition and Writing A short assay of about 100-150 words on one of the following topics: 1. 2. 3. 4. My Pet My Room My School My Family

15

15

Section C - Grammar (Applied) 1. 2. 3. 4. Simple application of cases as prescribed in the texts Prepositions: V,Na,C,K,Iz Change of Sentences (from past to present and vice versa) Translation Simple sentences (from Russian into English and vice versa)

40

Section D Literature 4-5 questions to be given (requiring answers in Russian) from the texts 2, 4, 6, 8, 9, 14, 15 of the prescribed text book (one of the question may be value based) Prescribed Books 1. 2.

20

Russian for children (Russkii Yazak) Moscow (Book No.3) by M.N.Vityutnev and others (1989 Edition) Russian in exercises : By S.Khavronina and A.Shirochenskaya published by Progress publishers, Moscow (Second Edition)

288

RUSSIAN CODE : 021 CLASS IX EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT SECOND TERM October 2013-March 2014

Time : 3Hrs

Total 90 Marks Marks

Section A - Reading Comprehension An unseen passage with 4-5 short answers type questions based on the passage Section B - Composition and Writing To write a composition of 100-150 words in Russian on one of the following topics: 1. 2. 3. 4. My City My Hobby My favourite Poet/Writer What I want to be

15

15

Section C Applied Grammar 1. 2. 3. 3. 4. Application of cases as used in the prescribed texts Use of prepositions: i,na,c,k,uz, nad, pod Use of Adjectives in proper form Past tense Translation from English into Russian and vice versa

40

Section D Literature 5 questions to be given from the text Nos. 17, 18, 19, 22, 24, 26, 28, 29 of the prescribed text book (one of the question may be value based) Prescribed Books 1. 2.

20

Russian for children (Russkii Yazak) Moscow (Book No.3) by M.N. Vityutnev and others (1989 Edition). Lessons to be studied 17,18,19,22,24,26,28,29 Russian in exercises by S.Khavronina and A.Shirochenskaya published by Progress publishers, Moscow (Second Edition)

289

RUSSIAN CODE : 021 CLASS X EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT FIRST TERM - April 2014-September 2014
Time : 3Hrs Total 90 Marks Marks Section A - Reading Comprehension An unseen Russian passage with 4-5 questions requiring answers in Russian Section B - Composition and Writing An essay of about 100-150 to be written on one of the following topics: 1. 2. 3. 4. 5. Excursion At the Railway Station My Favourite Film My Favourite Sport Russian Language 40 15 15

Section C Applied Grammar 1. 2. 3. 4. 5. Application of cases as used in the prescribed texts (with or without preposition) Verbs of Motion Use of Adjectives Future Tense Translation from Russian to English and English to Russian

Section D Literature 4-5 questions based on the text Nos. 2, 6, 8, 11, 15, 18, 19 of the prescribed text book (one of the question may be value based) Prescribed Books 1. 2.

20

Russian for children (Russkii Yazak) Moscow (Book No.IV) by M.N.Vityutnev and others (1989 Edition). Lessons to be studied 2,6,8,11,15,18,19 Russian in exercises by S.Khavronina and A.Shirochenskaya published by Progress publishers, Moscow (Second Edition)

290

RUSSIAN CODE : 021 CLASS X EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT SECOND TERM - October 2014-March 2015
Time : 3Hrs Total 90 Marks Marks Section A - Reading Comprehension An unseen Russian passage with 4-5 questions to be answered in Russian Section B - Composition and Writing An essay of about 100-150 to be written on one of the following topics: 1. 2. 3. 4. 5. Moscow Russian Winter Birthday Party My Favourite Festival My Favourite teacher 40 15 15

Section C Applied Grammar 1. 2. 3. 4. 5. Application of cases as used in the prescribed texts (with or without preposition) Use of Kotori in different cases Aspect of verbs Verbs of Motion with prefixes Translation from Russian into English and vice versa.

Section D Literature 4-5 questions based on the text Nos. 21, 23, 25, 26, 28, 29 of the prescribed text book (one of the questions may be value based) Prescribed Books 1.

20

Russian for children (Russkii Yazak) Moscow (Book No.IV) by M.N. Vityutnev and others (1989 Edition). Lessons to be studied 21, 23, 25, 26, 28, 29

2.

Russian in exercises by S.Khavronina and A.Shirochenskaya published by Progress publishers, Moscow (Second Edition)

291

25. Sindhi (Code 008)

308

309

310

311

312

25. SYLLABUS FOR SINDHI- CODE 008

CLASS: IX FIRST TERM (APRIL 2013 - SEPTEMBER 2013) Time: 3 hours SECTION SECTION-A READING SECTION-B WRITING SECTION-C GRAMMAR DETAILS OF TOPICS/CHAPTERS Comprehension of unseen prose passage 1) Essay skills 2) Letter writing OR Report writing 1) Eight parts of speech with their kinds, main tenses and their kinds, transformation of words (Abstract Noun, Adjective, Opposite words, Synonyms etc. Active, Passive and Impersonal Voice) 2) Idioms and Proverbs (Meaning and Usage) Prose Lessons : 1) 2) 3) 4) 5) 6) Poetry Lessons : 1) 2) 3) 4) Biography : Asan jo Bharat Simlale jo Sair Khila jo Mahatam Zaal ta Hayau Nirverta jo Phalu Mahinat Pirian jo Paigham Koshish Kanda Raho Sipahia ji Suhagin Mata Sant Kanwar Ram Total 90 marks WEIGHTAGE 10 marks 15 marks

25 marks

SECTION-D LITERATURE

40 marks

Prescribed Text Books

: 1) 2)

Sindhi Ratan Mala - Part 1, Published by Sindhi Academy, Delhi Sant Kanwar Ram - Jivan Charitra Published by Sindhi Book Trust, Delhi - 95

313

EXAMINATION STRUCTURE FOR SINDHI- CODE 008 CLASS: IX FIRST TERM (APRIL 2013 - SEPTEMBER 2013)
Time : 3Hrs SECTION SECTION-A READING SECTION-B WRITING DETAILS OF TOPICS/ SECTIONS Comprehension of unseen prose passage (i) Essay writing (ii) Letter writing Or Report writing (1) Eight parts. of Speech with their kinds, Main Tenses and their kinds Transformation of words (Abstract Noun, Adjectives, Opposite word, Synonyms etc, Active, Passive and Impersonal Voice) (2) Idioms and Proverbs (Meaning & Usage) SECTION-D LITERATURE Text Book (i) Prose (ii) Poetry (iii) Biography : Sant Kanwar Ram TYPE OF QUESTION S.A. L.A. S.A. Total 90 Marks NO.OF QUESTIONS 05 01 01 MARKS 5x2=10 Total=10 1x10=10 1x05=05

Total=15 SECTION-C GRAMMAR MCQ 15 15x1=15

S.A

5x2=10 Total=25 1x5=05 5x2=10 3x5=15 2x5=10 Total=40 90 Marks

S.A. MCQ S.A. L.A.

1 5 3 2

TOTAL

314

SYLLABUS FOR SINDHI- CODE 008 CLASS : IX SECOND TERM (OCTOBER 2013 - MARCH 2014)

SECTION SECTION-A READING SECTION-B WRITING SECTION-C GRAMMAR

DETAILS OF TOPICS/CHAPTERS Comprehension of unseen Prose or Poetry Passage (1) Essay writing (2) Letter writing OR Report writing ] (1) Eight parts of speech with their kinds, (2) Main Tenses and their kinds (3) Transformation of verbs (Abstract Noun, Adjectives, Opposite words, Synonyms etc., (4) Active, Passive and Impersonal Voice. (5) Idioms and proverbs (Meaning & Usage) Prose: 1) Marhuna ja Te Kism 2) Charitra ain Naamus 3) Vigyan ja Chamatkar 4) Pahinjo Daan 5) Nind 6) Pachhutaau Poetry: 1) Sukha ji Nagari 2) Prabhat 3) Dil Jawan Ahe 4) Bahaar Biography: Sant Kanwar Ram

WEIGHTAGE 10 marks

15 marks

25 marks

SECTION-D LITERATURE

40 marks

Prescribed Text Books 1) Sindhi Ratan Mala - Part 1,Published by Sindhi Academy, Delhi 2) Sant Kanwar Ram - Jivan Charitra Published by Sindhi Book Trust, Delhi - 9

315

EXAMINATION STRUCTURE FOR SINDHI- CODE 008 CLASS : IX SECOND TERM (OCTOBER 2013 - MARCH 2014) SA II
Time : 3Hrs SECTION SECTION-A READING SECTION-B WRITING DETAILS OF TOPICS/ SECTIONS Comprehension of unseen Prose Passage (i) Essay writing (ii) Letter writing Or Report writing (i) Eight parts of speech with their kinds, Main Tenses and their kinds, Transformation of words (abstract Noun, Adjectives, Opposite words, Synonyms etc., Active, Passive and impersonal voice (ii) Idioms & Prover bs (Meaning & Usage) S.A. 05 5x2=10 Total=25 1x5=05 5x2=10 3x5=15 2x5=10 Total=40 TOTAL 90 Marks TYPE OF QUESTION S.A. L.A. S.A. Total 90 Marks NO.OF QUESTIONS 05 01 01 MARKS 5x2=10 Total=10 1x10=10 1x05=05 Total=15 MCQ 15 15x1=15

SECTION-C GRAMMAR

SECTION-D Text Book LITERATURE (i) Prose

(ii) Poetry (3) Biography : Sant Kanwar Ram

S.A. MCQ S.A. L.A.

1 5 3 2

316

SYLLABUS FOR SINDHI- CODE 008 CLASS : X FIRST TERM (APRIL 2014 - SEPTEMBER 2014)
SECTION SECTION-A READING SECTION-B WRITING SECTION-C GRAMMAR DETAILS OF TOPICS/CHAPTERS Comprehension of unseen Prose Passage (1) Essay writing (2) Letter writing WEIGHTAGE 10 marks 15 marks OR Report writing 25 marks

(1) Eight parts of speech with their kinds, Main Tenses and their kinds Transformation of verbs (Abstract Noun, Adjectives,Opposite words, Synonyms etc., Active, Passive and Impersonal Voice. (2) Idioms and proverbs (Meaning and Usage) Prose: 1) Bernard Macfedan 2) Har Hall mein Zinda Rahu 3) Aasman jo Nazaro 4) Shanti Niketan 5) Lakhino Lal 6) Sindhi Bolia jo Bunyad

SECTION-D LITERATURE

Poetry: 1) Sur Samundi 2) Sur Sorath 3) Harijan ja Guna 4) Pavitrata 5) Titanic Jahaz jo Budanu 6) Shah Savari Short stories: 1) Siyani Sasu, 2) Brahma ji Bhula, 3) Bhimo Thari

40 marks

Prescribed Text Books (1) Sindhi Ratanmala (Part-II) Published by Sindhi Academy Delhi. (2) Choonda Sindhi Kahaniyoon (Part-II): ed. Gobind Math & Kala Rijessinghani:Published Kamal High School Khar, Mumbai. Recommended Text Book: (1) Sindhi Bhasha (Vyakaran Evam Prayoga) by Dr. Murlidhar K Jetly (2) Chornda Sindhi Istalah ain Pahaka by Mrs. Usha Saraswat.

317

EXAMINATION STRUCTURE FOR SINDHI- CODE 008 CLASS : X FIRST TERM (APRIL 2014 - SEPTEMBER 2014) SA I
Time : 3Hrs Total 90 Marks

SECTION SECTION-A READING SECTION-B WRITING SKILLS

DETAILS OF TOPICS/ SECTIONS Comprehension of unseen Prose Passage (i) Essay writing (ii) Letter writing Or Report writing (i) Eight parts of speech with their kinds, Main Tenses and their kinds, Transformation of words (Abstract Noun, Adjectives, Opposite words, Synonyms etc., Active, Passive and impersonal voice (ii) Idioms & Prover bs (Meaning & Usage)

TYPE OF QUESTION S.A. L.A. S.A.

NO.OF QUESTION 05 01 01

MARKS 2x5 Total=10 1x10=10 1x05=05 Total=15

SECTION-C GRAMMAR

MCQ

03

3x5=15

S.A.

01

1x10=10 Total=25 1x5=05 5x2=10 3x5=15 2x5=10 Total=40

SECTION-D Text Book LITERATURE (i) Prose (ii) Poetry (iii) Short story

S.A. MCQ S.A. L.A.

1 5 3 2

TOTAL

90 Marks

318

SYLLABUS FOR SINDHI- CODE 008 CLASS: X SECOND TERM (OCTOBER 2014 - MARCH 2015)

SECTION SECTION-A READING SECTION-B WRITING SECTION-C GRAMMAR

DETAILS OF TOPICS/CHAPTERS Comprehension of unseen Prose Passage (1) Essay writing (2) Letter writing OR Report writing (1) Eight parts of speech with their kinds, Main tenses and their kinds Transformation of verbs (Abstract Noun, Adjectives,Opposite words, Synonyms etc., Active, Passive and Impersonal Voice. (2) Idioms and proverbs (Meaning & Usage) Prose: 1) Ajanta jun Ghufaun 2) Taqdir ain Tadbir 3) Raja Ranjit Singh jun ba vartaun 4) Acharya Vinoba Bhave 5) Adab ya Sahitya Chha Ahe 6) Lila-Chanesar

WEIGHTAGE 10 marks 15 marks

25 marks

SECTION-D LITERATURE

Poetry: 1) Himalaya 2) Lila khe Hidayat 3) Porhiyatu 4) Haliyo Halu 5) Mushkil khe Maat Kari 6) Hiku Kutumb Short stories: 1) Sajana Tun ma Chhadeji, 2) Bandhan

40 marks

Prescribed Text Books (1) Sindhi Ratanmala (Part-II) Published by Sindhi Academy Delhi. (2) Choonda Sindhi Kahaniyoon: ed. Gobind Math & Kala Rijessinghani: Published Kamal High School Khar, Mumbai. Recommended Text Book: (1) Sindhi Bhasha (Vyakaran Evam Prayoga) by Dr. Murlidhar K Jetly (2) Chornda Sindhi Istalah ain Pahaka by Mrs. Usha Saraswat.

319

EXAMINATION STRUCTURE FOR SINDHI- CODE 008 CLASS : X SECOND TERM (OCTOBER 2014 - MARCH 2015) SA II

Time : 3Hrs SECTION SECTION-A READING SECTION-B WRITING DETAILS OF TOPICS/ SECTIONS Comprehension of unseen Prose Passage (i) Essay writing (ii) Letter writing Or Report writing (i) Eight parts of speech with their kinds, Main Tenses and their kinds, Transformation of words (abstract Noun, Adjectives, Opposite words, Synonyms etc., Active, Passive and impersonal voice (ii) Idioms & Prover bs (Meaning & Usage) S.A. 01 TYPE OF QUESTION S.A. L.A. S.A.

