TEACHERS RECRUITMENT BOARD
TEACHER ELIGIBILITY TEST – PAPER II
(For Teachers of Classes VI to VIII)
Sl.No.
Content
MCQs
Marks
i
Child Development and Pedagogy
(Compulsory)
(Relevant to Age Group 11 – 14)
30
30
ii
Language I (Classes VI to VIII) (Compulsory)
(Tamil/Telugu/Malayalam/Kannada/Urdu)
30
30
iii
Language II (Classes VI to VIII)
(Compulsory) (English)
30
30
60
60
150
150
iv
(a) For Mathematics and Science Teachers:
Mathematics and Science (Classes VI to
VIII)
OR
(b) For Social Science Teachers: Social Science
(Classes VI to VIII)
OR
(c) For any Other Teacher (Classes VI to VIII)
Either (a) OR (b)
Total
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TAMIL NADU TEACHER ELIGIBILITY TEST (TNTET) - 2012
TNTET khÂç édh¤jhŸ / Model Question Paper
jhŸ - II - Paper – II
INSTRUCTIONS FOR CANDIDATES
1. The Test Paper contains a Booklet of Questions and an OMR Answer
Sheet. When you are directed to open the Test Booklet, take out the
Answer Sheet and fill in the particulars carefully with blue/black ball point
pen only.
2. The test is of one and half hours duration and consists of 150 questions.
There is no negative marking.
3. Use Blue / Black Ball Point Pen only for writing particulars on this page /
marking responses in the Answer Sheet.
4. The CODE for this Booklet is B. Make sure that the CODE printed on Side2 of the Answer Sheet is the same as that on this booklet. Also ensure that
your Test Booklet No. and Answer Sheet No. are the same. In case of
discrepancy, the candidate should immediately report the matter to the
Invigilator for replacement of both the Test Booklet and the Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150
Objective Type Questions, each carrying 1 mark:
Part I: Child Development and Pedagogy (Q. 1 to Q. 30)
Part II: Language I - (Tamil/Telugu/Malayalam/Kannada/Urdu) (Q. 31 to Q. 60)
Part III: Language II-(English) (Q.61 to Q.90)
Part IV: Mathematics and Science (Q. 91 to Q. 150)
OR
Part IV: Social Studies (Q. 91 to Q. 150)
6. Candidates have to choose any ONE language under Part II Language I in
accordance with their Language I studied in their Degree. In such case the
candidates have to ask for the Question Booklet containing the languages
other than Tamil.
The languages being answered must tally with the
languages opted for in your Application Form.
7. Part IV has options between (a) Mathematics and Science / (b) Social
Studies. Candidates have to either answer (a) Mathematics and Science
OR (b) Social Studies.
7. Rough work should be done only in the space provided in the Test Booklet
for the same.
9. The answers are to be recorded on the OMR Answer Sheet only. Mark your
responses carefully. No whitener is allowed for changing answers.
1
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i.
FHªij nk«ghL« f‰Ã¤jš KiwfS«
Child Development and Pedagogy
1. j‹bd¿¥gL¤J« m¿Îiu¥ gf®jiy Ãugy¥gL¤Âat®
A fh®šnuh#®°
B lh®é‹
C ily®
D
Non Directive councelling was advocated by
A Karl Rogers
B Darwin
C Taylor
2.
gh›nyh
D
Pavlov
‘fdÎfŸ MŒÎ’ v‹w üiy btëæ£lt®
éšèa« n#«°
A #h‹ nlé
B
Á¡k©£ ÃuhŒL
C v£t®L Ô¢r‹°
D
The book titled ‘Dream Analysis’ was published by
A John Dewey
B
William James
C Edward Tichenes
D
Sigmund Freud
3.
kd¥nghuh£l§fë‹ tiffŸ
A 4
B 2
C 3
Types of Mental Conflicts are ___________
A 4
B 2
C 3
4.
f‰Ã¤jè‹ Kjš goãiy
A kÂ¥ÕL brŒjš B jah® brŒjš
First step in Teaching
A Evaluation B Preparation
5.
D
8
D
8
C thÁ¤jš
C pursuing
D £läLjš
D
Planning
jtwhd n#hoia F¿¥ÃLf
a) E©z¿Î <Î nrhjid – Mšg®£ Ãnd
b) bkhê¢ nrhjidbt¡°y®
c) E.< - C.A. x 100
M.A.
A a & b rçahd éil
B a & c rçahd éil
C c & a rçahd éil
D b k£L« rç
Find the odd pair out
a) IQ test – Albert benae b) Verbal test-vexler c) I.Q - C.A. x 100
M.A.
A a & b are correct
C c & a are correct
B
D
a & c are correct
b alone is correct
2
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6.
fUÎWjè‹nghJ MâläUªJ bgw¥gL« Fnuhnkhnrh«
A Y
B X
C XY
D XX
During fertilization the chromosome received from the male
partner is
A Y
B X
C XY
D XX
7.
E©z¿Î rh®ªj g‹Kf¡fhuâ¡ nfh£gh£oid msél jh©il¡
TW« tê ahJ?
A CVAD
B CAVD
C CDAV
D CDVA
Name the test deviced by Thorndike in multiple theory of
Intelligence
A CVAD
B CAVD
C CDAV
D CDVA
8.
ö©lš-Jy§fš V‰gl¡ fhuz«
A _is
B K®¢Á
C òy‹ cW¥òfŸ
D
Stimulus – response is due to
A Brain
B Maturity C Sense organs
D Experience
9.
mDgt§fŸ
A
B
nkny fhQ« ÏU nfhLfëš ‘A’ v‹w nfhL ‘B’ ia él Ús« FiwªJ
fhQ« fh£Áæid _____________ vdyh«
A ghŒf‹lh®¥ Âçò¡ fh£Á
B gL¡if ne®nfhL Âçò¡ fh£Á
C nršd®° Âçò¡ fh£Á
D Kšy®-ya® Âçò¡ fh£Á
A
B
In the above figure the line ‘A’ is perceived to be shorter than the
line ‘B’. This is due to _____________
A Poyendoffs illusion B Horizontal – Vertical line illusion
C Zollener’s illusion
D Muller-Lyer illusion
10. Fku¥ gUt« xU Á¡fyhd mikÂa‰w gUt« vd¡ T¿at®
A î¡r‹ B nfhš C °lh‹è Ahš D éšèa« k¡^fš
Adolescence is a period of storm and stress – said by
A Brickson B Cole C Stanley Hall D William Mcdougall
11.