Total 90 Marks NO.OF QUESTION 05 01 01 MARKS 5x2=10 1x10=10 1x05=05 Total=15 MCQ 03 3x5=15

SECTION-C GRAMMAR

1x10=10 Total=25 1x5=05 5x2=10 3x5=15 2x5=10 Total=40

SECTION-D Text Book LITERA TURE (i) Prose

(ii) Poetry (iii) Short story

S.A. MCQ S.A. L.A.

1 5 3 2

TOTAL

90 Marks

320

26. SPANISH (CODE 096)

EXAMINATION STRUCTURES FOR SUMMATIVE ASSESSMENT I & II SPANISH (CODE 096): CLASS IX & X
The Question Paper will be of maximum 90 marks and will be divided into four sections: Section A: Reading Comprehension Section B: Written Expression Section C: Grammar Section D: Literature in simple prose 15 marks 20 marks 40 marks 15 marks

The typology of questions and weightage should be guided by the Standard Basic Template, as provided. NOTE: All questions will be in the target language, students will be required to answer in the target language. Rubrics will be in the target language and in English.

SUMMATIVE ASSESSMENT - I SPANISH CODE NO. 096 CLASS IX (April 2013-September 2014)
Topics (A) Reading Section: A learner should be able to: (i) read and understand elementary structures of spoken language, (ii) participate in simple conversations of daily life. (B) Writing Section: A learner should be able to: (i) write dialogues or short paragraphs using simple sentences on topics of everyday life situation. (C) Grammar Section: Personal pronouns: yo, t, usted, l, ella, nosotros/as, vosotros/as, ustedes, ellos/as Present tense of the verbs SER, LLAMARSE, DEDICARSE, VIVIR, TRABAJAR Interrogative Pronouns: cmo, cundo, qu, cunto, cul, quin, de dnde Regular Verbs: -ar, -er, & -ir ending verbs

321

Uses of SER & ESTAR: <<SER+adjetivos de carcter>>, <<ESTAR+adjetivos de estado fsico o anmico>> Intorduction to Present Tense uses of some of the Irregular Verbs: COMER, ESTUDIAR, QUERER, PREFERIR, CONOCER, SABER, PENSAR, HACER, PONER, TRAER, IR TENER+Ganas de+ Infinitivo Demonstrative Adjective & Pronoun- este, ese, aquel Negation Possesive adjectives: mi(s), tu(s), su(s) Gender / Number / Article (definite & indefinite) concordance of article noun & adjective Concordance cunto/-a/-os/-as Ordinal and cardinal numbers Prepositions used with expressions of time and adverbs of place Gerund: <<ESTAR + Gerundio>> Personal pronouns (with or without prepositions) Introduction to Impersonal sentences with <<SE + 3rd person of the verb>> Simple affirmative commands (Singular) (to give basic instructions of the class)

(D)

Literature in Simple Prose: (i) Some important authors from Spanish-speaking countries (and their most well-known works in Spanish) like Miguel de Cervantes, Benito Prez Galds, Garca Lorca, etc. (ii) The learner is expected to know the name of the author, his/her most important work and its subject matter. The learner should be able to write short paragraph using simple sentence structures.

Note for the teacher: (Some recommendations) 1. The above content should be presented and integrated in didactic materials and communicative activities (related to school environment) inside the classroom in such a way that the learner develops the following competencies: Functional competencies: Saludar y despedirse Pedir y dar datos personales: informacin personal, sobre la ocupacin, sobre la familia Presentar formalmente / informalmente a otras personas Hablar de la familia

322

Describir el fsico, carcter, estado civil Hablar por telfono Preguntar por la existencia de un lugar (clase/escuela/colegio, etc.) Hablar de los amigos y de las actividades con ellos Llamar al camarero, pedir y pagar en un bar/restaurante Preguntar el precio Dar y pedir informacin sobre los platos: hablar de la comida Expresar gustos de comida y bebida Hablar sobre costumbres y hbitos en la comida Pedir en una tienda

Phonetical and orthographical competencies: 2. el abecedario deletrear acentuacin de las palabras letras ce, zeta, cu y los sonidos IKI y IQI sonidos [y] y sus grafas (y) y (ll) sonidos [g] y sus grafas (g) y (gu) sonidos [x] y [g] y sus grafas (j) y (g) diptongos IE y UE y la HACHE exclamativos e interrogativos

The following suggested lexicon to be integrated into materials and communicative activities in such a way that the student practice the target language in real context: saludos y despedidas datos personales numero 1 100 profesin y direccin interrogativos

323

 3.

adjetivos de carcter instrucciones de la clase/escuela familia: relaciones de parentesco y estados civiles adjetivos de descripcin fsica y cracter casa actividades de ocio vocabulario de bares, cafeterias y restaurants: bebidas, comidas, ingredientes, platos tpicos, utensilios de mesa productos de alimentacin, alimentos: frutas y verduras nombres de pases, capitales, nacionalidades y moneda de Espaa e Hispanoamrica

Efforts should be made to provide socio-cultural information of Spanish-speaking countries: usos de t y usted formas no verbales de saludo usos de los apellidos en el mundo hispano usos de seor, seora, don y doa principales capitales y hechos geogrficos de Espaa e Hispanoamrica personajes famosos de Espaa e Hispanoamrica la familia, las relaciones familiares, el hogar la gestualidad el bar, las tapas, el aperitivo, el caf, productos tpicos en la cultura hispnica pagar, invitaciones, precios en barra y mesa, propina mercados y supermercados horarios de comida y cena men del da, platos combinados, platos tpicos

4.

The above-mentioned examples are suggestive in nature and the teacher depending on the needs of the students may improvise the same within the framework of the prescribed syllabus.

Prescribed book: Nuevo Espaol sin fronteras, ESF 1 (Unidad 1-5), by Jess Snchez Lobato, concha Moreno Garca y Isabel Santos Gallego, SGEL, Madrid, 2007 Nuevo Espaol sin fronteras ESF 1, Workbook (Unidad 1-5), by Snchez Lobato, SGEL, Madrid, 2007

324

Reference books: Collins Gem Spanish School Dictionary, Collins, 2010 (GOYAL SaaB) Learn Spanish through games and activities (Level 1), by Pablo Rocio Dominguez, ELI Publishing, 2012 (GOYAL SaaB) Aula 1 Textbook with CD, by Jaime Corpas, Difusin, 2010 (GOYAL SaaB) Chicos Chicas 1 Textbook (with CD), by Maria Angeles Palomino, Edelsa, 2002 (GOYAL SaaB)

Centro Virtual Cervantes: Mi mundo en palabras, http://cvc.cervantes.es/ensenanza/mimundo/default.htm Lecturas paso a paso - http://cvc.cervantes.es/aula/lecturas/

325

SYLLABUS FOR SUMMATIVE ASSESSMENT-II SPANISH CODE NO. 096 CLASS IX (October 2013-March 2014)
Topics (A) Reading Section: - Simple short passages related to everyday real life situations. Note: Efforts should be made to develop the following comprehension skills in the students: (i) deduce the meaning from the context. (ii) identify the main points. (iii) extract or scan specific information or details. (B) Writing Section: (i) Short compositions (Description of person, place or things) (ii) a) Dialogue writing on matters related to everyday life (based on visual or verbal stimulus).

(b) Dialogue completion. (C) Grammar Section: Present tense of GUSTAR (me gusta/no me gusta) and such similar verbs (for example, PARECER, ENCANTAR, DOLER, etc.) Present & future tense of Irregular and Radical changing verbs ( e>ie, o>ue, e>i) [for example, IR, SEGUIR, HACER, QUERER, DECIR, PREFERIR, ENTENDER, VENIR, QUEDAR, VERSE, SOLER, PARECER, CREER, PENSAR, etc.] Usages of the verbs TENER and HACER. Adjectives and adverbs. Contrast: HAY (descripcin)/ESTAR (localizacin con usos de preposiciones y locuciones de lugar para expresar posicin, cercana, lejana) Uses of <<ir a + infinitivo>>, <<empezar a + infinitivo>>, <<terminar de + infinitivo>>, <<antes de + infinitivo>>, <<despus de + infinitivo>> Indefinite pronouns: unos, bastantes, algunos, alguien, nadie Present Perfect Tense & Introduction to Past Indefinite Tense Affirmative Command (Singular) + Direct Object Pronoun

326

(D)

Literature in Simple Prose: (i) Some important authors from Spanish-speaking countries and their most well-known works in Spanish like Jos Mara Arguedas, Juan Rulfo, Jorge Luis Borges, etc. (ii) The learner is expected to know the name of the author, his/her most important work and its subject matter. The learner should be able to write short paragraph using simple sentence structures.

Note for the teacher: (Some recommendations) 1. Grammatical contents to be presented and integrated in materials and communicative activities inside the classroom: Functional competencies: 2. Dirigirse a alguien Preguntar por un lugar Dar instrucciones para ir a un lugar, ordenar y verificar informaciones Describir ciudades, la vivienda y el barrio Ubicar e identificar objetos Pedir y dar informacin sobre el transporte (taxi, metro, autobs, tren) Preguntar y decir la hora hablar de horarios Hablar de hbitos y su frecuencia pedir y dar opinin sobre hbitos y acciones habituales de otras personas Hablar de gustos y preferencias Expresar acuerdo y desacuerdo Proponer actividades y reaccionar: aceptar o rechazar Concertar citas Hablar de los hechos

The following suggested lexicon to be integrated into materials and communicative activities in such a way that the student practice the target language in real context: - Partes de la casa, muebles y electrodom - Tipos de vivienda - Medios de transporte - Colores - Acciones habituales - da de la semana, los meses del ao, las estaciones del ao y expresiones de la hora - Actividades de tiempo libre/ocio: lugares de ocio y tiempo libre, espectculos, msica, cine

327

- Establecimientos pblicos y comerciales. - Frmulas sociales: ofrecimientos, acceptaciones, rechazos, excusas - Felicitaciones: expresiones y gestos 3. Efforts should be made to provide socio-cultural information of Spanish-speaking countries: La calle y sus elementos Compra alquiler de casas Comportamiento social: las visitas Informaciones sobre las ciudades ms importantes de los pases de habla espaola Horario de apertura y cierre de los comercios, las oficinas y otros lugares pblicos: horarios laborables y das festivos en Espaa e Hispanoamrica La vida nocturna: teatros, cines, bares, cafeteras, discotecas Elementos proxmicos: la comunicacin verbal y la distancia entre personas en diferentes situaciones de la vida cotidiana y en diferentes culturas 4. The above-mentioned examples are suggestive in nature and the teacher depending on the needs of the students may improvise the same within the framework of the prescribed syllabus. Prescribed book: Nuevo Espaol sin fronteras, ESF 1 (Unidad 6-11), by Jess Snchez Lobato, concha Moreno Garca y Isabel Santos Gallego, SGEL, Madrid, 2007 Nuevo Espaol sin fronteras ESF 1, Workbook (Unidad 6-11), by Snchez Lobato SGEL, Madrid, 2007

Reference books: Collins Gem Spanish School Dictionary, Collins, 2010 (GOYAL SaaB) Learn Spanish through games and activities (Level 1), by Pablo Rocio Dominguez, ELI Publishing, 2012 (GOYAL SaaB) Aula 1 Textbook with CD, by Jaime Corpas, Difusin, 2010 (GOYAL SaaB) Chicos Chicas 1 Textbook (with CD), (Unidad 6-10), by Maria Angeles Palomino, Edelsa, 2002 (GOYAL SaaB) Centro Virtual Cervantes: Mi mundo en palabras, http://cvc.cervantes.es/ensenanza/mimundo/default.htm Lecturas paso a paso - http://cvc.cervantes.es/aula/lecturas/

328

SYLLABUS FOR SUMMATIVE ASSESSMENT-I SPANISH CODE NO. 096 CLASS X(April 2014-September 2014)
Aims & objectives: The aim is to strengthen the basic knowledge of the language imparted in Class IX and develop further the acquired skills. Topics (A) Reading Section: A learner should be able to: (i) comprehend the grammatical components identified in the syllabus in simple prescribed texts. (ii) understand some details of the text. (B) Writing Section: A learner should be able to: (i) reproduce the grammatical components identified in the syllabus through written exercises. (ii) convey some information and concepts clearly. (C) Grammar Section: Reflexive tense and Impersonal SE Expressions of doubt seguramente / posiblemente Double negation Comparison of equality, superiority and inferiority Direct object pronoun Conjunction adems, es que, etc. Affirmative command affirmative command (singular) + direct object pronoun Expressions such as <<TENER+QUE/DEBER+infinitivo>> /<<TENER QUE+infinitivo>> /<<HAY QUE+infinitivo>>/<<PUEDO+infinitivo?>>/<<SE PUEDE+infinitivo? >>/<< ME DAS+?>> / <<LLEVAR + gerundio + tiempo>> TENER DOLER DE + Sustantivo Prepositions POR / PARA Contrast muy / mucho Pretrito perfecto y pretrito indefinido: marcadores temporales del pasado Introduction to Past Imperfect Tense: morphology and uses Irregular forms of the verbs ser, ir

329

(D)

Literature in simple Prose & Poetry: (i) Besides the ones prescribed in Class-IX, the following authors may be added: Lope de Vega, Gustavo Adolfo Bcquer, Camilo Jos Cela, etc. (ii) The learner is expected to know the name of the author, his/her most important work and its subject matter. The learner should be able to write short paragraph using simple sentence structures.

Note for the teacher: (Some recommendations) 1. The above content should be presented and integrated in didactic materials and communicative activities (related to school environment) inside the classroom in such a way that the learner develops the following competencies: Functional competencies: Expresar hiptesis Aadir informacin y describir y valorar una cosa Expresar obligacin y necesidad Pedir permiso, conceder o denegar el permiso Pedir algo / un favor y responder afirmativamente o negativamente Expresar dolor hablar de sntomas y enfermedades Hablar de planes y proyectos Describir personas/objetos en el pasado Contar sucesos pasados en relacin con el presente, contar experiencias de la vida y las acciones de la semana Hablar de acciones del pasado que se repiten, acciones habituales en el pasado

Phonetical and orthographical competencies: 2. Entonacin Entonacin de frases afirmativas e interrogativas La silaba fuerte Entonacin de frases usadas para disculparse

The following suggested lexicon to be integrated into materials and communicative activities in such a way that the student practice the target language in real context: Vocabulario para narrar experiencias de las vacaciones Los viajes Establecimientos comerciales Prendas de vestir, tejidos, materiales y formas, vocabulario de la moda

330

 Artculos de regalo, ropa, calzado y complementos Seales de trfico Servicios de la calle Mobiliario urbano Problemas de salud y medicamentos Obligaciones 3. Expresiones y frases hechas para reaccionar

Efforts should be made to provide socio-cultural information of Spanish-speaking countries: lugares de inters turstico en el mundo hispano, principales premios del mundo de la cultura-teatro, cine, literatura-, horario comercial en el mundo hispano, signos especficos de algunos establecimientos (correos, estancos, etc.), actos sociales: bodas, nacimientos, etc., Principales autores de cuentos del mundo hispano, la sociedad espaola actual: el sistema de gobierno.