clš brašghLfŸ k‰W« cs¢ brašghLfŸ Ïu©oidÍ« Óuhf¢
brašgl cjΫ K¡»a ehsäšyh¢ Ru¥Ã ______________
A ãô£lç Ru¥Ã
B ijuhŒL Ru¥Ã
C ghuhijuhŒL Ru¥Ã
D m£ßdš Ru¥Ã
3
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The main ductless gland that regulates the physiological and
psychological functioning of a person is ______________
A The pituitary gland
B Thyroid gland
C Para thyroid gland
D Adrenal gland
12. e«Kila _jhija®fëläUªJ bjhl®ªJ tê têahf clš,
cs¥g©òfŸ Ë rªjÂfS¡F É‹fë‹ _ykhf tUjiy
______________ vd miH¡»‹nwh«
A gçzhk ts®¢Á
B mL¤j rªj ãiy kh‰w«
C cæçaš kuò ãiy
D Ït‰¿š vJÎäšiy
The transfer of physiological and genetic characters from
parents to off springs through generations is called
A Evolution
B Transfer to next generation
C Biological heridity
D None of the above
13. xU fU Ïu£ila®fŸ xnu NHèš ts®ªjnghJ, Ït®fëilna
E©z¿Î <Î (r)
A r = 0.087 B r = 0.0870
C r = 0.87
D r = 8.7
The IQ correlation (r) of monozygotic twins, brought up in the
same environment is
A r = 0.087 B r = 0.0870
C r = 0.87
D r = 8.7
14. Ãahn#æ‹ m¿jš Âw‹ ts®¢Áæ‹ _‹wh« ãiy ______________
A kd¢ brašgh£L¡F Kªija ãiy
B f©Tlhf gh®¥gij it¤J¢ ÁªÂ¤J brašgL« ãiy
C bjh£L czU« gUt«
D Kiwahf nahÁ¤J ÁªÂ¤J v©z§fë‹ mo¥gilæš brašgL«
kdãiy
According to piaget ________ is the 3rd stage in the cognitive
growth of an individual
A Pre-operational stage
B Concrete operational stage
C Sensory Motor stage
D Formal operational stage
15. c£fh£Á _y« f‰wiy Kj‹ Kjèš és¡»at®
A B.F. °»‹d® B nkç fή n#h‹° C gh›nyh D
Learning through insight was first shown by
A B.F. Skinner
B Mary Kavur Jones
C
nfhy®
Pavlov D Kohler
16. jtW brŒÍ« khztid ÂU¤j V‰wJ
A j©lid
B eštê fh£Ljš
C gçRfŸ më¤jš
D f©L bfhŸshkš é£L éLjš
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The best way to change the wrong doing of a child is by
A Punishment
C by giving awards
B
D
Teaching good moral values
ignoring his behaviour
17. E©z¿Î K®¢Á bghJthf KGik bgU« taJ
A 10-11
B 19-20
C 40-41
D
Intelligence attains its maximum level at the age of
A 10-11
B 19-20
C 40-41
D
15-16
15-16
18. M¡fÂw‹ g‰¿a ä‹dnrhlh nrhjidæ‹ (bkhê k‰W«
bkhêæšyh¢ nrhjid) cU¥gofŸ v¤jid
A 10
B 14
C 12
D 19
State the total number of creativity tests (Verbal + Non verbal) in
Minnesota test of thinking
A 10
B 14
C 12
D 19
19. mfKf‹, òwKf‹ M»nahuJ Ïašòfis és¡»at®
A nf£lš
B Ir‹¡
C bf«¥
D
ͧ
Personality traits such as introvertism and extrovertism
personality was explained by
A Cattell
B Eysenck
C Kemp
D Yung
20. MSikia msél¥ ga‹gL« äf¥ bghU¤jkhd Kiw
A Rarçij
B Ra kÂ¥ÕL
C kWbkhê nfhUgit
D kd¥gh‹ik msÎnfhš
The most apt method of evaluating a person’s personality is
through
A Autobiography
B
Self rating
C Questionnaire
D Attitude scale
21. äif ãiy kd« v‹w ãiy vªj taÂdU¡F V‰gL»wJ
A 1-3
B 3-6
C 6-9
D 9-12
Super ego stage occurs at the age of
A 1-3
B 3-6
C 6-9
D
9-12
22. ò%° l¡khå‹ MÁça® ju msÎ nfhèid¥ ga‹gL¤Â
Ñœ¡F¿¥Ãl¥g£LŸs v¥g©Ãid MÁçaçl« msÅL brŒayh«
A MÁçaç‹ el¤ij k‰W« M¡f¥g©ò
B MÁçaç‹ gçÎ k‰W« V‰ò
C MÁçaç‹ Ïa§F« g©ò k‰W« el¤ij
D Ïit mid¤J«
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Which of the following can be evaluated using Bruce Tuckman’s
Teacher Feedback form
A Behaviour & Creativity
C Dymanism & Organised
demeanor
B
D
Warmth & acceptance
All the above
23. Aš° v‹gtuJ f‰wš bfhŸifæid F¿¡F« N¤Âu« ahJ
A SER = DRXSH x K – I
B
RES = DXSRH x K - I
E
H
C S R = XDSR R x K - I
D
SER = DXSHR x K - I
Hull’s theory of learning formulae is
A SER = DRXSH x K – I
B
C SER = XDSRHR x K - I
D
RES = DXSRH x K - I
SER = DXSHR x K - I
24. _isæš V‰gL« ãidé‰F äf K¡»a fhuzkhf Ïa§F«
ntÂ¥bghUŸ
fh®nghiAonu£
A o.v‹.V.
B M®.v‹.V. C òuj«
D
The most potential chemical agent responsible for memory is
A D.N.A.
B
R.N.A.
C Proteins
D Carbohydrates
25. fhy taJ 8, kd taJ 7 k‰W« fhy taJ 7, kd taJ 8 cŸs
Ï›éUtç‹ E©z¿Î <Î ahJ?
A 87.5 & 114.5
B 85.7 & 141.5
C 8.75 & 11.45
D 875 & 114
The Chronological age of one child is 8, Mental age is 7 and
another child is with C.A. 7 & M.A. 8, find out their I.Q. Level.
A 87.5 & 114.5
B 85.7 & 141.5
C 8.75 & 11.45
D 875 & 114
26. ïè v‹gt® 1909M« M©L ãWéa FHªijfŸ cs ey kU¤Jt
éLÂ v§F mikªJŸsJ
A M°Ânuèah
B ϪÂah
C Á¡fhnfh
D rÎÂ mnuÃah
In which country was the Juvenile Psychopathic Institute
established in the year 1909
A Australia
B India
C Chicago
D Saudi Arabia
27. ftd Å¢ir ms¡f cjΫ fUé
A fiylh°nfh¥
B Motiu¢ nrhjid fUé
C lhÁ° lh°nfh¥
D ãidÎ, cUis fUé
The device used to measure the span of attention is
A Kaliedascope
B
Mirror drawing apparatus
C Tachistascope
D
Memory drum apparatus
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28. uhg®£ fh¡nd v‹gtuJ T‰W¥go f‰wš v‹gJ ____________
goãiyfis bfh©lJ
A 5
B 7
C 8
D 6
Robert Gagne’s theory of Hierarchial learning includes _________
types of learning
A 5
B 7
C 8
D 6
29. ãidé‹ K¡»a Ïu©L tiffŸ
A STM & LTM B ATM & GTM
C LTM & ATM
D ATM & STM
The two types of memory are
A STM & LTM B ATM & GTM
C LTM & ATM
D ATM & STM
30. VIBGYOR v‹gJ ____________ v‹gj‰F xU Áwªj vL¤J¡fh£L
A RU§f f‰wš B ãidÎ N¤Âu§fŸ C vëa f‰wš D nkhå¡°
VIBGYOR is a good example of
A abbrevation B Mnemonics
ii.
C
easy learning
D
monics
Language I – jäœ - Tamil
Ñœ cŸs g¤Âia¥ go¤J 1 Kjš 3 tiu cŸs édh¡fS¡F éilaë¡f.
jäœ eh£oš r§f fhy¤Â‰F K‹dnu Xéa§fŸ tiua¥g£ld. jh«
tiuªj
Xéa§fis
Kjèš
f©bzG¤J
v‹nw
tH§»d®.
jäœ
Ïy¡»a¤Âš vG¤J v‹gj‰F Xéa« v‹W« bghUŸ cŸsJ. ne®¡nfhL,
nfhz¡nfhL, tisnfhL bfh©L tiua¥g£l Xéa§fŸ nfh£nlhéa§fŸ
vd¥gL«. Xéa®fŸ v©z§fë‹ vG¢Áia gy t©z§fë‹ Jiz
bfh©L vGJnthuhjè‹ f©QŸ éidP® vd¥g£ld®. M© Xéa®
‘Á¤juh§fj‹’ vdΫ, bg© Xéa® ‘Á¤Âunrdh’ vdΫ miH¡f¥gLt®.
31. tisnfhLfŸ bfh©L tiua¥gLtJ
A vGjh Xéa«
B nfh£nlhéa«
C òidah Xéa«
D ghit Xéa«
32. ‘f©QŸ éidP®’ v‹wiH¡f¥gLgt®
A òyt®
B ghlf®
C eh£oa¡fhu®
D Xéa®
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33. `bg© Xéa®fŸ’ Ï›thW miH¡f¥gLt®
A Á¤Âunrdh
B Á¤Âuh§fj‹
Á¤Âu¥ghit
C
D Á¤Âu¡fhu¥ òè
34. ‘ÚLJæš Ú¡f¥ gho tªj ãyh’ v‹W ah® ahiu¥ ghodh®
A ghuÂjhr‹ ghuÂia
B ghu ghuÂjhrid
thâjhr‹
ghuÂia
C
D ghu thâjhrid
35. ËtUtdt‰¿š rçahd tçiria¤ nj®Î brŒf.
A ngij, k§if, klªij, bgJ«ig
B ngij, klªij, bgJ«ig, k§if
C ngij, bgJ«ig, k§if, klªij
D ngij, k§if, bgJ«ig, klªij
36. j‹ fšyiwæ‹ ÛJ, ‘j‹id xU jäœ khzt‹’ v‹W vGj¢
brh‹dt®
A fhšLbtš B ÅukhKåt® C í.ô. ngh¥ D Ínuå° ghuÂah®
37. fy«gf¤Â‹ cW¥òfŸ
A 10
B 14
C 8
D 18
38. `Fok¡fŸ fh¥Ãa«’ v‹W miH¡f¥gL« üš
A Áy¥gÂfhu« B kânkfiy C ÓtfÁªjhkâ
D tisahgÂ
39. ‘Áwªj g¤ij’ j‹df¤nj bfh©l üš
A K¤bjhŸshæu«
B KJbkhê¡ fhŠÁ
C mil¡fy¥ g¤J
D g‰W¥g¤J
40. fhy§fuªj bgabu¢r«
A éidK‰W
B <Wbf£lv®kiw¥bgabu¢r«
éid¤bjhif
C
D <Wbf£l v®kiwéidba¢r«
41. `ÏiraKJ’ v‹w üiy Ïa‰¿at®
A ghuÂah® B ghuÂjhr‹ C ehk¡fš féP®
D
Rujh
42. “jhd« th§»l¡ TÁLth‹
jUtJ nkš vd¥ ngÁLth‹” – v‹D« tçfis¥ ghoat®
A fékâ
B ehk¡fš féP®
òu£Á¡
féP®
C
D ctik¡ féP®
43. y, H, s – Ï«_‹W vG¤JfS« xnu khÂç xè¥gJ
A ka§bfhè¥ ÃiH
B rªÂ¥ ÃiH
C vG¤J¥ ÃiH
D xè¥ò¥ ÃiH
44. ‘öu¤J xë’ v‹D« ÁWfijæ‹ MÁça®
A ehŠÁš ehl‹
B th.nt.R. Ia®
C fh.bfs. K¤jHf®
D Á.R. bršy¥gh
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45. ‘ehŸnjhW« cl‰gæ‰Á brŒ’ v‹gJ v›tif¤ bjhl®
A f£lis¤ bjhl®
B brŒÂ¤ bjhl®
C cz®¢Á¤ bjhl®
D cl‹gh£L¤ bjhl®
46. Kjš guâ üš
A ghrtij¥ guâ
C fè§f¤J¥guâ
B
D
Ïuâatif¥ guâ
j¡fahf¥guâ
47. ‘Âiu¡fé¤ Âyf«’ v‹W eh« ahiu¡ F¿¥ÃL»nwh«
A cLkiy ehuhaz fé
B F.kh. ghyR¥Ãukâa«
m.kUjfhÁ
C
D ghgehr« Át«
48. K¢Óuhš tU« mo
A Fwso
B msto
C Áªjo
D
beoyo
49. gÂbd© Ñœ¡fz¡F üšfëš cŸs òwüš
A Ï‹dh eh‰gJ
B fstê eh‰gJ
C Ïåait eh‰gJ
D fh® eh‰gJ
50. ‘Nshkâ’ v‹D« üè‹ MÁça®
A bga® bjçaéšiy
B
C njhyhbkhê¤ njt®
D
ehj¡F¤jdh®
ÂU¤j¡f¤njt®
51. bgçaòuhz¤Â‰F nr¡»Hh® Ï£l bga®
A ÂU¤bjh©l® bjhif
B nr¡»Hh® òuhz«
C ÂU¤bjh©l® ÂUtªjhÂ
D ÂU¤bjh©l® òuhz«
52. ‘kh®fê ó¤jJ’
A bjhêyhF bga®
C ÁidahF bga®
B ÏlthF bga®
D fhythF bga®
53. v£L¤bjhif üšfëš mfK«, òwK« fyªj üš
A beLªbjhif B g‰W¥g¤J C gçghlš
D
FWªbjhif
54. `mur‹’ v‹gij `miur‹’ v‹W TWtJ
A Ïy¡fzKilaJ
B k%c
C Ïy¡fz¥ nghè
D Ïl¡ful¡fš
55. ‘bgh‹dfu«’ v‹w ÁWfijæ‹ MÁça®
A b#afhªj‹
B òJik¥Ã¤j‹
C ÃugŠr‹
D F.gh. uh#nfhghy‹
56. `jäœ ehlf¥ nguhÁça®’ v‹wiH¡f¥gLgt®
A r§fujh° RthäfŸ
B ngu¿P® m©zh
M®.v°.
kndhf®
C
D g«kš r«gªj Kjèah®
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57. òfnHªÂ¥ òytiu Mjç¤j tŸsš
A rªÂu‹ Rt®¡»
B rila¥g tŸsš
Ój¡fhÂ
C
D ghç
58. ‘fW¥ò ky®fŸ’ v‹gJ
A kuò¡ féij B iA¡T
C òJ¡féij
59. `fhto¢ ÁªJ’ ghoat®
A m©zhkiyah®
C murŠr©Kfdh®
D èkiu¡T
B kfhfé ghuÂah®
D mUz»çehj®
60. t©z« fythkš fç¤J©Lfshš tot« tiutJ
A t£oif¥ gyif
B òidah Xéa«
t£oif¢
brŒÂ
C
D eLfš tz¡f«
iii.
M§»y« - English
61. Choose the correct phrase to fill in the blank in the
sentence.
She ____________ living in Chennai since 1989.
A have been
B
had been
C
have being
D
has been
Fill in the blank with correct Homophone.
62. I thought it might ______________
A reign
B
rein
C
ruin
D rain
63. Change the given verb into noun form : Imagine
A imagination
B imagined
C imaginative
D imaginary
In each of the following sentences, an idiomatic expression or a
proverb is highlighted select the alternative which best describes
its use in the sentence.
64. The police will leave no stone unturned to discover the murderer
A turn every stone
C make no excuse
B investigate thoroughly
D be indifferent
65. The concert was brought to a close with a display of fire works
A concluded
B interrupted C announced
D
cancelled
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In the following passage, there are blanks each of which has been
numbered. Against each number, four words are suggested find
out the appropriate word in each case
A rich land owner was on his deathbed, gasping for breath. He
told his three sons to dig under his bed when he was gone, and he
died. Some days later, the sons dug at the spot and unearthed three
pots, (66) one above the other. The first pot contained mud, the middle
contained dried cow dung and the (67) pot contained straw. Below this
pot there was a silver coin. The brothers were puzzled. “Obviously,
father meant to (68) some message to us through the pots and their
contents, said the eldest brother. They (69) for a while but (70) of them
could come up with an explanation.