4.

The above-mentioned examples are suggestive in nature and the teacher depending on the needs of the students may improvise the same within the framework of the prescribed syllabus.

Prescribed book: Nuevo Espaol sin fronteras, ESF 2-nivel intermedio (Unidad 1-5), by Jess Snchez Lobato, concha Moreno Garca y Isabel Santos Gallego, SGEL, Madrid, 2007 Nuevo Espaol sin fronteras ESF 2, Workbook (Unidad 1-5), by Snchez Lobato SGEL, Madrid, 2007

Reference books: Collins Gem Spanish School Dictionary, Collins, 2010 (GOYAL SaaB) Aula 1 Textbook with CD, by Jaime Corpas, Difusin, 2010 (GOYAL SaaB)

Centro Virtual Cervantes: Mi mundo en palabras, http://cvc.cervantes.es/ensenanza/mimundo/default.htm Lecturas paso a paso - http://cvc.cervantes.es/aula/lecturas/

331

SYLLABUS FOR SUMMATIVE ASSESSMENT-II SPANISH CODE NO. 096 (October 2014-March 2015) CLASS X
Topics (A) Reading Section: A learner should be able to: identify the logical argument of a simple text understand the ideas implicit in the argument and extract key points from text, visual materials and graphics (B) Writing Section: A learner should be able to: (i) write short compositions on everyday life situations on family, friends, festivals, cultural events, city, etc. with emphasis on developing sentences with logical sequences (ii) use language appropriate to purpose and audience (C) Grammar Section: Use of verbs SER, ESTAR, PENSAR y CREER to express opinion Adjectiv <<mismo>> Neutral <<LO>> Uses of past tense and contrast between Past indefinite, Past perfect & Past imperfect Resources to tell an anecdote Resources to relate different events is the past Resources to express surprise Paraphrase <<pensar + infinitive>>, <<haber que + infinitivo>> Consecutive conjunction por eso Basic uses of present subjunctive. Conditional <<si>> Direct & Indirect Object Pronoun Negative Command (Singular/Plural) + Direct Object Pronoun

332

(D)

Literature in simple Prose & Poetry: (i) Besides the ones prescribed in Class-IX, the following authors may be added: Gabriel Garca Mrquez, Pablo Neruda, Mario Vargas Llosa, etc. (ii) The learner is expected to know the name of the author, his/her most important work and its subject matter. The learner should be able to write short paragraph using simple sentence structures.

Note for the teacher: (Some recommendations) 1. The above content should be presented and integrated in didactic materials and communicative activities (related to school environment) inside the classroom in such a way that the learner develops the following competencies: Functional competencies: Hablar de planes y proyectos Hablar de hechos histricos Relacionar diferentes acontecimientos del pasado Hablar de recuerdos (eventos de la familia, infancia, etc.) Comparar algo ahora y antes Expresar sorpresa y extraeza Presentar una causa y una consecuencia Reaccionar ante una informacin Dar instrucciones y consejos Hacer recomendaciones, expresar prohibiciones

Phonetical and orthographical competencies: 2. La acentuacin de diptongos, triptongos e hiato Acentuacin de interrogativas y exclamativas

The following suggested lexicon to be integrated into materials and communicative activities in such a way that the student practice the target language in real context: Viajes, tipos de turismo Clima Los paisajes, lxico del tiempo meterolgico Lugares de inters turstico en una ciudad, categora de instalaciones tursticas, servicios en un hotel Las celebraciones Descripcin fsica de personas carcter y personalidad

333

 3.

Lxico relacionado con permisos y prohibiciones Estados de nimo, sentimientos

Efforts should be made to provide socio-cultural information of Spanish-speaking countries: distintos tipos de turismo-cultural, rural, etc., diferentes tipos de clima, cosas prcticas que debe saber un turista cuando llega a Espaa: abono transporte, servicio de informacin, etc., estrategias para participar en una conversacin: interrumpir, tomar la palabra, el silencio, el lenguaje no verbal, la proximidad y la distancia en el mundo hispano, museos y pintores importantes del mundo hispano, la expresin de los sentimientos, la sociedad hispnica actual.

4.

The above-mentioned examples are suggestive in nature and the teacher depending on the needs of the students may improvise the same within the framework of the prescribed syllabus.

Prescribed book: Nuevo Espaol sin fronteras ESF 2, nivel intermedio (Unidad 6-11), by Jess Snchez Lobato, concha Moreno Garca y Isabel Santos Gallego, SGEL, Madrid, 2007 Nuevo Espaol sin fronteras ESF 2, Intermedio, Workbook (Unidad 6-11), by Snchez Lobato SGEL, Madrid, 2007 Reference books: Collins Gem Spanish School Dictionary, Collins, 2010 (GOYAL SaaB) Aula 1 Textbook with CD, by Jaime Corpas, Difusin, 2010 (GOYAL SaaB)

Centro Virtual Cervantes: Mi mundo en palabras, http://cvc.cervantes.es/ensenanza/mimundo/default.htm Lecturas paso a paso - http://cvc.cervantes.es/aula/lecturas/

334

Basic Template for setting question paper

S. No. Typology of Questions Learning outcomes & Teaching Skills Short Answer MCQ 1 Mark 7 Short Answer 3 Marks 1 Long Answer 5 Marks ----Marks %

1.

Remembering (Knowledge based simple recall questions) Understanding (ComprehensionFamiliar questions with meaning) Application (application of knowledge to new situations, inferential,)

Listening, Speaking, Reading and Writing Skills Reasoning Analytical Skills Evaluation Skills Justify, Interpret, Conclude, Explain Creative SkillsComposing, Constructing, Summarizing, Organizing, Planning Reflect opinion, make judgment in different contexts on the basis of values imbibed

10

10

2*

2*

20

22.5

3*

2*

20

22.5

Higher Order Thinking Skills (HOTS) (Analysing & evaluation open ended questions)

1*

2*

15

17

Creating (Formation & Evaluation of a Judgment or Situation Multi-Disciplinary) TOTAL

-----

-----

25

28

14

11

90

100

* Marked questions may have more than one part.

335

27. TAMIL CODE : 006

CLASS IX: I and II Term
Time : 3Hrs The Question Paper will be divided into four sections: Section A Section B Section C Section D : : : : Reading Comprehension Writing Grammar Literature Design of Question Paper S. No. Question type No of Questions 3 1 1 1 5 2 1 2 2 1 19 18 20% 18 20% 27 30% 18 20% 9 10% 90 100% 5 5 2 1 2 6 4 2 2 3 1 2 1 1 2 1 Remem- Underbering standing Application Thinking Creative Total 15 Marks 20 Marks 15 Marks 40 Marks 16 Pds 20 Pds 20 Pds 40 Pds Total : 90 Marks No. of Periods

1 2 3 4 5 6 7 8 9. 10 11

MCQ15X1=(15) LA1(8) LA 1(8) LA 1 (4) MCQ15X1=(15) MCQ2X5=(10) MCQ1X4=(4) LA2X5(10) LA2X4=(8) LA1X8=(8) Total No. of questions Total

5 2 2

5 3 2 1 8

5 3 2 2 1 6 2 1

15(3X5)=15 8 8 4 15(5X3)=15 10(2X5)=10 4(4X1)=4 10(2X5)=10 8(2X4)=8 8

336

TAMIL CODE : 006 CLASS IX SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2013 - SEPTEMBER 2013)
This syllabus is applicable for the academci year 2012-2013 on words TOPICS Language and Literature A) Reading Section: 3 Unseen passage of total 500 words (Karuttu, llakktyam, Vilakkam) B) Writing Section: Official/Informal/Personal Letter (Long Answer) Essay Writing (Long Answer) Report Writing (Short Answer) C) Grammar Section: 1. Eluttu 2. Agu Peyar 3. Peyarccol (Tolil, Panbu, Muvida . Peyargal) 4. Col: Pagappadam, Pagupadam 5. Valanilai, Valu, Valuvamaidi D) Literature Section : Part I. (i) Prose : Dravida . . Moligal 40 Marks 15 Marks 20 Marks 15 Marks Total 90 Marks

(ii) Ikkalak Kavidaigal (iii) Kadar Payanam (iii) Anandarangar Natkurippu (iv) Ulagalaviya Tamilar . Part II. Poetry: (i) Valttu : (ii) Tirukkural (lyal - I) (iii) Cirupacamulam (iv) Pacali Cabadam (v) Purananuru (vi) Kuruntogai

337

(vii) Cittukkavi .. (viii) MuttoIIayiram .. - . (ix) Kalingattupparani Part III. Non Detailed Texts: 1. Mamaram 2. 3. 4. 5. Kannadasan Kaviyinbam .. Kelan Kellar - Mu.Varadarajanarin Kadidam (Tambikku) . Tiru. Vi. Kaliyana . Sundaranarin Tamilppani .

Text Books Perscribed : Tamil Text Book - Class IX First Edition 2011 (Published under the scheme of 'The Uniform Education - Common Syllabus') Tamil Nadu Text Book Society College Road, Chennai - 600 006.

338

TAMIL CODE ; 006 CLASS IX SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2013-MARCH 2014)
This syllabus is applicable for the academci year 2011-2012 on words Time : 3Hrs A) Reading Section: 3 Unseen passage of total 500 words (Karuttu, llakktyam, Vilakkam) B) Writing Section: [Official/Informal/Personal Letter (Long Answer), Essay Writing (Long Answer), Report Writing (Short Answer)] C) Grammar Section: 15 Marks Total 90 Marks 15 Marks 20 Marks

(i) Porulkol . .
(ii) Punarcci .

(iii) Yappu (lyal - VIII) (Ceyyul . Uruppugal: . . Eluttu, Acai, Cir, Talai)
(iv) Yappu . (lyal - IX) (v) Ani .

(Ceyyul . Uruppugal : Adi, . Todai) .

D) Literature Section : Part I. (i) Prose : Unave Marundu

40 Marks

-. - (ii) Peruntalaivar Kamarajar - . Valliyammai (iii) Tillaiyadi .. (iv) Pongal Tiruvila -. (v) Uyirkkolam
Part II. Poetry:

(i) Manimegalai . - Padalgal (ii) Umarkayyam . .

(iii) Tirukkural . (lyal - VII) (vi) Inbam

-. . (v) Nattuppurap Padalgal ..

(vi) Penmai .

339

-. (vii) Tiruvilaiyadar . - . Puranam - Molidal - Nencamodu (viii) Vacagamaya

(ix) Oyvum Payanum

- . (x) Edirkalam Yarukku?

Part III. Non Detailed : (i)

- Nikkum Noy Muligaigal .

(ii) Kili . Pecugiradu - . Mangammal -. (iii) Rani (iv) Nermai

(v) Nalla .. Ullam Text Books Perscribed : Tamil : Text Book - Class IX First Edition 2011 (Published under the scheme of 'The Uniform Education - Common Syllabus') Tamil Nadu Text Book Society College Road, Chennai - 600 006.

340

TAMIL CODE : 006 CLASS X: I and II Terms

Time : 3Hrs The Question Paper will be divided into four sections: Section A Section B Section C Section D : : : : Reading Comprehension Writing Grammar Literature Design of Question Paper S. No. Question type No of Questions 3 1 1 1 5 2 1 2 2 1 19 18 20% 18 20% 27 30% 18 20% 9 10% 90 100% 5 5 2 1 2 6 4 2 2 3 1 2 1 1 2 1 Remem- Underbering standing Application Thinking Creative Total 15 Marks 20 Marks 15 Marks 40 Marks 16 Pds 20 Pds 20 Pds 40 Pds Total : 90 Marks No. of Periods

1 2 3 4 5 6 7 8 9. 10 11

MCQ15X1=(15) LA1(8) LA 1(8) LA 1 (4) MCQ15X1=(15) MCQ2X5=(10) MCQ1X4=(4) LA2X5(10) LA2X4=(8) LA1X8=(8) Total No. of questions Total

5 2 2

5 3 2 1 8

5 3 2 2 1 6 2 1

15(3X5)=15 8 8 4 15(5X3)=15 10(2X5)=10 4(4X1)=4 10(2X5)=10 8(2X4)=8 8

341

TAMIL CODE : 006 CLASS X SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2014-SEPTEMBER 2014)
Time : 3Hrs A) Reading Section: 3 Unseen passage of total 500 words - Karuttu, llakkiyam, Vilakkam) B) Writing Section: [Official/Informal/Personal Letter (Long Answer) Essay Writing (Long Answer) Report Writing (Short Answer) C) Grammar Section: (i) Eluttu (ii) Col (iii) Podu (iv) Vina - Vagai (v) Vidai . Vagai (vi) Oru Porul . Panmoli (vii) Uvama Urubugal . D) Literature Section : Part I. Prose : (i) Uyartanic - Cemmoli (ii) Periyarin Penvidutalaic Cindanaigal . . . - (iii) Annal Ambedkar (iv) Peccukkalai (v) Tiraippadakkalai Uruvana . - Kadai Part II. Poetry: (i) Valttu (ii) Tirukkural (lyal - I) (iii) Eladi (iv) Cilappadigaram (v) Tamil Valarcci - (vi) Kamba Ramayanam 40 Marks 15 Marks 20 Marks Total 90 Marks 15 Marks

342

(vii) Narrinai - - (viii) Purananuru . (ix) Periya Puranam . . Part III. Non Detail Texts : (i) Paridimar Kalaiar (ii) Mella Mella Mara (iii) Anrada . Vallvil Cattam (iv) Annavin Kadidam . Text Books Perscribed : Tamil Text Book - Class - X First Edition 2011 (Published under the scheme of 'The Uniform Education - Common Syllabus') Tamil Nadu Text Book Society College Road, Chennai - 600 006.