Finally they decided to (71) their doctor, who was also a family
friend. The doctor laughed when he, heard about their problem. ‘Your
father loved puzzles,’ he said, ‘The interpretation is simple. The
topmost pot contains mud you say, that (72) he wants his eldest son
to have his fields. The second pot contains cow dung. It means he
wants his second son to have his (73) of cattle. The last pot contains
straw. Straw is golden coloured that means he wants his youngest so
to have all his gold.’ The brothers were happy with the way their father
had divided his wealth and appreciated the doctor’s (74).
‘The silver coin at the bottom of the pots? What does it mean?’
asked the youngest brother. ‘Your father knew you would come to
consult me,’ smiled the doctor, ‘The coin is my (75).
66. A only
B stand
C stood
D
placed
67. A least
B lowest
C less
D
deep
68. A tell
B request
C order
D
teach
69. A think
B thought
C relaxed
D
taught
70. A one
B either
C some
D
none
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71. A go
B told
C consult
D
take
72. A meaning
B telling
C suggesting D
means
73. A herd
B flock
C gathering
D
school
74. A effort
B wisdom
C brilliant
D
wit
75. A friendship
B pot
C fee
D
keep
Rearrange the following sentences in proper sequence to form a
meaningful paragraph, and answer the given questions.
A)
The farmer called his neighbours and asked them to help him
put mud into the well but the mule thought that he was calling
the neighbours to help him get out of the well.
B)
A farmer wanted to get rid of his old mule and buy a new one
but the mule always came back from wherever the farmer left
him.
C)
He walked away from his cruel master and never returned.
D)
One day the mule fell into the well and the farmer thought, ‘Why
not bury it there so that I don’t have to worry about getting rid
of it?’
E)
The mule started shaking off all the mud that fell on him and
kept climbing on the leap of mud as it fell into the well, soon he
was on top of the mud heap and he easily got out of the well.
F)
When they started putting mud in the well the mule realized his
master’s plan and started thinking of ways to say himself.
Choose the correct order of the sentences from the list given
below:
76)
A ABDCEF
B BDAFEC
C DFEABC
D
BDEFC
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In each sentence below one word has been underlined. Of the four
words suggested under each sentence, one can replace the
underlined word without changing the meaning of the sentence.
Find out the appropriate word in each case.
77. It was a useless attempt on her part to participate in the
competition.
A fruitful
B future
C last
D
futile
D
unsatisfied
78. He is reluctant to ask for permission o leave early.
A unhappy
B
ungrateful
C unwilling
Choose the word which is most opposite in meaning of the word
given.
79. Polite
A angry
B sheepish
C offended
D
rude
B exhibit
C conceal
D
prohibit
80. Reveal
A show
81. How many meaningful English words can be formed with the
letters OTE using each letter once?
A none
B two
C one
D
three
The following sets of ideas / objects have some common feature /
function. Spot the odd one out
eg: bag, basket, hat, bucket
Ans: hat – the others are used for carrying things.
82)
A bite
B chew
C suck
D
nibble
83) Choose the appropriate word and fill in the blank
I do not know what _____________ my father choose that
particular school
A happened
B
controlled
C asked
D
made
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Read each sentence to find out whether there is any grammatical
error in it. The error, if any, will be in one part of the sentence.
The number of that part is the answer. It there is
84) while he was walking along the road (A) / a speeding car (B) /
knocked down to him (C) / no error (D)
85) Everybody know that his failure can (A) / be attributed to (B) / his
lack of practice (C) / No error (D)
86) Do you wanted to discuss this (A) / project today or can (B) / we
do it tomorrow (C) / no error (D)
87) What animal is found, by taking the fifth letter of the second word,
the ninth letter of the first word, the sixth letter of the fourth word and
the fourth letter of the third word?
PARTICIPATION
SHOULDER
SYMBOLICALLY
SALESMAN
A TOAD
B LAMB
C BULL
D
MARE
88) A horse is tied to a 30 feet rope. A haystack lies 40 feet away, but
the horse is able to eat it. How is this possible?
A
B
C
D
The
The
The
The
horse is very smart.
other end of the rope is not tied to anything.
distance is not measured correctly.
wind blew and brought the haystack close to the horse.
89) In the Active Learning Method (ALM) Mind map is drawn to check
the ________________ of the students.
A drawing Skill
C understanding of the content
B
D
writing Skill
to while away the time
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90) Identify the compound sentence :
A
B
C
D
He is too tired to walk
After he had done the sums he went to bed.
As she worked hard she completed the work.
The farmer was old and he could not plough the field himself
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iv. (a)
Mathematics and Science
91. fiy¤Â£l¤ij ã®zæ¥ngh®
A ghl¤Â£l FGéd®
C fšé tšYe®fŸ
B
D
tF¥ò MÁça®fŸ
jiyikahÁça®fŸ
Curriculum is designed by
A Syllabus Committee
C Educational Experts
B
D
Class Teachers
Headmasters
92. ËtUtdt‰WŸ rh®gfh v© vJ?
A (7, 21)
B (3, 15)
C (3, 5)
D
(6, 2)
D
(6, 2)
D
-7
D
-7
Which one of the following is relatively prime?
A (7, 21)
B (3, 15)
C (3, 5)
93. kÂ¥ò fh©f (2 3 + 5 ) ( 5 - 2 3 )
A –9
B 12
C -1
Evaluate (2 3 +
A –9
5) ( 5- 2 3)
B 12
C -1
94. bfhL¡f¥g£l n v©fëš (n>1), xU v© 1 -
1
k‰w v©fŸ
n
mid¤J« x‹WfŸ våš, n v©fë‹ ruhrç.
A
1-
1
n
2
B
n-
1
n
C 1
n-
1
2
n
Given n numbers (n>1), of which one is 1The mean of the n numbers is
A
B
1
1
1- 2
nn
n
D
C 1
1
and all others are 1’s.
n
D
n-
1
n
2
95. M®¤Âæl« 1 Kjš 9 tiu vGj¥g£l v© m£ilfŸ ÏUªjd. mtŸ 3
v© m£ilfis vL¤J mik¡F« v© 280-¡F« 300-¡F« Ïilæš
ÏU¡f nt©Lbkåš ÑnH cŸst‰¿š vij vL¡f nt©L«.
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A
B
2
3
6
2
7
9
C
D
3
5
8
7
2
1
Arthi has number cards with numbers 1 to 9, if she wants to
choose three cards to form a number between 280 and 300, then
she has to choose ____ option.
A
B
2
3
6
7
9
C
D
3
8
5
96. 2 (2x-1) = 8(3-x), våš, x ‹ kÂ¥ò
A -1
B -2
If 2 (2x-1) = 8(3-x), then the value of x is
A -1
B -2
7
2
1
97.
2
C 2
D
3
C 2
D
3
D
X
100
329.728
329728
= X våš
‹ kÂ¥ò
0.00297
297
A 10 x
B 100x
C
X
10
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Find the value of
A 10 x
329728
239.728
if
=x
297
0.00297
B 100x
C
X
10
D
X
100
98. (x-1) v‹gJ x3 + 5x2 – x – 5 ‹ xU fhuâ våš, k‰w fhuâfŸ
A (x-1) (x+5)
B (x-1) (x-5) C (x+1) (x+5) D (x+1) (x-5)
One of the factors of the expression x3 + 5x2 – x – 5 is (x-1). The other
factors are
(x+1) (x-5)
A (x-1) (x+5) B (x-1) (x-5)
C (x+1) (x+5) D
99. X® <çy¡f v©â‹ Ïy¡f§fë‹ TLjš 6. mªj v©âèUªJ 18I fê¤jhš Ïy¡f§fŸ Ïl« khW« våš mªj v©.
A 51
C 33
B 24
D
42
Sum of the digits of a two digit number is 6. If 18 is subtracted
from the number its digits are interchanged. The number is
A 51
C 33
B 24
D
42
100.