(v) Bharata Ratna M.G. Ramchandran

343

TAMIL CODE : 006 CLASS X SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2014-MARCH 2015)
TOPICS A) Reading Section: 3 Unseen passage of total 500 words - Karuttu, llakkiyam, Vilakkam B) Writing Section: Official/Informal/Personal Letter (Long Answer) Essay Writing (Long Answer) Report Writing (Short Answer) C) Grammar Section: (i) Punarcci (ii) Porul llakkanam - Agapporul (iii) Purapporul - Vagaigal (iv) Pa . (v) Ani D) Literature Section : Part I. Prose : (i) Tonmait Tamilagam (ii) Tamil Moliyil Ariviyal Cindanaigal (iii) Gandhiyam - Vallalar (iv) Tiruvarut Prakaca .. (v) Palturai Velai Vayppugal . Part II. Poetry: (Serial No. 3) (i) Tamil Vidu Tudu (ii) Tirukkural . (lyal - 7) (iii) Tevaram - -(iv) Cirappuranam . (v) Kalittogai (vi) Nandikkalampagam (vii) Nalayira Divyap Prabandam (viii)Nirka Neramillai 40 Marks 15 Marks 20 Marks Total 90 Marks 15 Marks

344

Part III. Non Detail Texts : (ii) Kurattai - . . Oli (iii) Adittalam .

(i) Tarkalat Tolliyal Ayuvugal .

(iv) Ayoddidacap Pandidar . . (v) Nulagam

Text Books Perscribed : Tamil Text Book - Class - X First Edition 2011 (Published under the scheme of 'The Uniform Education - Common Syllabus') Tamil Nadu Text Book Society College Road, Chennai - 600 006.

345

28. SYLLABUS FOR TANGKHUL (CODE - 093)

CLASS IX FIRST TERM (APRIL 2013 SEPTEMBER 2013)
SECTION SECTION A READING DETAILS OF TOPICS/CHAPTERS COMPREHENSSION : Three unseen passage of 500 words each. There will be five questions from each passage. One grammar based question of 1 mark is a must from each passage. SECTION-B WRITING COMPOSITION: 1. Chithi kakapi (Letter writing) 2. Kasha tui kakapi (Precis writing) 3. Paragraph kakapi (Short composition) SECTION C GRAMMAR 1. Tone 2. Homograph 3. Pronoun 4. Verb kala deverbal SECTION- D LITERATURE POETRY: 1. Pheokhami 2. Ngaraikacha 3. Ngarumsak PROSE: 1. Kachangli vakazang (Apollo 11) 2. Avaramli Leikashi 3. Khangareo, sakhanganao kala otngashir KATHAKA TUITAM (RAPID READER): 10 1. Mirin thingrongnao 2. Kaph Ruichumnao akha 3. Indiawui Parliamentli RS.Suisa 15 10 6x1=6 3x1=3 6x1=6 WEIGHTAGE

1x15=15

5+5+5+10=25

Prescribed books: 1. 2. 3. Tangkhul Tuitam Kachiko. Tangkhul Grammar and Composition. Tangkhul Rapid Reader.

346

EXAMINATION STRUCTURE FOR TANGKHUL: Code 093 CLASS IX FIRST TERM (APRIL 2013- SEPTEMBER 2013) SA-I
SECTION SECTION-A READING DETAILS OF TOPICS/CHAPTER COMPREHENSION: Three unseen passage of 500 words each. There will be five questions from each passage. One grammar based question of 1 mark is a must from each passage. WRITING SKILLS: 1. Chithi (Letter writing) 2. Kasha tui (Precis writing) 3. Paragraph (Short composition) SECTION C GRAMMAR 1. Tone 2. Homograph 3. Pronoun 4. Verb kala deverbal SECTION- D LITERATURE POETRY: 1. Pheokhami 2. Ngaraikacha 3. Ngarumsak PROSE: 1. Kachangli vakazang 2. Avaramli Leikashi 3. Khangareo, Sakhanganao kala Otngashir KATHAKA TUITAM (RAPID READER: 1. Mirin thingrongnao 2. Kaph Ruichumnao kha 3. Indiawui Parliament RS.Suisa TOTAL V.S.A. S.A. V.S.A. 2 2 2 1x2=2 3x2=6 2x2=4 90 MARKS V.S.A. L.A. S.A. 4 1 3 1x4=4 5x1=5 2x3=6 TYPES OF QUESTIONS M.C.Q. OR V.S.A. NO.OF QUESTIONS 1X15=15 MARKS 1x15=15

SECTION- B WRITING

L.A. S.A. L.A. V.S.A. VSA/MCQ MCQ VAS/MCQ S.A. V.S.A. L.A.

1 1 1 5 5 5 10 1 2 1

6x1=6 3x1=3 6x1=6 1x5=5 1x5=5 1x5=5 1x10=10 3x1=3 1x2=2 5x1=5

347

SYLLABUS FOR TANGKHUL CODE 093

CLASS IX SECOND TERM (OCTOBER 2013 MARCH 2014) SA-II
SECTION SECTION A READING DETAILS OF TOPICS/CHAPTERS COMPREHENSION: Three unseen passage of 500 words each. There will be five questions from each passage. One grammar based question of 1 mark is a must from each passage. COMPOSITION: 1. Essay kakapi 2. Bio sketch 3. Dialogue completion SECTION C GRAMMAR 1. Fixed phrase, Rhyming compound kala Kongratuiyon 2. Ideophone 3. Degree modifier 4. Adnominal SECTION D LITERATURE POETRY: 1. Chinaongara 2. Maireiwon 3. Atamwui shongza PROSE: 1. Kamringphi eina Longyao 2. Lairikshimli 3. Major Khathing 4. Dharma makhalei Leimungram KATHAKA TUITAM (RAPID READER): 1. Heroshimali Atom Bomb kath 2. Gandhijiwui Khali kala ningkhangatei 3. Ngahongwui Timrawon 10 15 10 10+5+5+5=25 6x1=6 6x1=6 3x1=3 WEIGHTAGE 1x15=15

SECTION B WRITING

Prescribed books: 1. Tangkhul Tuitam Kachiko. 2. Tangkhul Grammar and Composition. 3. Tangkhul Rapid Reader.

348

EXAMINATION STRUCTURE FOR TANGKHUL CODE 093 CLASS IX SECOND TERM (OCTOBER 2013- MARCH 2014) SA-II
SECTION SECTION-A READING DETAILS OF TOPICS/CHAPTERS Three unseen passage of 500 word each. There will be five questions from each passage. One grammar based question of 1 mark is a must from each passage WRITING SKILLS: 1. Essay kakapi 2. Bio sketch 3. Dialogue completion SECTION C GRAMMAR 1. Fixed phrase, Rhyming compound kala Kongratuiyon 2. Ideophone 3. Degree modifier 4. Adnominal SECTION D LITERATURE POETRY: 1. Chinaongara 2. Maireiwon 3. Atamwui shongza PROSE: 1. Kamringphi eina Longyao 2. Lairikshimli 3. Major Khathing 4. Dharma makhalei Leimungram KATHAKA TUITAM (RAPID READER): 1. Heroshimali Atom Bomb kath 2. Gandhijiwui Khali kala ningkhangatei 3. Ngahongwui Timrawon TOTAL 90MARKS L.A. L.A. S.A. VSA/MCQ V.S.A. V.S.A. V.S.A L.A. V.S.A. S.A. L.A. S.A. V.S.A V.S.A S.A V.S.A. S.A. TYPE OF QUESTIONS M.C.Q. OR V.S.A. NO.OF QUESTIONS 1X15 MARKS 1X15=15

SECTION-B WRITING

1 1 1

6X1=6 6X1=6 3X1=3

10 5 5 5 1 2 1 1 3 2 2 1 4 1

1X10=10 1X5=5 1X5=5 1X5=5 5X1=5 1X2=2 1X3=3 5X1=5 2X3=6 1X3=3 1X2=2 3X1=3 1X4=4 2X1=2

349

SYLLABUS FOR TANGKHUL CODE 093

CLASS X FIRST TERM (APRIL 2014 SEPTEMPER 2014)
SECTION SECTION A READING SECTION B WRITING SECTION C GRAMMAR DETAILS OF TOPICS/CHAPTERS COMPREHENSION: Three unseen passages of 500 words each. One grammar based question will be set from each passage. COMPOSITION: 1. Chithi kakapi (letter writing) or essay writing 2. Bio sketch 1. Homograph 2. Pronoun 3. Verb kala deverbal 4. Fixed, phrase, rhyming compound and kongratuiyon SECTION D LITERATURE POETRY: 1. Kathana 2. Atam khamayon PROSE: 1. Alfred Nobel (Nobel Prize lungkhame) 2. Suisa Rungsungwui kasha khararchan 3. Abraham Lincoln 4. Chanrei phamkok sakhamatha KATHAKA TUITAM (RAPID READER) 1. Maranao eina rameinaowui mirin shongz 2. Mirin atam 3. Mirin 10 15 10 1x15 = 15

SA- I
WEIGHTAGE

10 5 5+5+5+10 = 25

PRESCRIBED TEXT BOOKS: 1. Tangkhul tuitam kithara 2. Tangkhul grammar and composition 3. Kathaka tangkhul tuitam

350

EXAMINATION STRUCTURE FOR TANGKHUL CODE 093 CLASS X FIRST TERM (APRIL 2014 SEPTEMBER 2014) - SA I
SECTION SECTION A READING DETAILS OF TOPIC/CHAPTERS COMPREHENSION: Three unseen passages of 500 words each. One grammar based question of 1 mark is a most each passage. WRITING SKILLS: 1. Chithi (letter writing) or essay 2. Bio sketch SECTION C GRAMMAR 1. Homograph 2. Pronoun 3. Verb kala deverbal 4. Fixed phrase, Rhyming compound and Kongratuiyom SECTION D LITERATURE POETRY: 1. Kathana 2. Jakhami 3. Atam khamayon PROSE: 1. Alfred Nobel 2. Suisa Rungsungwui kasha khararchan 3. Abraham Lincoln 4. Chanrei phamkok sakhamatha KATHAKA TUITAM (RAPID READER) 1. Maranao eina rameinao wui mirin shongz 2. Mirin atam 3. Mirin TOTAL V.S.A S.A V.S.A 2 2 2 1x2=2 3x2=6 1x2=2 90MARKS V.S.A S.A L.A V.S.A L.A V.S.A V.S.A 2 1 1 2 1 2 4 1x2=2 3x1=3 5x1=5 1x2=2 5x1=5 2x2=4 1x4=4 TYPES OF QUESTIONS M.C.Q Or V.S.A 1x15 = 15 1x15 =15 NO. OF QUESTIONS

MARKS

SECTION - B

1 L.A L.A V.S.A V.S.A/M.C.Q V.S.A/M.C.Q V.S.A/M.C.Q 1 5 5 5 10

10x1 =10 5x1 = 5 1X5 =5 1X5 =5 1X5 =5 1X10=10

351

SYLLBUS FOR TANGKHUL CODE 093 CLASS X SECOND TERM (OCTOBER 2014 MARCH 2015) SA-II
SECTION SECTION A READING SECTION - B DETAILS OF TOPICS/CHAPTERS Comprehension: Three unseen passages of 500 words each. One grammar based question of 1 mark is a must from each passage. COMPOSITION: 1. Chithi (letter writing) or essay writing 2. Bio sketch or prcis writing SECTION - C 1. Ideophone 2. Degree modifier 3. Adnominal 4. Adverbial 5. Reporting SECTION D LITERATURE POETRY: 1. Kakhuiyali khamiyana kal mahaimei 2. William Pettigrew 3. Tangkhul avaram PROSE: 1. Rokshirao Ramli yaokhav 2. Naomayarali chithi kakapi 3. wortam Ramyao 4. Tangkhul ngashan KHTHAKA TUITAM (RAPID READER) 1. Achalakha Tangkhul mirin 2. Okathui miyur kaikhawui custom 3. Chamtha eina chamthei 10 15 10 10 5 5 5 5 5 5 1x15=15 WEIGHTAGE

PRESCRIBED TEXT BOOKS: 1. Tangkhul tuitam kithara 2. Tangkhul grammar and composition 3. Kathaka tangkhul tuitam

352

EXAMINATION STRUCTURE FOR TANGKHUL CODE 093 CLASS X SECOND TERM (OCTOBER 2014 MARCH 2015) SA II
SECTION SECTION - A DETAILS OF TOPICS/CHAPTERS COMPREHENSION: Three unseen passages of 500 words each. One grammar based question will be set from each passage. SECTION - B WRITING SKILLS: 1. Chithi (letter writing) or essay writing 2. Bio sketch or prcis writing SECTION C GRAMMAR 1. Ideophone 2. Degree modifier 3. Adnominal 4. Adverbial 5. Reporting SECTION D LITERATURE POETRY: 1. kakhuiyali khamiyana kala mahaimei 2. William Prettigrew 3. Tangkhul Avaram PROSE: 1. Rokshirao ramli yaokhava 2. Naomayarali chithi kakapi 3. Wortam Ramyao 4. Tangkhul ngashan KATHAKA TUITAM (RAPID READER) 1. Achalaka Tangkhul mirin 2. Okathui miyur kaikhawui custom 3. Chamtha eina chamthei TOTAL 90 MARKS L.A L.A V.S.A/M.C.Q V.S.A/M.C.Q V.S.A/M.C.Q V.S.A/M.C.Q V.S.A/M.C.Q 1 1 5 5 5 5 5 10X1=10 5x1=5 1x5=5 1x5=5 1x5=5 1x5=5 1x5=5 TYPES OF QUESTION M.C.Q OR V.S.A NO. OF QUESTION 1x15=15 MARKS

1x15=15

S.A V.S.A L.A S.A V.S.A L.A V.S.A V.S.A S.A V.S.A

1 3 1 1 3 1 4 2 2 2

2x1=2 1x3=3 5x1=5 3x1=3 1x3=3 5x1=5 1x4=4 1x2=2 3x2=6 1x2=2

353

29. TELUGU CODE : 007

Class-IX : I and II Terms
Time : 3Hrs The Question Paper will be divided into four sections: Section A Section B Section C Section D : : : : Reading Comprehension Writing Grammar Literature Design of Question Paper No. of Questions 9 Short Q. 2 L.A.Q 1 V L.A.Q 1 1 M.C.Q M.C.Q No. of Marks Per Question 02 08 10 4 x 4 x (5+3+4) x 1 04 03 05 Total No. of Marks 18 16 10 02 02 12 (Internal division) i.e. 5x1,3x1,4x1) in 03Q) 08 12 10 90 12 Marks 18 Marks 20 Marks 40 Marks 16 Pds 20 Pds 20 Pds 40 Pds Total : 90 Marks No. of Periods

12 M.C.Q 2 4 2 L.A.Q S.A.Q L.A.Q

Total=34

354

TELUGU CODE : 007 CLASS IX SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2013-SEPTEMBER 2013)
Time : 3Hrs _________ A) Reading Section: Aparichita Gadyamsham (unseen prose passage) B) Writing Section: 1. Lekha Rachana (Report writing) 2. Vyasa Rachana (Essay writing) C) Grammar Section: 1. Telugu Sandhulu-Akara, Ikara, Ukara Sandhulu 2. Paryaya Padalu 3. Prakriti-Vikritcelu 4. Vyatire` ka Padalu 5. Jateeyalu 6. Saametalu Prescribed Text Book: Telugu Vachakamu, publishsed by Government of Andhra Pradesh (1997 Edition New Impression 2004) D) Literature Section: Text Prose1. 2. 4. Poetry1. 2. 4. Kodiguddanta Godhuma Ginja Ashtavadhanam Asha-Nirasha Sivadhanurbhangam Kasipattana Visishtata Parijatapaharanamu 40 marks 20 marks 18 marks 12 marks Total 90 Marks

Non-Detail: Telugu Upavachakamu (class IX)Jaati Ratnalu publishsed by Government of Andhra Pradesh (First published 1998, New Edition 2000) 1. Aadarsha Chakravarty 2. Satyalingam Nayakar

355

TELUGU CODE : 007 CLASS IX SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2013-MARCH 2014)
Time : 3Hrs A) Reading Section: Aparichita Gadyamsham (unseen prose passage) B) Writing Section: 1. Lekha Rachana (Report writing) 2. Vyasa Rachana (Essay writing) C) Grammar Section: 1. Sanskrita Sandhulu Savarna Deergha, Guna, Vriddhi, Yanadesa Sandhulu 2. Paryaya Padalu 3. Prakriti Vikritulu 4. Vyatireka Padalu 5. Jaateeyaalu 6. Saametalu Prescribed Text Book: Telugu Vachakamu published by Government of Andhra Pradesh (1997 Edition New Impression 2004) D) Literature Section: 40 marks ProsePoetry5. 6. 5. 6. 7. 10. Tummachettu Adhunika Bhasha Andhra Nayaka Satakam Gijigadu Pilupu Subhashita Ratnalu 8. 9. Prapancha Shanti SamitiSamavesam Konga-Endri 20 marks 18 marks Total Marks:90 12 marks

Non-detail: Telugu Upavachakamu(class IX) Jaati Ratnalu publishsed by Government of Andhra Pradesh (First published 1998 New Edition 2000) 3.Medhavulalo meti Moulana Abul Kalam Ajad 4.Mahilalalo manipoosa Kanuparti Varalakshmamma 6.Suprasiddha Weight lifter Karanam malleswari

356

TELUGU CODE : 007 CLASS-X: I and II Terms

Time : 3Hrs The Question Paper will be divided into four sections: Section A Section B Section C Section D : : : : Reading Comprehension Writing Grammar Literature Design of Question Paper No. of Questions 9 2 1 2 S.A.Q L.A.Q V.L.A.Q L.A.Q No. of Marks Per Question 02 08 10 05 01 Total No. of Marks 18 16 10 10 16 (Internal division 4x1, 4x1, 4x1, 4x1) in 04 Q) 08 12 90 12 Marks 18 Marks 20 Marks 40 Marks 16 Pds 20 Pds 20 Pds 40 Pds Total : 90 Marks No. of Periods

16 M.C.Q.

2 L.A.Q 4 S.A.Q

04 03 -

Total=36

357

TELUGU CODE : 007 CLASS X SYLLABUS FOR SUMMATIVE ASSESSMENT FIRST TERM (APRIL 2014-SEPTEMBER 2014)
Time : 3Hrs _________ A) Reading Section: Unseen prose passage (Aparichita Gadyamsam) B) Writing Section: 1. Report Writing (Lekha Rachana) 2. Essay Writing (Vyasarachana) C) Grammar Section: 1. Telugu Sandhulu-Amredita, Pumpvadesa, Padvadi Sandhulu 2. Chandassu-Utpalamala, Champakamala 3. Samaasalu-Dwandva, Dvigu, Bahuvrihi & Rupaka 4. Jaatiyaalu 5. Saametalu Prescribed Text Book: Telugu Vachakamu published by Government of Andhra Pradesh (New Edition First Published in 1998) D) Literature Section: Text Prose1) 2) 4) PoetryNon-Detail Text : 1) 3) Bondu Mallelu(Kathanika)-Chaganti Somayojulu Ampakalu (Galpika)-Kodawatiganti Kutumba Rao Cheneta Drikpatham-Gora Sastry Mathru Vedana (Itihasa Kavita)-Nannayya Pravaruni Swagatam (Prabandha Kavita)-Peddana 40 marks 20 marks 18 marks 12 marks Total Marks:90

'Barister Parvateesam' : Sri Mokkapati Narisimha Sastry I to III Parts (Page Nos 1-34)

358

TELUGU CODE : 007 CLASS X SYLLABUS FOR SUMMATIVE ASSESSMENT SECOND TERM (OCTOBER 2014 - MARCH 2015)
Time : 3Hrs _________ A) Reading Section: Unseen prose passage (Aparichita Gadyamsam) B) Writing Section: 1. Report Writing (Lekha Rachana) 2. Essay Writing (Vyasarachana) C) Grammar Section: 1. Telugu Sandhulu-Gasadadavadesa Sandhi, Rugagama, Dvirukta, Trika Sandhulu 2. Chandassu-Mattebham, Shardulam 3. Alankaralm-Upama, Atisayokti, Arthantaranyasa, Kramalankaralu 4. Jaatiyaalu 5. Saametalu Prescribed Text Book: Telugu Vachakamu published by Government of Andhra Pradesh (New Edition) D) Literature Section: Text Book Prose6. 7. 9. Poetry4. 5. 6. 9. Rangasthalampai Samayasphurthi-Sthanam Narasimha Rao Na vishayam-Sangam Lakshmi Bai Ambedkar Vyaktitwam-Boyi Vijaya Bharati Subhashitalu-Vividha Kavulu Sandesam-Tummala Seetarama Murthy Choudhary Orugallu-Puttaparthy Narayanacharyulu Street Children-Mahejabeen 40 marks 20 marks 18 marks 12 marks Total Marks:90

Non-Detail Text : Barister Parvateesam - Sri Mokkapaati Navisimha Sastry IV to VII Parts (Page Nos 34-75)

359

Guidelines/Activities for Formative Assessment

For Classes IX and X for Telugu language. Marks : (20+20)=40 For both Terms for both Classes: 1. 2. Project work : Class work & Home work : 1. 2. 3. Oral Test : 1. 2. 3. 4. 4. Speech on : 1. 2. 3. Notes Assignments (weekly, monthly tests) Quiz Poems Reading Story telling Two minute talk (current Topics) Debates (Subject) Group Discussion 1. 2. File making Chart making/preparation

360

30. TIBETAN CODE 017

SYLLABUS FORCLASS IX FIRST TERM (APRIL 2013 - SEPTEMBER 2013)
Time : 3Hrs SECTIONS Section A Section B Section C DETAILS OF TOPICS Grammar : Third chapter of Dagyigngagsgron Lesson No. 1 & 2 pg.1 to 10 Comprehension of an unseen prose based on some descriptive topic e.g. games, social events Letter Writing Essay Writing Section D Prose : Nang paiChoskyi Gnastshul Sa-bcad My land and My People Lesson No. 6 & 7, pg.25-44 Poetry : Sa-Skya Legs-Bshad Lesson No. 10 ,11,12 pg.56-84 Rapid Reading : My land and My People Lesson No. 14 pg.103-112 Total : 90 Marks MARKS 12 8 10 10

25

15 10

_______

361

TIBETAN CODE 017 CLASS IX EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT(I) FIRST TERM (APRIL 2013 - SEPTEMBER 2013)
Time : 3Hrs Section A Grammar Comprehension Letter writing Essay Writing Section D Prose : Poetry : Rapid Reading Section Section A Deatails of Topics/ Section Grammar:Third chapter of Dagyigngagsgron Lesson No. 1 and 2 Comprehension Letter Writing Essay Writing Types of Question Essay, Short Very short Very short Essay Essay 12 Marks 8 Marks 10 Marks 10 Marks 25 Marks 15 Marks 10 Marks No. Of Question 2 4 4 8 2 2 3x2=6 1x4=4 1/2x4=2=2 1x8=8 2x5=10 2x5=10 Total 40 Total : 90 Marks

}
}

40

50

Marks

Section B Section C

Section D

Prose : Nang paiChoskyi Gnastshul Sa-bcad My land & my people Lesson No. 6 and 7 pg.25-44 Poetry : Sa-Skya Legs-Bshad Lesson No. 10 ,11,12 pg.56-84 Rapid Reading : My land and my people Lesson No. 14 pg.103-112

Essay Short Understanding Difficult Level

4 5 2 2

2x4=8 1x5=5 2x2=4 4x2=8

= 25
Explanation Short Understanding Multiple Choice Question 3 3 1 5 3x3=9 1x3=3 =3 5x2=10

Total Marks 50

362

TIBETAN CODE 017 SYLLABUS FORCLASS IX SECOND TERM (OCTOBER 2013 - MARCH 2014)
Time : 3Hrs Section A Grammar : sgragcig don mangla jug pa Lesson No. 3 and 4 , Pg.11to34 Section B Section C Comprehension Letter Writing Essay Writing Section D Prose : las bras kyiskor My land andMy People Lesson No. 8 and,9 pg.45-55 Poetry : Sa-Skya pg.84-102 Rapid Reading : My land and my people Lesson No. 15-16 pg.113-129 10 Legs-Bshad and lugs zungbslapbya 15 Lesson No. 12 and 13 25 12 8 10 10 Total : 90 Marks

_______

363

TIBETAN CODE 017 CLASS IX EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT(II) SECOND TERM (OCTOBER 2013 - MARCH 2014)
Time : 3Hrs Section A Grammar Comprehension Letter writing Essay Writing 12 Marks 8 Marks 10 Marks 10 Marks Total : 90 Marks

Section Section A

Deatails of Topics/ Section Grammar: sgragcig don mangla jug pa Lesson No. 3 and 4 Pg.11to34 Comprehension Letter Writing Essay Writing

Types of Question Essay, Short Very short Very short Essay Essay

No. Of Question 2 4 4 8 2 2

Marks 3x2=6 1x4=4 x4=2=2 1x8=8 2x5=10 2x5=10 Total 40

Section B Section C

Section D

Prose : las bras kyisk or My land and my peopi le Lesson No. 8 and 9 pg.45-55 Poetry : Sa-Skya Legs-Bshad and lugs zungbslapbya Lesson No. 12 & 13 pg.84-102 Rapid Reading : My land & my people Lesson No. 15-16 pg.113-129

Essay Short Understanding Difficult Level Explanation Short Understanding

4 5 2 2 3 3 1

2x4=8 1x5=5 2x2=4 4x2=8 3x3=9 3 3x1=3

Multiple Choice Question

5x2=10

Total Marks 50

364

TIBETAN CODE 017 SYLLABUS FORCLASS X FIRST TERM (APRIL 2014 - SEPTEMBER 2014)
Time : 3Hrs Section A Grammar: Sum Chu Pa fromsituizhal ling by ngochu Dharma Bata. Lesson No. 1 and 2pg. 1-12 Comprehension of an unseen Tibetan passage based on some descriptive topic, e.g. social festivals, Letter Writing - To stranger ( placing order, replies, enquires on question) Essay Writing-on descriptive topic, e.g. festival, journey scenes, etc. Section B Prose : Sherting Lesson No. 7 and 8 Page No. 37 to 67 Poetry : Sa-Skya Legs-Bshad Lesson No. 10 Page No. 103 to 114 Amplification elucidation or substance writing of passage in Tibetan Rapid Reading :My land and my people Lesson No. 12 pg.127-140 TOTAL 15 8 10 10 Total : 90 Marks

25

12 10 90

365

TIBETAN CODE 017 CLASS X EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT ( I ) FIRST TERM (APRIL 2014 AND SEPTEMBER 2014)
Time : 3Hrs Section A Grammar : Comprehension Letter Writing Essay Writing Section B Prose : Poetry : Rapid Reading 15 Marks 8 Marks 10 Marks 10 Marks 25 Marks 12 Marks 10 Marks Total : 90 Marks

}
}
2 4 4 8 2 2

43

47

Section Section A

Deatails of Topics/ Section Grammar: Sum Chu Pa Lesson No.1and 2 pg.1-12 Comprehension Letter Writing Essay Writing

Types of Question Essay, Short Very short Very short Essay Essay

No. Of Question

Marks 4x2=8 1x5=5 x4=2 1x8=8 2x5=10 2x5=10 Total=43

15

Section B Section C

Section D

Prose : Sherting Lesson No. 7 and 8 Page No. 37 to 67 Poetry : Sa-Skya Legs-Bshad Lesson No. 10 Page No.103 to 114 Rapid Reading : My land & my people Lesson No. 12 pg.127-140

Essay Short Understanding Difficult Level Explanation Short Understanding Multiple Choice Question

3 4 2 2 2 3 1 5

3x3=9 1x4=4 3x2=6 3x2=6 3x2=6 1x3=3 3 5x2=10

Total=47

366

TIBETAN CODE 017 CLASS X SYLLABUS FOR SUMMATIVE ASSESSMENT (II) SECOND TERM (OCTOBER 2014 AND MARCH 2015)
Time : 3Hrs Section A Total : 90 Marks Grammar : Sum Chu Pa from si-tui-zhal lung by ngochu Dharma bata Lesson No. 3, 4 and 5 pg.13-32 Comprehension of an unseen Tibetan passage or Translation of unseen passage in English Letter Writing 1. Application for job. 2. Letter to editors 3. Complaint , apologies, request etc. Essay Writing-adventure, festivals andmemorable eventin student life. Section B Prose : Sherting Lesson No. 8 & 9 Page No. 68 to 102 Poetry : Sa-Skya Legs-Bshad Lesson No. 11 Page No. 115 to 126 Rapid Reading : My land and My People Lesson No. 13 Page No. 141 to 151 Total 10 25 10

15 8

12

10 90

367

TIBETAN CODE 017 CLASS X EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT (II) SECOND TERM (OCTOBER 2014 AND MARCH 2015)
Time : 3Hrs Section A Grammar : Comprehension Letter Writing Essay Writing Section B Prose : Poetry : Rapid Reading 15 Marks 8 Marks 10 Marks 10 Marks 25 Marks 12 Marks 10 Marks Total : 90 Marks

}
}
2 4 4 8 2 2

43

47

Section Section A

Deatails of Topics/ Section Grammar: Sum Chu PaLesson No. 3, 4 and pg.13-32 Comprehension Letter Writing Essay Writing

Types of Question Essay, Short Very short Very short Essay Essay

No. Of Question

Marks 4x2=8 1x5=5 x4=2 1x8=8 2x5=10 2x5=10 Total=43

15

Section B Section C

Section D

Prose : Sherting Lesson No. 8 & 9 Page No. 68 to 102 Poetry : Sa-Skya Legs-Bshad Lesson No. 11 Page No. 115 to 126 Rapid Reading : My land and my people Lesson No. 13 pg.141-151

Essay Short Understanding Difficult Level Explanation Short Understanding Multiple Choice Question

3 4 2 2 2 3 1 5

3x3=9 1x4=4 3x2=6 3x2=6 3x2=6 1x3=3 2+1=3 5x2=10

Total=47

368

16 10

06

(5+5=10)

369

04 04

(4+4=8) 04 04

04 06

(5x2=10)

370

05 05

10 06

10 04 04

08 04 04

371

04 06

(5x2=10)

372

(5+5=10)

10

08

(6x4=24) (1x4=04)

(7x1=07) 07 04

(6x1=06) 06 04
373

374

05 05

10 08

(4x2=08) (5x4=20)

(7x1=07) 07 04

(6x1=06) 06 04

375

376

(5+5=10)

10

06

(3x1=03) (5x1=05) (4x1=04)

(5+5=10)

04 04
377

(4+4=08)

04 04

04 06

04 04

378

05 05

10 06

02 04 06

10 04 04

(4+4=08) 04
379

04

04 06

04 04

380

(5+5=10)

10

08

(4x2=08) (5x4=20)

(7x1=07) 07 04

381

(6x1=06) 06 04

382

05 05

10 08

08 20

07 07 04

06 06 04

383

384

385

386

The Training Policy in Central Board of Secondary Education

It is generally acknowledged that promoting teacher quality is a key element in improving school education in any country. It is a proven fact, now, that systematic in-service teacher training improves the quality of school education programs and promotes students development. So systematic in-service training, over and above teachers formal education and experience, is a predictor of educational program quality. Without a doubt, one of the primary goals of the training policy of the CBSE is to have a highly qualified teacher work force in every classroom. The CBSE has been engaged in in-service training of teachers and principals as a part of its mandate for the last decade. These are conducted throughout the country to support continuous professional development of the teachers and the principals.