. “ o°by¡îah” thš f‰wèš V‰gL« ÏayhikfŸ
________cl‹ K¡»a bjhl®òilaJ.
A nf£lš k‰W« vGJjš
C ngRjš k‰W« go¤jš
B go¤jš k‰W« vGJjš
D ngRjš k‰W« nf£lš
Dyslexia is associated mainly with difficulties in ____________
A Hearing and Writing
B Reading and Writing
C Speaking and Reading
D Speaking and Hearing
101) VnjD« _‹W K¡nfhz§fë‹ _‹W nfhz§fë‹ TLjš
Ñœ¡f©l tifæš miktij c‰Wneh¡»a khzt‹
300 + 450 + 1050 = 1800
300+ 600 + 900 = 1800
450+ 550 +800 = 1800
mt‰¿‹ TLjèèUªJ “vªj xU K¡nfhz¤Â‹ _‹W nfhz§fë‹
TLjš
1800” v‹w KoΡF tU»wh‹. Ϫj f‰wš KiwahdJ.
A gF¥ò Kiw
C éÂtU Kiw
B
D
brŒJ f‰wš Kiw
éÂés¡F Kiw
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A Student observes the angles of any three triangles as follows.
300 + 450 + 1050 = 1800
300 + 600 + 900 =1800
450 + 550 + 800 = 1800
He concludes that “Sum of three angles of any triangle is 180 0 ” .
This method of learning is
A Analytical
B Learning by doing
C Inductive
D Deductive
102) 500 br.Û. + 50 Û + 5 ».Û =
A 500 Û
B 555 Û
500 cm + 50 m + 5 km=
A 500 m
B 555 m
C 5055 Û
D
55 Û
C 5055 m
D
55 m
103)
11 ngdh¡fë‹ ml¡f éiy 10 ngdh¡fë‹ é‰w éiy¡F rk«
våš Ïyhg mšyJ e£l rjÅj¤ij¡ fh©f.
A 11%
B 1%
C 21%
D
10%
The cost price of 11 pens is equal to the selling price of 10 pens.
Find the loss or gain percent.
A 11%
B 1%
C 21%
D 10%
104)
CAI ‹ ga‹ghL
A f‰Ã¤jY¡fhf
C jåeg® f‰Ã¤jY¡fhf
CAI is used for
A Instructional purpose
C Individualized Instructions
105)
B têfh£LjY¡fhf
D brašÂw‹ nk«gh£o‰fhf
B Guidance purpose
D Performance appraisal
NHiy¡ ifahS« Âwid khzt®fëila ts®¡F« Kiw
A éçÎiu Kiw
C MŒtf Kiw
B tuyh‰W Kiw
D éçÎiu k‰W« brŒJfh£L« Kiw
The method that helps in developing manipulative skills among
the students is
A Lecture method
B historical method
C Laboratory method D Lecture cum demonstration method
106)
xU khzt‹ -5 -3 = 8 v‹W fz¡»L»wh‹. ÃiH
V‰gLtj‰fhd fhuz«.
A KG¡fë‹ bgU¡fiy¥ g‰¿a fU¤J mtD¡F òçahjjhš
B mtDila ftdä‹ikahš
C KG¡fë‹ T£liy¥ g‰¿a fU¤J mtD¡F òçahjjhš
D Ïnj khÂç fz¡Ffëš mtD¡F gæ‰Á njit¥gLtjhš
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A student solves -5 -3 = 8. The reason for the error is
A He has understood the concept of multiplication of integers.
B He is careless.
C He is not clear about the concept of addition of Integers.
D He needs to practice solving problems of similar type.
107)
120 g¡f§fis¡ bfh©l xU ò¤jf¤Âš, x›bthU g¡f¤ÂY«
45 tçfŸ cŸsd.
xU g¡f¤Â‰F 24 tçfŸ k£L« ÏUªjhš
ò¤jf¤Âš________ g¡f§fŸ ÏU¡F«
A 150
B 165
C 275
D 225
In a book there are 120 pages with 45 lines in each page. If the
number of lines in a page are reduced to 24, the total number of
pages will be _______
A 150
B 165
C 275
D 225
108)
xU gâahs® %.11,250-I C¡f¤ bjhifahf¥ bgW»wh‹. ÏJ
mtç‹ M©L tUkhd¤Âš 15% våš mtç‹ khj tUkhd«.
A %. 75000
B %.7250
C %.6250
D
%.6000
An employee gets Rs.11250 as bonus. If this amount is 15% of
his annual income, then the monthly income of the employee is
A Rs. 75000
B Rs.7250
C Rs.6250
D Rs.6000
109)
xU bjhiy¡fh£Á¥ bg£o 10% k‰W« 20% M»a bjhl®
jŸSgofŸ bfhL¤jË %.5760 ¡F é‰f¥gL»‹wJ våš Ïj‹
F¿¤j éiy v‹d?
A %. 6000
B %. 8000
C %. 7000
D
%. 5000
A television set was sold for Rs.5760 after giving successive
discounts of 10% and 20% respectively. What is the marked
price?
A Rs. 6000
B Rs.8000
C Rs.7000
D Rs.5000
110)
eh‰fu« ABCD ‹ gu¥ò
2
A 65 br.Û .
2
B 56 br.Û .
2
C 150 br.Û
D
90 br.Û2
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Area of the quadrilateral ABCD is
A 65 cm2
111)
B 56 cm 2
C 150 cm 2
D
90 cm 2
xU js¤ij Ô®khå¥gj‰fhd mo¥gil¡ f£L¥ghL
A 1 òŸë
B 3 òŸëfŸ
ne®¡nfh£oyikahj
3 òŸëfŸ
D
C
2 òŸëfŸ
The necessary condition for the determination of a plane is
A One point
B Three points
C Two points
D Three non-collinear points
112)
A
B
C
D
éÂtU Kiw v‹gJ.
gšntW vL¤J¡fh£LfëèUªJ bghJ éÂ
jhnd – f‰wš Kiw
FG f‰wš Kiw
fU¥ bghUëèUªJ gU¥bghUis neh¡»¢ bršYjš
Induction method is
A From various examples to general concepts.
B Self learning method
C Group learning method
D Moving from abstract to concrete
113)
xU t£l toéyhd jhäu f«Ãæ‹ Mu« 35 br.Û. ÏJ xU
rJukhf tis¡f¥g£lhš, m¢rJu¤Â‹ g¡f msÎ
A 220 br.Û.
B 55 br.Û.
C 35 br.Û.
D
70 br.Û.
A copper wire is in the form of a circle with radius 35cm. If it is
bent into a square then the side of the square will be
A 220 cm
114)
A
B
C
D
B 55 cm
C 35 cm
D
70 cm
fâj MŒÎ¡ Tl¤jhš V‰gL« e‹ik
ghl¡ F¿¥ò jahç¡F« Âw‹ ts®»wJ
f‰Ã¤jš cgfuz« jahç¡f cjλwJ
Âw‹fis g£oaèl cjλwJ
fh£Á¥bghU£fŸ _y« f‰gjhš f‰wš
és§F»wJ.
bghUŸ
ãiwªjjhf
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Use of mathematics laboratory is
A Develops the ability to prepare notes of lesson
B Helps to prepare teaching aids
C Helps to list out the competencies
D In it learning becomes meaningful because learning is done by
visual aids
115)
6, 6, 9, 14, 8, 9, 9, 8 v‹w étu§fS¡fhd Ïilãiy, KfL
k‰W« Å¢R M»at‰¿‹ ruhrç
A 8.5
B 10.5
C 8.8
D
10.3
The mean of the median, mode and range of the observations 6,
6, 9, 14, 8, 9, 9, 8 is
A 8.5
B 10.5
C 8.8
D
10.3
ËtU« glkhdJ xU FL«g¤Â‹ gšntW bryéd§fë‹ rjÅj¤ij¡
F¿¡»wJ. mt‰iw¥ go¤J ËtU« édh¡fS¡F éilaë¡fΫ.