CBSE: A Policy Perspective in Teacher Training

1. Preamble: The quality of education plays a pivotal role in the process of development of nations. Hence quality concerns in school education are the priorities of CBSE. It is committed to make provisions for inservice training programmes with selection and training of mentors for training of teachers, principals and other stakeholders of education system especially the parents. 2. Vision Statement: Teacher Education must become more sensitive to the emerging demands from the school system. CBSE capacity building of teachers enables a teacher to play varied and distinctive role as a curriculum designer, developer of instructional materials, organiser of learning centric activities drafting good test items and assessing learners holistically. 3. Mission Statement: CBSE teacher development aims at creating situations where all teachers are able to get the best possible professional preparation and support for updating their pedagogical skills which result in good quality and motivated teachers for all levels of education. They in turn will assist all students and peers in the country with relevant and effective learning. 4. Target Groups: All teachers will be provided training to equip them with the competencies required for their current job. Such trainings will be imparted at regular intervals in the course of their career i.e. Continuous Professional Development programmes. In-service training will also be given to the principals of the schools affiliated with the Board. Parent Advocates will reach out to parents as a voluntary group who can share the reforms initiated by CBSE with other parents. 5. Training Concerns: Teachers constitute a very important part of any education system, all efforts for enhancing the quality of education should focus on teachers and head teachers or principals.

387

The in-service training programmes for teachers would therefore, focus on developing the following. Acquainting them with emerging issues in school education such as Continuous and Comprehensive Evaluation; Formative Assessment and School Based Assessment in the wake of examination reforms; Readiness to use technology tools effectively in the classroom; Effective pedagogic techniques to make the teaching learning process more effective and joyful; Life Skills; Active communication skills; Leadership capacities; Competencies to deal with the needs of the learners and the society effectively; Sensitizing teachers towards the needs of special children. 6. Training of Master Trainers: The success of any training programme not only depends upon proper planning but also on the quality of the trainers. So the trainers need to be identified with care as they need to be highly motivated and committed. The trainers must be familiar with the content of the curriculum and the pedagogy. They should be capable of using new technology because there are new developments in the field of training techniques and particularly in the use of technology in enabling and facilitating training for large number of people. There is an urgency to identify the current international best practices in training skills and techniques and develop a cadre of trainers in such skills / techniques. In addition to its in-house trainers and resource persons, the Board taken up the responsibility of training the Master Trainers to give training to the teachers of CBSE schools. The Master trainers from all over India will be selected after proper scrutiny and will be given training. As far as possible, the Master Trainers will be selected from each and every region so that whenever there is a training programme, the Master Trainers belonging to that particular region will be taken up for the empowerment programmes. This will be a cost effective measure. 7. The Conceptual Framework: Teacher Professional Development refers to the wide range of learning activities which teachers engage in to improve their professional practice and to enhance student learning. This definition includes In-service Training, Continuing Professional Development and Teacher Learning. In-service Training typically refers to the training engaged in by teachers in response to curriculum change. It is generally of short term duration with the emphasis on knowledge content and methodologies specific to areas of the curriculum. The CBSE with its focus on School based reforms in the areas of assessment, evaluation and ICT needs to have these programmes in large numbers. Continuing Professional Development includes the vocational training implicit in in-service training but the focus is on supporting the personal, professional and social dimensions of the

388

teachers role as it changes during the lifetime of a teachers career. It is the process by which teachers (like other professionals) reflect upon their competencies, maintain them up to date, and develop them further. The Board needs to build on this with more certification to help it to move from one level to another Teacher Learning is the concept underpinning Continuing Professional Development which emphasises the teacher as a lifelong learner whose capacity to engage in critical reflection and to improve ones own knowledge base is at the centre of teacher professionalism. 8. The Rationale: Levin (1962) mentioned that retraining of in-service teachers works like a toxin that helps to protect the body from different diseases. Therefore, in-service education of the teachers is undoubtedly the most crucial and critical component of any school improvement programme. The need for continual in-service education of teachers is based on well founded rationale. The need for the professional development of the teachers in India is particularly significant for a number of reasons: 8.1 The education sector in India has expanded and changed a lot. Every other day something new comes up in the field of education because of researches and new experiences in content and pedagogy. So the teachers need to be exposed to these new trends through in-service training programmes. 8.2 The schools exist in the community and the role of the community in school system has increased manifold. The teachers have to learn to live in harmony with the community for their mutual benefit. They need to own a responsibility towards society and work along with community members to make this world a better place to live in and produce good citizens in the country. 8.3 New developments in informatics have necessitated the need of new thinking in the field of education because it has given new points for training and learning. Teachers need to be equipped with competence to use ICT for their own professional development through training programmes. 8.4 India is a land of diversity. The CBSE reflects this diversity in spirit and form. So students belong to different social, cultural, linguistic, ethnic and racial groups. The teachers need to be sensitized towards the needs of children belonging to different groups and also for fostering national integration and instilling constitutional values. 8.5 Today teachers do encounter many paradoxes: globalization vs. individualization; school asticvs. non scholastic subjects; autocratic teaching strategies vs. education for vocation; values education vs. values in practice etc. These paradoxes lead to indecisiveness and confusion. Teachers need mentoring and empowerment on a continual basis.

389

8.6

Prof. D.S. Kothari, Chairman of Indian Education Commission (1964-66) rightly observed that by the time the students graduate and get degrees, the knowledge obtained by them would have become obsolete. This has become a stark reality. Mostly there is a gap between the completion of the course and actual employment of the teachers. By the time, teachers get into actual curriculum transacting situation, their knowledge becomes obsolete. In-service programmes have to be formulated in such a way that the teachers are able to refresh their knowledge and get access to new knowledge and information in the field of education. CBSE endeavours to work on INSET and CPD on a continuous basis.

8.7

There is a growing feeling that teacher education is not effective in turning out efficient teachers. The in-service training programmes have to be effective so as to have quality teachers as both equity access and quality are essential. An initial course of teacher education can no longer be sufficient to prepare a teacher for a career spaning 30-40 years as the global world is changing extremely fast with ICT driving the change. The way out of this problem is the Continuous Professional Development of teachers.

8.8

There is a thrust on integrated multidisciplinary curriculum which CBSE has been encouraging. The teachers are unable to cope up with the demands of this new paradigm shift. There is an urgent need to remove this content deficiency on the part of the teachers and CBSE training cell has been actively considering this to form a part of the training in this decade.

8.9

The National Curriculum Framework (NCF 2005) places the crucial responsibility of implementing the perspective of enhancing the ability of learners to learn from their activities and experiences in day to day life on the teachers and recommends in-service training programmes for teachers. The CBSE in 2011-2012 initiated empanelment of agencies for training of teachers and head teachers through proper process. After the pilot phase the agencies have now started to carry out training in different areas (2013-14) across the schools in schools affiliated to CBSE.

8.10

The objectives of training are stage specific i.e. they are different for primary class, middle and secondary class teachers, from one level to the other s/he needs proper orientation to cope up with the changed perspectives across these levels.

8.11

There is increasing violence and polarisation within children, which is being caused by increasing stress in society. Education has a crucial role to play in promoting values of peace based on equal respect of self and others. The NCF 2005 and subsequent syllabi and materials are attempting to do this as well. Teachers need to understand the issues and incorporate them in their teaching. Continuing with its efforts in the area of Values Education and in light of the NCERT Values Framework, CBSE has developed a Values Education Kit and introduced Values Based Questions that can help bring Education for Values in schools. CBSE is also in the process of developing Gender Sensitivity Manual and Cards to sensitize students towards gender related issues. These Manual and Cards aim at creating a gender receptive society which in due course should become more and more responsive towards gender issues.

390

8.12

There has been much research and innovation in the field of education. These research insights and innovations need to be incorporated in curriculum practices but has not materialized so for due to non-availability of appropriate dissemination mechanism and lack of access to these findings. Teachers need to be oriented regarding these researches and innovations.

8.13

Education aims at the all-round development of the children. This includes even the physical development of the child. The NCF 2005 stressed that the special efforts are needed to ensure that girls receive as much attention as boys in health and physical education programmes from the preschool stage upwards. The RTE Act (2009) has also emphasized the all-round development of the child. So it is necessary for the teachers to take care of the physical development of the children and the teachers need training in delivering physical education in schools. The Board has developed the Physical Education Card (PEC) across various levels in age appropriate ways. The CBSE as well as empanelled agencies are conducting these trainings.

8.14

Concepts like Constructivism, Comprehensive and Continuous Evaluation, competency based teaching, team teaching, grades in place of marks are being introduced in school education. Teachers need orientation regarding all these concepts.

8.15

Many new concerns have emerged in education like Population Education, Environmental Education, AIDs Education, Consumer Education, Computer Literacy, Legal Literacy, and Life Skills Education. Teachers require orientation in these areas also so as to enrich their classes.

8.16

Right to Education Act 2009 has come into force with effect from 1st April 2010. Various provisions of the Act directly affect the life of a teacher within the curriculum as well as outside the curriculum. Teachers need to be aware of the various provisions of the Act to discharge their duties in consonance with the spirit of the Act.

8.17

The child with disabilities is excluded from the schools as the teachers are not well versed with the needs of such a child and also does not know how to make learning possible for them. According to Right to Education Act 2009, children with disabilities will also be educated in the mainstream schools. So the teachers need to be sensitized towards the needs of such children.

8.18

The draft documentation of NCFTE 2009 emphasises that the training of teachers is a major area of concern at present as both pre-service and in-service training of school teachers is extremely inadequate.

9.

Dynamics of In-service Education: Need analysis of in-service education has revealed three basic approaches to in-service education which are sufficiently distinctive to merit characterization as paradigms. A brief description of each paradigm will help us to understand in-service education.

391

9.1

The growth paradigm: Growth paradigm begins with the postulates that teaching is a complex and multifaceted activity about which there is more to know than can ever be known by one person. Learning to teach is a lifelong process. Special efforts on the part of school authorities are needed to encourage teachers for professional growth.

9.2

Change paradigm: Education system keeps on changing as it is a sub system of society which is ever changing. The core assumption of the change paradigm is that the education system needs redirection from time to time in accordance with economic, cultural, social and technological change. INSET activities should be geared to study and incorporate changes in the school system.

9.3

The problem solving paradigm: Teaching and learning is a difficult and complex process and circumstances are constantly changing, so the problem solving paradigm assumes that problems will invariably arise in individual schools and classrooms. Since teachers are most closely connected with the content in which these problems arise, only they can diagnose these problems. INSET programmes should be organized to study solutions to these problems. Problem solving paradigm acts as a framework to encourage the teachers to think creatively. INSET offers opportunities to share their experiences and learn as they experiment.

10.

Assumptions of Training Programme The Training Programme will be based on the following assumptions that are believed to be true and from which conclusions will be drawn in formulating the training policy. Teacher education is not effective in turning out efficient teachers and has not been able to keep pace with the changes taking place in other spheres of our national life. Teaching, today, has become complex and challenging. These challenges emerge from the explosion of knowledge; advances in pedagogical science; changes in basic concepts in psychology, sociology, economics and political ideologies; changes in school curricula; changing learning behaviours of pupils, etc. To meet these emerging challenges, teachers need to update their knowledge and skills on a continuing basis and learn to adjust to changing conditions of schools. This in turn accentuates the need for in-service training of teachers. Today ICT and e-learning have become important concepts in school education. It has become a trend to have computers or multimedia in schools. So the teachers need to equip themselves with the competence to use ICT for their own professional growth. NCF 2005 places different demands and expectations on the teachers i.e. it requires a teacher to be facilitator of childrens learning; curriculum designer; developer of instructional materials; organizer of learning activities and an evaluator. All these demands need to be addressed by both pre-service initial and continuing teacher education. (in-service)

392

To achieve the quality concerns in education, in-service training programme need to be strengthened. As per NCF 2005, in-service education can play a significant role in the professional growth of teachers and function as an agent for change in school related practices. It helps teachers gain confidence by engaging with their practices and reaffirming their experiences. 11. Training Needs of Teachers: The training needs of teachers refer to the gap between the current status and required level of knowledge, skill and competencies in a particular area or discipline. The training needs emerge from growth in knowledge; innovative researches; enabling information technology; acts and policies and innovations in education philosophy and psychology. Identification of Training Needs Before planning and organising a training programme for teachers, the Needs Assessment Survey should be conducted so as to identify the training needs of the teachers. Needs analysis should be a decentralized exercise. The Regional Offices with their academic staff may identify the needs of the teachers in their particular regions. The data regarding the training needs of the teachers will be obtained using variety of tools such as: Questionnaires Case studies Field surveys Observation of classroom teaching Appraisal reports Discussions Interview Questionnaires Survey Maintaining school records, etc.

The needs identified at the Regional Offices will be collated and prioritised at Academic Unit of CBSE currently at Shiksha Sadan,, 17 Rouse Avenue, Institutional Area, New Delhi - 110002. Common needs of all teachers Content enrichment Pedagogical development Contextual strategies Assessment competencies

393

Awareness of emerging issues in education: Life Skills education Use of technology in classroom Human rights with a focus on child rights Population education Values education AIDS education Disaster management Gender awareness and sensitization Emotional and stress management Citizenship education Peace education Child inspired education Inclusive education Guidance and counselling Twenty first century skills Educational journalism

Research needs: Keeping observational records Action research Analysis of school textbooks

As education system is an ever evolving area, this list of needs is neither complete nor exhaustive. 12. Guiding Principles of an Effective In-service Training Programme The in-service training programme should aim at comprehensive training design for different categories of teachers such as in-service teachers, pre-service teachers, co-ordinators, paper setters, head examiners and principals. The training programme should aim at the empowerment of regular teachers and also professional development so as to help them move up vertically. The training programme should be different for different categories of teachers as their needs are different.

394

In-service training programme should aim at renewing and updating the knowledge of the teachers about teaching methodologies and the subject content. The training programme should aim at developing the managerial and leadership skills of the principals. The in-service training programmes must be based on the felt needs of the target groups because one size cannot fit all. In-service training programmes need to create spaces for teachers so that they can share their ideas and experiences which is of utmost importance in their professional development. The content of the training programme should be such so that the teachers are able to relate it with their own experiences and find opportunities to reflect on these experiences. In-service training programme should be designed keeping in view the aims and objectives of the programme. This is a must for the successful completion of the training programme and achieving its objectives. The in-service training programme needs to keep the community in loop for achieving its aims. The training programmes must find acceptance of their aims with the concerned target groups. Latest technology and techniques should be adopted for the in-service training programmes. Interaction should form the basis of the training programme even if electronic media is being used. Various routes towards the teachers continuous professional development need to be sought. Teachers, for whom the in-service training learning programme are meant, already possess a working professional identity and have varied experiences related to learners and over all training process. So it is a must to acknowledge and respect their knowledge and professional identity while attempting to alter practice or simply providing knowledge. Proper planning based on extensive interactions with the teachers and principals over a period of time needs to be done before starting any training programme. Quick fix strategies are not enough to bring about changes in the practice of teaching but that should be accompanied with proper framework / theory on the process of learning and aims of education. In-service training programme should be based on research inputs. It should aim at bringing about qualitative improvement in the school education system.

395

13.

Objectives of In-service Training Programme To produce effective and motivated teachers to deliver quality education. To provide continuous professional growth opportunities to keep teachers abreast of ongoing changes in their field and provide vertical mobility in a structured manner. To organize in-service training programmes periodically for teachers and principals. To train teachers to carry out action research to improve school practices. This in turn will encourage the teachers to be reflective and thoughtful about school practices. To enable teachers to work in close collaboration with parents and community and to mobilise community support for the school. To make teachers responsive to the demands of inclusive education. To build capacities of teachers to evolve knowledge, understanding and professional skills to deal with diverse learning contents. To give orientation in child centred pedagogies so as to address the needs and interests of the children. To prepare teachers for their roles as facilitators of learning; and also as curriculum designers; instructional material developers; organizer of learning activities and an evaluator. To develop counselling skills amongst teachers so that they can address the socio-emotional, personal and physical problems of students. To sensitize teachers to the various strands of Health and Physical Education, Life Skills Education and Values Education. To give training to teachers in citizenship education in terms of human rights and gender awareness. To prepare modules for training of teachers and principals. To orient and sensitize teachers to distinguish between enabling ICT softwares and to equip them with competence to use ICT for their professional growth. To help teachers to create a balance between work and home through stress management and time management workshops. To orient teachers to different strategies of classroom management so that they refrain completely from inflicting corporal punishment.

396

To encourage teachers to develop self study skills and critical inquiry skills. To encourage teachers to work in teams and groups to ensure collaborative learning. To sensitize teachers towards the problems of learners. To develop sensitivity amongst teachers towards commitment to justice and zeal for social reconstruction. To foster the ability amongst teachers to work with children creatively to generate innovative ideas, theories, products and thereby add to the frontiers of knowledge. To orient teachers with the different tools of assessment to carry out continuous and comprehensive evaluation effectively. To enable the teachers to understand the assumptions underlying existing educational policy curricula and syllabi. To enable teachers to integrate values in all subjects and activities. To enable teachers to be sensitive to environment related issues and concerns. To collaborate with different public and private agencies to carry out in-service training programmes effectively and on large scale. To organize parent advocacy programs to implement the educational reforms. 14. In-Service Teacher Education Models: Some of the models which can be of help in carrying out in-service training programme are: Face to Face Model: It is an extensively used model where a resource institution offers in-service programme using direct face-to-face approach. This model can work well when the number of participants is around 30-40. The strategies which can be adopted in this model to impart training are: lecturecumdiscussion; project related case studies; library work; peer sessions; workshop and other small group techniques. It has the advantage of having direct and sustained interaction between participants and the resource persons. However this model cannot be used when the number of trainees is large. Cascade Model: This model is useful when the number of trainees is large. It is cost effective and flexible model of training. This model uses two or three tier system. As far as training of teachers of CBSE schools is concerned, we can have three tier system of this model i.e.

397

Head Office

(National Level) (by the Academic Unit at Shiksha Sadan)

Regional Office

(Regional Level) (by the Academic Cadre Officers at Regional Offices)

Sahodaya School Clusters

(School Level) (by trained Master Trainers)

Transfer of learning will take place from one level to the other level. In the three tier system, the first tier i.e. cadre of trainers are trained who, in turn, train master trainers in their regions. These master trainers will then train the school teachers. Large number of teachers can be trained in a relatively short period of time. But this model is vulnerable to the limitations that dilution of knowledge and information takes place as it passes on from first tier to the third tier. So its success depends upon the quality of the trainers. Media Supported Distance Education Model: The advantage of this model is that the objectives of the training can be achieved without teachers being dislodged from their place of work. It has been possible with the advances in the field of ICT. The programmes are conducted using electronic media. The CBSE is planning to bring in self-learning Training Modules through the Center for Assessment Evaluation and Research (CAER). Reflective Teacher Observations Model: Classroom observation of in-service teacher trainees is a part of this model. To avoid anxiety on the part of the teachers, collaborative classroom observation with constructive feedback is the benchmark of this model. Observation can encourage teacher trainees to reflect upon their training and make such reflection a permanent part of their training regimen. The work of observation can be effectively carried out by the trained mentors or the principals. More models of training can be generated keeping in view the local needs as well as the needs of the teachers. 15. Collaboration with Other Agencies: CBSE will be open to collaborate with other agencies such as NUEPA, NCERT, NCTE, CTEs, IASEs, IITs, IIMs, IISCs, DOPT, NGOs, CIE, SCERT; Teacher Education Organisations like AIAER, CTE; international organisations like AERO, IDEA;IOE; Alternative Schools and empanelled agencies. The Services of retired professionals will also be sought.

398

16.

Trainee Selection and Duration of Training Programme It will be mandatory for every teacher to undergo training if we actually want to bring a change in the attitude of the teachers. The in-service training programmes will not be carried out at a stretch or for a long duration. These training programmes will be conducted at frequent intervals for 1-2 days. This will not affect the regular working of the schools.

17.

Training Division The Training Division at Delhi office of CBSE (Shiksha Sadan, 17, Rouse Avenue, Institutional Area, New Delhi-02) will act as a nodal agency of training. It will be responsible for: Implementation of the training policy and other reforms being brought in from time to time. Issuing appropriate guidelines to facilitate the implementation of the training policy and other changes brought out by CBSE. Strengthening Trainer Development Programme to provide wider coverage. Creation of a Resource Pool of empowered head teachers and teachers. Coordinating with the Regional offices and the faculty of the faculty of the academic cadre posted for conducting Training Programmes. Preparing training modules on various aspects of training. Preparing a calendar of training programmes for every session. Monitoring the training programme through Mentors and Observers. Keeping a track of latest as well as international trends in the in-service training of teachers and assimilating those in its training programme keeping in view the Indian context; Constantly upgrading the skills of the Master Trainers in the new emerging techniques and methodologies of training as well as in emerging trends in education; Constantly reviewing the training modules and modifying it according to the needs of the teachers and the community; Carrying out evaluation studies to assess the impact of training programmes on the overall personality of teachers and largely on the school education system.

18.

Role of Regional Offices-Academic Faculty There are eight Regional Offices of CBSE at Ajmer, Allahabad, Bhubaneswar, Chennai, Delhi, Guwahati, Panchkula and Patna. The Regional Offices will be responsible for: Updating the database of schools and teachers and maintaining it accurately;

399

Maintaining database of trainings state wise/district wise/school wise; Conducting training programmes; Coordinating with the schools regarding the training programmes as well as attempting a need analysis in every term; Coordinating with the nodal agency for carrying out the training programmes smoothly and their follow-up; Assessing the needs of the teachers in their own regions; Assessing the training programmes and preparing a report of the same to be sent to the Training Division at Rouse Avenue; Setting up of a Resource Centre for the teachers at the regional level; Assisting schools in the appointment of counsellors who in turn can empower all teachers in counselling skills; Bring out publication for the professional growth of teachers; Collaborating with SIEs, CTEs, other educational bodies as well as private organisations for conducting the training programmes; Collaborating with agencies empanelled with the Board from time to time. 19. Development of Training Material / Modules Training material will be developed by the CBSE after reviewing already prepared material by the Board. The training modules/materials developed by other organisations will also be reviewed. These will be made available to the team members responsible for the development of training materials/modules. Quality study material for self learning will be developed too. It will be difficult to standardise the training modules/material as the needs of the teachers are different at different levels and because of geographic constraints. Training material/modules will be developed for: Core Competencies Professional/specialised competencies Continuous and Comprehensive Evaluation(CCE) 20. Venue Venue for the training of teachers will be a good school with adequate physical facilities in terms of auditorium, availability of rooms; drinking water, furniture; electricity, projector etc. The Academic Unit Diagnostic testing and remedial teaching Mentoring and Monitoring Assessment

400

at Rouse Avenue already has a list of prospective venues prepared after receiving online inputs from schools. 21. Modes of Organising In-service Training Programmes and Training Techniques In-service training programmes may be organised through three modes: I. Face to Face Interaction Mode

II. Online / Distance Mode III. Online / Distance-cum-contact Mode I. Face to Face Interaction Mode: In this mode, the resource persons and the participants sit face to face. Strong advantage is two way communication thus providing opportunities for social interaction between resource persons and the participants. Techniques to be utilised are: Seminar Workshop Symposium Panel Discussion Conference Lecture-cum-discussions II. Distance Mode / Online: Howsoever effective the in-service education programmes may be, the fact remains that the students suffer a loss when teachers attend these programmes during working days. Besides, it is inconvenient to go to a far off place to attend the programme. Such limitations may be overcome if distance online mode is used for organising the training programme. Techniques to be utilised are: Self learning modules/materials Podcasting Online interactions through webinars Tele-learning Radio Lessons Lessons through EDUSAT Demonstration Group Work/Pair Work Field Trip Teacher Networking Groups/Discussion Forums Interactive lectures supported by multimedia Brainstorming

401

III. DistancecumContact Mode: This mode has the features of face-toface interaction mode and distance mode. It is made possible with advances in the field of ICT. The objectives of the training can be achieved without teachers being dislodged from their place of work. Techniques to be utilised are: Audio Conferencing Tele-Conferencing Webinars 22. Evaluation of In-service Training Programme The training programme will be incomplete without the post conduct phase i.e. feedback and follow up. Feedback of the teachers could be obtained at the end of the training programme about various aspects of training transaction. But this is not effective to assess the real outcomes of the training programmes. So follow up programmes is must to ensure the transfer of learning on the part of the teachers. The impact of the training programme can be assessed by observing changes in classroom and learning outcomes of the students. The gaps can be addressed in the subsequent programmes. 23. Policy for Training the Teachers CBSE will establish a training division in all its Regional Offices to cater to the needs of the teachers in the schools affiliated with the Board. The training programmes will not be carried out at a stretch but flexibility will be followed. In-service training programmes will be organised for the teachers serving in schools affiliated to CBSE and located outside the country. Teachers will be trained in guidance and counselling course at regular intervals so that they are able to fulfil the needs of the special children. Training in Continuous and Comprehensive Evaluation, Physical and Health Education, Life Skills Education, Inclusive Education will be given to the teachers. Modern techniques along with the traditional ones will be harnessed for providing in-service training. Given the size of clientele and vastness of geographical area to be covered distance-cum-contact mode of giving in-service training will be preferred. Comprehensive need based training programmes will be organised. Online Discussion Forums e Twinning Peer Network

402

All training initiatives will be planned, programmed and recorded. The results will be reviewed to determine how training methods can be improved and how maximum benefits can be obtained from resources devoted to in-service training. The nodal agency of training programme will provide advice and assistance on training activities and it will be responsible for administrative and operative coordination of the training programme. The training programmes will be evaluated to assess the results of the programme. The results will be measured against pre-determined objectives. CBSE will start online discussion forums for the teachers and principals as well as encourage faceto-face teacher networking groups. Opportunities will be provided to the teachers to gain exposure on latest innovations and trends in education through transactional mobility. Field studies and research will be conducted for assessing the needs of the teachers. CBSE will try to assimilate technology in its training programmes to enable learning anywhere anytime for the teachers/principals (e.g. through podcasts, webinars, online discussion forums). A cadre of trainers in different skills as well as a cadre of domain specific trainers will be developed. CBSE will try to rope in NGOs, retired professionals and other private agencies to give in-service training to the teachers. Teachers will be given training in emotional and spiritual well being by roping in organisations like Art of Living and Living Treasure. Proper time will be given to the teachers to implement the ideas gained from the training programme. Proper coordination will be maintained with NCERT, SCERT and other organisations, so that there is no overlapping of training programmes. CBSE will try to move towards a system of permanent opportunities for the professional development of teachers. Major emphasis will be given to the training of Secondary and Senior Secondary class teachers. Post training seminars will also be conducted to get proper feedback from the teachers. 24. In-Service Training of Principals Principals play a key role in making a school succeed. CBSE will serve as an anchor for such heads of institutions. Principals abilities are central to the task of building schools that promote powerful teaching and learning for all students. Today the role of principal has grown to include a staggering array of professional tasks and competencies. Principals are expected to be educational visionaries, instructional and curriculum leaders, assessment experts, disciplinarians, community builders, public relations and communication experts,

403

budget analysts, facility managers, administrators as well as guardians of various legal contractual and policy mandates and initiatives. Therefore, in-service training of the principals is undoubtedly the most crucial and critical component of any school improvement programme. It has to be viewed as central to the success of the entire schooling process. The heads of schools need to be oriented in: The legal and professional framework of school management and key management tasks such as strategic planning including overall policy and aims and the schools development plan; Communication and decision making structures and roles, including team building and development; The curriculum teaching methods, testing and examinations; The management of financial and material resources; External relations, including working with parents, the State and Central Government Education authority; Monitoring and evaluation of effectiveness; The management of change and development; Self development as a leader; Leadership skills and competencies. 25. Policy for Training of Principals A continuous programme of training of principals will be planned and implemented whenever it is deemed expedient. Training programmes will be organised for all principals at regular intervals. Principals will be deputed for programmes conducted by Institutes of National and International importance in educational management. Need based courses will be organised for principals in Academics, Administration and financial matters. Principals will be encouraged to participate in the workshops/conferences/seminars etc. organized by institutes like IIMs, NUEPA, NCERT and other Government agencies. Principals will be trained in disciplinary preceding either in-house or in collaboration with ISTM, New Delhi. Principals Annual Conference will be conducted every year where the principals from different schools will participate and voice their feelings and concerns and share their success stories of Training programmes. Moreover, the future plans will also be discussed.