A – czΡF, B – Jâ¡fhd bryÎ, C - gaz¢ bryÎ, D - nrä¥ò
E - Å£L thlif, F - Ïju bryÎfŸ
The following diagram represents the percentage various expenditure
of a family . Based on the data answer the following questions.
A – Food, B – Spend on Clothing, C – Conveyance, D – Saving,
E – House Rent, F – Miscellaneous
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116)
khj tUkhd« %.3080. khj tUkhd¤Âš nrä¥Ã‰fhf
xJ¡f¥gL« bjhif v›tsÎ?
A
510
B 616
C 620
D
712
The monthly income is Rs.3080. How much amount is spent on
saving per month
A 510
B 616
C 620
D 712
117)
gl¤Âš Å£L thlifahš milg£l t£l nfhz¥ gFÂæ‹
ika¡ nfhz« v›tsÎ
A 560
B 340
C 540
D 360
How many degrees should be there in the central angle of the
sector for House Rent?
A
560
B 340
C 540
D
360
118)
Ma¤bjhiy toéaiy m¿Kf¥gL¤j cjΫ cfªj
mQFKiw
A
B
C
D
A
A
B
C
D
Á¡fiy¤ Ô®¤jš
éçÎiu Kiw
g§nf‰W eo¤jš
bjhêš E£g¤Â‹ _y« brŒJ fh£lš
suitable approach to introduce coordinate Geometry is
Solving Problems
Lecture Method
Role Play
Demonstration using technology integration
119)
20 v©fë‹ ruhrç 59 v‹f. x›bthU v©QlD« 3-I¡
T£odhš »il¡F« v©fë‹ ruhrç.
A
56
B 62
C 177
D
196
The mean of 20 Number is 59. It 3 is added to each number the
new mean will be
A 56
B 62
C 177
D 196
120)
Ñœ¡f©lt‰¿š vJ rç?
A 9 + 3 x 2 - 4  2 = 10
B
C 4 x 3 + 4  2 = 14
D
Which is correct?
A 9 + 3 x 2 - 4  2 = 10
B
C 4 x 3 + 4  2 = 14
D
6 + 42 – 1 = 4
27  3 – 2 x 3 = 21
6 + 42 – 1 = 4
27  3 – 2 x 3 = 21
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121. »£l¥gh®it FiwghL V‰gLtj‰F fhuz«
A éê¡nfhs« RU§FtJ
B
éêby‹Á‹
Féa
bjhiyÎ
Ú©oU¤jš
C
D
éê¡nfhs« ÚŸtJ
Ïitaid¤J«
Myopia – defect may arise due to
The eyeball becoming too small B Elongation of the eyeball
The focal length of the eye lens D all the above
becoming too long
A
C
122.
A
B
C
D
A
B
C
D
iA£u#‹ F©o‹ mQ¡fU ÏizÎ éid
3
4
1
+ M‰wš
1H + 1H
2He + on
2
3
4
1
H
+
H
He
+
2
n
+ M‰wš
1
1
2
o
2
2
4
1
1H + 1H
2He + on + M‰wš
2
2
4
1
1H + 1H
2He + 2on + M‰wš
2
The Fusion reaction in the hydrogen bomb is
2
3
4
1
1H + 1H
2He + on + Energy
2
3
4
1
1H + 1H
2He + 2on + Energy
2
2
4
1
1H + 1H
2He + on + Energy
2
2
4
1
1H + 1H
2He + 2on + Energy
123.
f®ŢÁ‹ msÎ ___________ myfhš msél¥gL«
A f®
B blÁgš
C ~bg®ä
D uh©£#‹
Radiation Exposure is measured by _____________ unit
A ray
B Decibel
C Fermi
D Roentgen
124.
xU thdéaš myF (AU)
A 1.986 x 102 Û
B 2.8 x 108 Û/é C 1.496 x 1011 Û
One Astronomical unit (AU)
1.986 x 102 m
B 2.8 x 108 Û/é
A
C 1.496 x 1011 m
D
9.467 x 1015 Û
D
9.467 x 1015 m
125.
ä‹dG¤j ntWgh£o‹ S.I. myF
A X«
B nthš£
C M«Ãa®
D
TY«
The S.I. unit of potential difference
Ohm
B Volt
C Ampere
D
Coulomb
A
126.
Ñœ¡f©lt‰¿š vªj x‹W fhy¤Â‹ myF mšy
M©L
A
B xë M©L C ehŸ
D beho
A
Which one of the following is not a unit of time?
year
B light year
C
day
D second
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127.
khW»‹w ä‹jilæ‹ F¿pL
A
B __ (.) __
C
D
The symbol of variable resistance is
B __ (.) __
A
C
D
128.
ekJ Å£oš »il¡F« khWÂir ä‹ndh£l¤Â‹ m®bt©
A 240 Hz
B 100 Hz
C 10 Hz
D 50 Hz
Frequency of our household alternating current is
A 240 Hz
B 100 Hz
C 10 Hz
D 50 Hz
129.
A
C
A
C
óäæš fyªJŸs ie£u#‹
bjé£oa fiurš
B
bjé£lhj fiurš
D
Nitrogen in earth’s soil is
Saturated Solution
B
Unsaturated Solution
D
130.
A
C
mÂbjé£oa fiurš
Ïitaid¤J«
Super Saturated Solution
all the above
6C13
k‰W« 7N14 mQ¡fis v›thW miH¡fyh«
Inrhgh®fŸ
B Inrhlh‹fŸ
Inrhnlh¥òfŸ
D fh®gå‹ Inrhnlh¥ò
The atoms 6C13 and 7N14 can be described as
A Isobars B Isotones C Isotopes D Isotopes of Carbon
131. Ñœ¡f©lt‰WŸ vJ nt‰W mQ _y¡TW?
A O2
B H2
C NH3
D
H2 SO4
Which one is hetero atomic molecules?
A O2
B H2
C NH3
D
H2 SO4
132.
A
C
Ñœ¡f©lt‰WŸ vªj x‹W M¡ì#nd‰wkhfhJ
iA£u#id V‰wš
B M¡ì#id V‰wš
iA£u#id Ú¡Fjš
D vy¡£uh‹fis ÏH¤jš
Which one is not in oxidation?
A Gain of hydrogen
B Gain of oxygen
C Loss of hydrogen
D Loss of electrons
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Ïu¤j¤Â‹ pH kÂ¥ò
A 6
B 8.4
C 7.4
133.
The pH value of blood is
A 6
B 8.4
134.
A
C
D
C 7.4
5.5
D 5.5
Áç¥ó£L« thÍé‹ ntÂæaš bga®
ie£u° M¡i[L
B fhšÁa« ršng£
fhšÁa« M¡i[L
D ie£u° il M¡i[L
The chemical name of laughing gas is
A nitrous oxide
B calcium sulphate
C calcium oxide
D nitrous dioxide
135.
cnyhf¥ nghè¡F cjhuz«
Ãsh£od«
A
B b#®khåa« C »uhig£
A
Example of Metalloids
Platinum
B Germanium
D
C Graphite
D
btŸë
Silver
136.
òj®¢ brofS¡F vL¤J¡fh£L
A beš
B nuh#h
C KŸs§»
D
nt«ò
Example for shrubs
A Paddy
B Rose
D
Neem
137.
ãy Ú® thœtdt‰¿‰fhd vL¤J¡fh£L
A irf°
B igd°
C kh°
D
òš
Example for Bryophytes
A Cycas
B Pinus
D
Grass
C Radish
C Moss
138.
ghÁfis F¿¤j m¿éaš
A gh¡Oçahyí B clèaš
C bršèaš
The study of algae is called
Bacteriology B Physiology
A
C Cytology
D
D
ig¡fhyí
Phycology
139.
beh¤jè‹ nghJ ______________ thÍ btëah»wJ
M¡ì#‹
A
B ie£u#‹ C fh®g‹ilM¡i[L
D Fnshç‹
A
The Gas liberated during fermentation is ________________
Oxygen
B Nitrogen C Carbon dioxide
D Chlorine
140.
xëæ‹ ö©LjY¡F V‰wthW jhtu ghf¤Â‰F V‰gL« mirÎ
xërh®girÎ
A
B òérh®girÎ
ntÂrh®girÎ D Ú®rh®girÎ
C
26
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The movement of a plant part in response to light is called
A
Phototropism
B Geotropism
C
Chemotropism
D Hydrotropism
141. mäy kiH cUthf¡ fhuzkhd thÍ vJ?
A M¡ì#‹ B ie£u° M¡i[L C Fnshç‹
A
Which gas causes Acid Rain?
Oxygen
B Nitrous Oxide
142.
A
D iA£u#‹
D Hydrogen
C Chlorine
Úç‹ _y« fåfS« éijfS« guÎjY¡F vL¤J¡fh£L
mtiu
B bj‹id C gyh
D f¤jç
Example of Fruits and seeds dispersed by water.
A Bean
B Coconut C Jack
D Brinjal
143.
éy§F bršfëš k£Lnk fhz¥gL« brš cW¥ò
A ãÍ¡ëa° B Ãsh°khr›Î C çnghnrh«
D br‹£nuhnrh«
A
Which cell organell is found only in animal cell?
Nucleus
B Plasmamembrane
C Ribosome
D Centrosome
144.
gh¡Oçahit mséL« myF
A »uh«
B Û£l®
C bt®åa®
D ik¡uh‹
Bacteria are measured in _____________ Unit
A Gram
B Meter
C Vernier
145.
A
é¥çnah gh¡Oçahé‹ tot«
fhšòŸë
B RUŸ
C F¢Á
The shape of Vibrio Bacteria is
A Comma
B Spiral
C Rod
146.
A
Ït‰¿š itu° nehŒ vJ?
nghènah
B bl£ld° C bjhGnehŒ
Which one is viral disease?
A Polio
B Tetanus
C Leprosy
147.
kuÃaè‹ jªij
rªÂunrf®
A
B bk©lš
Father of genetics
A Chandrasekar
B Mendel
D Micron
D nfhs«
D Spherical
D knyçah
D Malaria
C ny©£°bl‹d®
C Landstenner
D vk®r‹
D Emerson
27
www.kalvisolai.com - 28 of 114.
148.
A
bgU§Flè‹ Ús«
2 Û£l®
B 3 Û£l®
Length of large intestine
A 2 meter
B 3 meter
149.
C 1.5 Û£l®
C 1.5 meter
D 6 meter
njå ts®¥ò¡F cfªj Ïd«
A Vð ϩofh
B Vð ònshçah
C Vð lh®nr£lh
D Vð bkšèbguh
Best Breed for Apiculture
A Apis indica
C Apis dorsata
150.
D 6 Û£l®
A
B Apis florea
D Apis mellifera
gªÂ¥ó® njÁa ó§fhé‹ ÏU¥Ãl«
F#uh¤
B f®ehlfh
C m°[h«
Bandhipur National Park is in
A Gujarat
B Karnataka
C Assam
D nfush
D Kerala
-----------------------------------------
28
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Teachers Eligibility Test - Paper 2
i.
Child Development and Pedagogy
(Relevant to Age Group 11 – 14)
UNIT I: Nature of Educational Psychology
Definition of Psychology – Methods of Psychology – Branches of
Psychology – Educational Psychology – Definition, Nature and Scope
of Educational Psychology: The Learner, Learning Process, Learning
Experience,
Learning
environment,
Teacher
and
teaching
–
Significance of Educational Psychology to the teacher.
Unit II: Human Growth and Development
Interaction of Nurture and Nature. Concept, Distinction among
Growth, Development and Maturation. General Principles of Growth
and Development – Characteristics, Dimensions of Development –
Physical, Cognitive, Emotional, Social and Moral – Phases of
Development and Development tasks – Infancy, Childhood and
Adolescence.
UNIT III: Cognitive Development
Cognitive Process, Attention –Factors relating to attention, Kinds of
attention – Inattention, distraction and division of attention – Span
of Attention.
Sensation and Perception – Factors relating to
Perception, Perceptual errors – Concept formation – Nature and
Types of Concepts – Piaget’s stages of cognitive development –
Bruner’s theory – Concept maps – Imagery – Language and
Thinking – Reasoning and Problem Solving – Implications to the
teacher.
UNIT IV: Social, Emotional and Moral Development
Social development – Factors of Social development – Social
Maturity – Erikson’s stages of Social development – Emotional
development – meaning – Positive and Negative emotions –
Emotional control and maturity – Place of emotions in life –
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Significance of Emotional Intelligence – Moral development –
Kohlberg’s stages of Moral development.
UNIT V: Learning
Nature and importance of learning –Individual differences in
learning – Learning Curves – Factors influencing the learning –
theories of learning – Conditioning : Classical and Operant (Pavlov,
Skinner), Trial and Error (Thorndike), Learning by Insight (Kohler)
– Transfer of Learning – Learning by Imitation – Levels of Learning:
Gagne – Remembering and Forgetting : Curve of forgetting.
UNIT VI: Intelligence and Creativity
Nature of Intelligence – Distribution of Intelligence – Theories of
Intelligence: Single, Two factor and Multifactor theories, Guilford’s
structure of the Intellect, Gardner’s Multiple Intelligence Theory –
Constancy of IQ – Assessment of Intelligence – Users of Intelligence
tests.
The Process of Creativity- Creativity and Intelligence – Identification
and promotion of Creativity – Thinking: Convergent and Divergent
thinking.
UNIT VII: Motivation and Group Dynamics
Motivation and Learning – Kinds of Motives
Motivation:
–
Theories
of
Maslow’s hierarchy of needs – Role of Rewards and
Punishments – Level of Aspiration – Achievement Motivation:
Techniques of Developing Achievement motivation – Motivation in
the classroom context
Competition and Co-operation – Leadership Traits – Leadership
Styles and Classroom Climate.
UNIT VIII:
Personality and Assessment
Meaning and Definitions of Personality – Major Determinants of
Personality – Theories of Personality – Type, Trait, Type and Trait,
Psychoanalytic – Assessment of Personality: Projective and Non
projective
Techniques
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–
Aptitude
–
concept,
types
and
measurement. Attitude and interest – concept and measurement –
Integrated Personality.
UNIT IX: Mental Health and Hygiene
Concept of Mental health and Hygiene – Conflict and Frustration –
Unrest
–
Adjustment
and
Mal
adjustment
–
Causes
Maladjustment – Defence Mechanisms – Mental Illness.
of
Juvenile
Delinquency. Promotion of Mental health of students and teachers.
UNIT X: Guidance and Counselling
Nature, Types and Need of Guidance and Counselling – Educational,
Vocational and Personal. Identification of Children with Counselling
Needs – Counselling Techniques: Individual and Group Techniques
– Guidance for the children with Learning Difficulties, Under
Achievers and Gifted.
_____________
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Teachers Eligibility Test – Paper 2
iv. Language I - 1. Tamil
Mwh« tF¥ò
Âw‹
ghl¥bghUŸ
1.