404

They will be encouraged to undergo overseas study trips. The services of the retired principals will be sought to train the present principals. Workshops will be organized to train the Principals for Mentoring and Monitoring; Accreditation, Continuous and Comprehensive Evaluation and Strategic Leaderships and many more areas. 26. Honorarium The payment of honorarium to the venue directors, resource persons, support staff and guest speakers will be regulated as per the norms of CBSE. Conclusion Society demands more schools and teachers than ever before. It expects them to provide broader access to high quality teaching, for an increasingly diverse student body with specific needs. In a rapidly changing world, demands on teachers change. To stay ahead, in-service training and professional development must take place on a regular basis so that teachers are reflective practitioners in their classrooms and schools become learning organisations. If we are concerned about the professional development of the nations growing number of teachers and the quality of the services they deliver to our young children, then we must invest our resources in training. The Board believes in interesting, practical and flexible training programs and will offer opportunities for the professional development of the teachers and the parents that will have a long term impact on the school education system in our country.

405

Annexure Application for Introduction of Additional Subject(s)

The Secretary, Central Board of Secondary Education, Shiksha Kendra, 2- Community Centre, Preet Vihar, Delhi-110092. Sub:- Request for introduction of additional subject(s) from............................................................................... Session in class................................................................ Sir, Approval for teaching of the following additional subject(s) with effect from is requested: Subjects: (i)........................................... (iii)......................................... (ii)......................................... (iv).........................................

Information in respect of facilities available/proposed to be made available for the teaching of additional subject is attached on following points: (a) (b) Additional accommodation for teaching the subject (if the subject needs a separate room). Particulars of teacher(s) to teach the subject(s) (Give details of academic qualifications etc. on the prescribed proforma). (c) Apparatus and equipment provided for teaching the subject(s) and amount spent (Attach separate lists of articles and apparatus, etc. with cost for each subject, if applicable). (d) Amount proposed to be spent on the equipment and accessories required for introduction of the new subject(s) in the next year .......................................................................................................................... (e) (f) (g) Particulars of library book added/proposed to be added on the subjects) in the current financial year. Dimensions of the laboratory if the subject involves practical work. Any other relevant information ........................................................................................

Countersigned: Yours faithfully,

419

Education Officer/President/ Manager/Secretary/Chairman of Trust/Scoiety,

Name...........................

Principal

Name........................

Notes: 1. Every application must be accompanied with the prescribed fee for each additional subject proposed to be introduced. The amount be remitted through acrossed demand draft payable to the Secretary, Central Board of Secondary Education, New Delhi or in cash. The details of fees are as under. Introduction of additional subject 1 2 3 4 5 6 2. Independent schools within the country (Science Subject) Independent schools within the country (Other Subject) Overseas Independent Schools (Science Subject) Overseas Independent Schools (Other Subject) Govt./Aided/KVS/JNV Schools Overseas KVS Schools ` 5,000/- per subject ` 3,000/- per subject ` 15,000/- per subject ` 10,000/- per subject ` 1,000/-per subject ` 2,000/-per subject

Application for introduction of additional subject(s) should reach the Board's office not later than 30th June of the year preceding in which the subject is proposed to be introduced.

420

Frame Work for Special Adult Literacy Drive

1. 2. It seeks involvement of students on a mass scale, as also of the schools, as committed and supportive systems, in the national cause of eradication of illiteracy among adults. SALD will form an essential component of Work-Experience. Accordingly, the area of Work-Experience has been restructured and assigned weightages looking to their relative significance in the curriculum, both at the Secondary & Senior Secondary stages, as under: a) Essential Area: Which may include health, hygiene, food shelter, recreation etc. as outlined in the 20% 20% 60%

b) Special Adult Literacy Drive: as a separate and essential component c) 3. Optional Activities: Any one to be chosen out of the many provided in guidelines issued by the Board

In the areas where 100% literacy has been achieved, the 20% weightage earmarked for SALD shall be merged with the component designated as Essential Area. Concomitantly, in such situations/areas the component of Essential Area will acquire 40% weightage (including 20% that of SALD) and the optional area with 60% weightage. In recognition of the useful work done by students under SALD, in consonance with 20% weightage assigned to it as part of Work-experience, the award of marks will be as under: 4.1 4.2 Marking one adult literate (15-35 years) = 15 marks Marking two adults literate (15-30 years) = 20 marks

4.

5.

The students, who make, more than two adults literate may be awarded extra credit in the same ratio, as suggested under para 4 above, i.e.: 5.1 5.2 for 3 adults = Additional 15 marks for 4 adults = Additional 20 marks

6.

These additional 20 marks be drawn from the Essential Area of Work Experience which has been assigned 20% weightage in the scheme. For such students the maximum marks allocated for the Essential Area (2) and the SALD (20) will be clubbed together for assessment on this activity. These students will be awarded marks out of 40 instead of 20 as it would be in the normal cases under 4 above. The students making three or more adults literate in that case will not be required to offer any other activity under the Essential Area. They will be deemed to have utilised maximum 40 marks (20 under essential Area + 20 under SALD). In order to arrive at the overall grade in Work Experience it would be advisable that initially the assessment in done in terms in marks according to the weightages assigned to difference three components i.e. Essential Area, (SALD) and Optional Activities. Then the overall scores (total of three components) obtained by individual candidates be arranged in rank order (i.e. from highest to the lowest for the entire class. Those getting less than 33% will be treated as failed highest to the lowest for the entire class. Those getting less than 33% will be treated as failed and be given grade E of the remainder pass candidates i.e., those getting 33% marks or above in accordance with the criterion laid-down by the Board, the top one-eight (1/8) candidates be awarded A1 grade and the next one-eight (1/8) A2 grade and so on.

7.

In those schools or in case of such students who are not familiar with the language of the region concerned where in the literacy programme has to be undertaken, the candidates may either be. 7.1 7.2 exempted from this activity (in that case they will be assessed under the Essential Area for 40% weightage instead of 20% weightage in normal circumstances). or such candidates may engaged in other related activities of the SALD rather than direct teaching of adults and may be awarded marks suitable for the work done by them.

421

8.

In order to give due recognition to the work done by students, indication will also be made on the certificates issued by the Board, at the end of Secondary and Senior Secondary stages regarding participation of SALD and number of adults made literate during the block period. The good work done by the institutions will also be encouraged. It is expected that under the special drive, the schools would be able to make two persons literate for each student they send every year to Board's examination at the Secondary and Senior stages. Each student's volunteer who wants to make use of incentive marks would be required to devote at least 100 hours in each academic session. The activity may have flexible schedule to be organised during regular school hours or after school hours of during holidays or summer vacation since the entire programme is learner based. This schedule may differ from individual also. Adult literate will have to be certified by the School on the basis of resting done under the norms laid down by NLM and Board. The special driver (SALD) being a part of the national movement, should not be treated as an activity to be taken up by the student alone at their individual levels but the entire school, as a system, under the leadership of the Head of the Institution should involve itself wholly so as to include all the teachers playing their roles effectively in planning, supporting and extending this activity. Involvement of parents is also necessary for the success of the drive. Suitable incentives may also be worked out by the schools and PTA. The school should make this activity time-bound and also area specific. They may adopt nearby villages or communities as the case may be and declare them literate within a specific period of time i.e. two or three years. Thus the target is obligatory not only for the students but also for the schools to be attained within a specific period of time. In metropolitan cities if such localities cannot be identified in the nearby areas, the students and teacher may adopt families and declare within the specified period. The SALD shall be monitored by the board regularly. For the purpose, it may set up State - Wise/Region - Wise Monitoring Committees to review the progress of the Programme in their designated States/Regions with reference to supply of materials, academic inputs, general coordination and overall effectiveness of the programme in the state/ region concerned. These Monitoring Committees will also pay surprise visits to the affiliated institutions any time during the months of February to April every year to examine the activities and all the related aspects of the programme and to into records of the adult learners maintained by the schools, from the standpoint of: 14.1 14.2 ascertaining that proper evaluation procedures have been followed by the school while awarding the certificated to the adult learners; verify that the students volunteers have made literate the number of adults as has been claimed in the Performance Reports submitted to the Board by Schools for that year.

9.

10.

11.

12.

13.

14.

15.

The monitoring in respect of Kendriya Vidyalays, Navodaya Vidyalayas, Govt. and Govt. aided institution will be done by the respective organisations controlling them. The Board may, however direct its Monitoring Committees to inspect these institutions also, as and when necessary for required verification. For purpose of monitoring, the schools are expected to do the following: 16.1 16.2 16.3 To maintain student volunteers Achievement Record as per Appendix - 1, given for purpose of award of incentive marks to student volunteers. To keep record of adult learners in readiness which may include the test administered by the schools, of exercise books of the adults and the diaries maintained by the student volunteers. To have complete addresses and particulars of the adults made literate for verification by the Monitoring Committee. The Monitoring Committee may also like to meet the adults, the sessions with whom could be arranged on the following days or visits could be organised to their desired by the Committee. To send Annual Performance Reports to the Board in proforma SALD-2 given at Appendix-B every year by the end of February. 422

16.

16.4

423

APPENDIX-B SALD-2

CENTRAL BOARD OF SECONDARY EDUCATION, DELHI SPECIAL ADULT LITERACY DRIVE

Proforma for the Annual Performance Report (To be sent in Duplicate to the Regional office lastest by the last week of February every year along with Student Volunteers Achievement record-SALD-1 ) School : _______________________ No. of Examinees : Exam year _______________________ No. of Adults Made Literate by the school

Secondary ___________________________________

Sr. Secondary _________________________________

1.

A descriptive account of the programme with reference to the area/community selected, total population, part of the population covered, duration of the drive, quantum of achievement, reasons for shortfall, if any, tasks yet to be achieved, approach and strategies followed, problems faced, their solutions, resources generated, unique aspects of the programme. The narration may be done pointwise to facilitate analysis. Observations and Suggestions : 2.1 For the school 2.2 For the Board 2.3 Other Liaising Agencies Signature School's Stamp (with address) NB : More sheets may be added if the space is not adequate.

2.

424

FOR BOARD'S PUBLICATIONS

Orders for text books and other publications brought out by the Board can be placed with any of the following offices : 1. Head Assistant (Publication Stores) Central Board of Secondary Education, PS 1-2, Institutional Area, I.P. Extension, Patpar Ganj, Delhi - 110092 Regional Officer, Central Board of Secondary Education, Rajgarh Road, Rajgarh Tinali, Guwahati-781003. Regional Officer, Central Board of Secondary Education, Todarmal Marg, Ajmer (Raj.)-305001 Regional Officer, Central Board of Secondary Education, 35-B, Civil Station, MG Marg, Civil Lines, Allahabad-211001 Regional Officer, Central Board of Secondary Education, Sector - 5, Panchkula- 133152 Regional Officer, Central Board of Secondary Education, Plot No. 1630 A, 16th Main Road, Anna Nagar (West), Chennai-600040 Regional officer, Central Board of Secondary Education, 8th floor, BSFC Building, Fraser Road, Patna 800001. Regional officer, Central Board of Secondary Education, 6th floor, Alok Bharati Complex, Shaheed Nagar, Bhubaneshwar-751007.

2.

3.

4.

5.

6.

7.

8.

Mode of Payment (i) (ii) (iii) Payments are accepted either through Bank Draft/Money Order drawn in favour of Secretary Central Board of Secondary Education, or in cash which may be sent to the CBSE regional officer, alongwith the order. Mailing charges are additional to the price indicated against each publication. Packing charges will be @3% extra.

Discount : For 10 copies or more of each publication discount @15% is admissible. No discount for less copies.

425

426

Curriculum

Curriculum

Curriculum

Curriculum Curriculum Volume - 2 Language Curriculum

Volume - 2

Curriculum Volume - 2 Language Volume Language Curriculum Language Volume - 2 Curriculum Volume - 2 Language Language Language Curriculum Curriculum Volume - 2 Language Volume - 2 Language Language Volume - 2 Curriculum Volume - 2

Volume - 2

Volume - 2

Curriculum

Curriculum

Curriculum

Volume - 2

Curriculu

Volume - 2

LanguageLanguage
Volume - 2
Curriculum

Language

Volume - 2

Curriculum

Curriculum

Curriculum

Curriculum

Curriculum

Volume - 2

Lan Language Volume - 2 Cur Curriculum Volume - 2 Language Volume - 2 Volume - 2 Curriculum Volume - 2 Language Language Curriculum Vo Curriculum Volume 2 Volume - 2 Language Language Curriculum Curriculum Language Language L Volume - 2 Curriculum Volume - 2 Language C Volume - 2 Language Language Volume - 2 Volume - 2 Curriculum Volume - 2
Curriculum

Language
Curriculum

Curriculum Volume - 2 Language Curriculum

Language

Volume - 2

Volume - 2 Langu Language Language Curr Volume - 2 Curriculum Volume - 2 Language Language Curriculum Language Curriculum Volume - 2 Language Volu Language Language Volume - 2 Curriculum Volume - 2
Volume - 2
Curriculum

Curriculum

Volume - 2

Curriculum Curriculum

Curricul

Langua

Volume

Volume - 2

Volume - 2

Curriculum

Curriculum

Volume - 2

Curriculum

Curriculum

Language

Curriculum Volume - 2 Language Curriculum

Language

Volume - 2

Volume - 2

Curriculum

Language

Language Curriculum Volume - 2

Curriculum

CENTRAL BOARD OF SECONDARY EDUCATION

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India