Ïaš – 1
ciu¥gFÂia cça
f‰wš f‰Ã¤jš brašghLfŸ
xè¥ò¥ gæ‰Á¡fhd ciueil¥
xè¥òl‹ go¤jš, ika¡ brŒÍŸ
gFÂia¡ F¿¥Ã£L cça
fU¤j¿jš, édh
thœ¤J
ãW¤j¤Jl‹ go¡f¢ brŒjš.
cUth¡Fjš,
ÂU¡FwŸ
édhé‰nf‰w
ciueil
éilaë¤jš,
j䜤jh¤jh
F¿¥bgL¤jš,
c.nt.rh.
étç¤jš, jhnd f‰wš
Jiz¥ghl«
bghUsl¡f¤ij
filÁtiu e«Ã¡if
btë¥gL¤JkhW édh¡fis
Ïy¡fz«
cUth¡F« gæ‰Á : m¿Îiu¥
Ïiz vG¤J¡fŸ
gFÂæš m¿ÎiufŸ
m¿jš, F¿š, beoš
(éGäa§fŸ) btë¥gLkhwhd
m¿jš
édh¡fŸ. vL¤J¡fh£lhf
bkhê¤Âw‹ gæ‰Á
Áy édh¡fŸ bfhL¤J,
F¿š, beoš
ntWgh£il
vL¤J¡fh£l¤j¡f
th¡»a§fŸ.
x‰iw¡ bfh«ò,
Ïu£il¡ bfh«ò
K‰W¥òŸë M»at‰iw¡
ftå¤J¥ go¡f¥ gH¡Fjš.
brŒÍŸ, ciueil¥ gFÂia¡
bfhL¤J, mt‰¿‹
mt‰iw¥ ngh‹w Ãw
édh¡fis cUth¡F«
gæ‰Á.
Áy brh‰fëš, éilfŸ tu¤j¡f
édh¡fŸ mik¡f¥ gæ‰Á
më¤jš.
ciueil¥ g¤Âia¡ bfhL¤J
vG¤JfŸ bfh©l
mj‹ ika¥ bghUŸ
th¡»a§fŸ,
khwhjthW F¿¥ò¢ r£lf«
brh‰bwhl®fŸ, Ïd
jahç¤jš. Áy
vG¤JfŸ bfh©l
vL¤J¡fh£Lfis¡ bfhL¤J
th¡»a§fŸ,
mt‰iw¥ ngh‹W ghl¥
brh‰bwhl®fŸ,
brh‰fŸ m¿jš.
www.kalvisolai.com - 33 of 114.
fhšòŸë, miu¥òŸë,
gFÂæYŸs gFÂfS¡F¡
F¿¥ò vGj gæ‰Wé¤jš.
F¿¥ò¢ r£lf« bfhL¤J éç¤J
Âw‹
ghl¥bghUŸ
f‰wš f‰Ã¤jš brašghLfŸ
vGJ« gæ‰ÁfŸ bfhL¤jš.
bfhL¡f¥g£LŸs brŒÍŸ,
ciueil¥ gF rh®ªj
éGäa§fŸ, eilKiw
thœ¡if¥ Ãu¢Áid
bjhl®ghd édh¡fis¡
bfhL¤J éil vGj¢
brhšYjš.
F¿š, beoš ntWghLfis
vL¤J¡fh£l¤j¡f
brh‰bwhl®fis vGJ«
gæ‰Á. (v-L) éš ÏirÍ«
Åiz ÏirÍ« . . . . . . .
x‰iw¡bfh«ò,
Ïu£il¡bfh«ò cila
brh‰fŸ cila
brh‰bwhl®fis vGJjš.
(bt£lbtë, ntfhjnrhW. . )
tšèd, bkšèd, Ïilæd
tçiria¡ fh£L« brh‰fis
vGJjš, (f£il, r£il,
j£il, g£il)
2.
f‰wš gFÂæYŸs brŒÍŸfis
bkhê MSik¤ Âw‹:
Ïaš – 2
brh‰nghçš g§nf‰W,
brŒÍŸ
nk‰nfhŸfh£o¢ brh‰bghêÎ
cça cz®nthL
ehyoah®
jahç¤jš.
ngRjš.
ghuj njr«
ciueil
gwitfŸ gyéj«
Jiz¥ghl«
gh«òfŸ – X®
www.kalvisolai.com - 34 of 114.
gwitfë‹ brašfŸ, gH¡f§fŸ
Kjèad g‰¿¡
fyªJiuahlš.
ciuahlš gFÂia¢ RU¡»
vGJjš.
ciuahliy khzt®fis¡
Âw‹
ghl¥bghUŸ
f‰wš f‰Ã¤jš brašghLfŸ
ciuahlš
bfh©nl ãfœ¤Jjš
Ïy¡fz«
F¿š, beoš brhšyh¡f¥
F¿š, beoš
c©lhtJ v¥go?
vG¤JfS« cwΫ
bkhê¤Âw‹ gæ‰Á
v©, v©Q¡Fça
vG¤J tot«,
brh‰fis¢ nr®¤J«
Ãç¤J« vGJjš,
j‹ ÏdbtG¤Jl‹
k£L« nrU«
gæ‰ÁfŸ
ÏdbtG¤JfŸ miktJ ngh‹w
brh‰fis vGJjš. (r§f«,
j§f«, t§f«...) (clåiy
bkŒ«ka¡f¢ brh‰fŸ, g¡f«,
gh¡f«)
ghl¥ gFÂæYŸs brh‰fis¥
Ãç¤J«, nr®¤J« vGJ«
gæ‰Á. (tšbyh‰W
äFtjhf mikÍ«
vL¤J¡fh£LfŸ k£L«)
vG¤JfŸ
3.
f£Liu, foj«,
Ïaš – 3
f‰wš gFÂæYŸs brŒÍŸfis
é©z¥g§fis cça
brŒÍŸ
nk‰nfhŸfh£o mwÎiu,
tot¤Jl‹, ãW¤j¡
eh‹kâ¡foif
tUzid¡ f£Liu vGJ«
F¿fis¥ ga‹gL¤Â
ciueil
vGJjš, Áªjid¤
Muhnuh Mçunuh
Âw‹ m¿jš
Jiz¥ghl«
Åu¢ ÁWt‹
f‰wš gFÂæYŸs ciueil¥
ghl§fëš vL¤jhs¥g£LŸs
ãW¤j¡ F¿fis
vL¤bjGJjš. mt‰¿‹
Ïy¡fz«
njitæid¥ g‰¿Í«, ãW¤j¡
brh‰fë‹ tiffŸ
F¿fŸ Ïlhjjhš V‰gL«
– bga®¢ brhš,
bghUŸ ka¡f¤ijÍ« vL¤J¡
éid¢ brhš
fh£Ljš.
m¿Kf«
bga®¢brhš, éid¢brhš
bkhê¤Âw‹ gæ‰Á
ntWgh£il és¡f¤ j¡f
x‰W¥ ÃiH,
gæ‰Áaë¤jš.
ka§bfhè¥ ÃiH,
bga®¢ brhš, éid¢
brhš ngh‹wt‰iw
www.kalvisolai.com - 35 of 114.
gæ‰Áaë¤jš.
éid¢brh‰fëèUªJ, Ãwtif¢
brh‰fis tUé¡F« gæ‰Á.
tšbyh‰W¥ ÃiH (Ïu©lh«
Âw‹
ghl¥bghUŸ
m¿a¢ brŒjš
f‰wš f‰Ã¤jš brašghLfŸ
nt‰Wik bjhif, éç)
vG¤J kh‰w¤jhš bghUŸ
khWgLtij vL¤J¡fh£L«
gæ‰Áaë¤jš.
4.
f‰wš bghUshf cŸs ghlèš
gFÂia¥ go¤J¡
Ïaš – 4
fU¤Jfis¤ bjhF¤J,
brŒÍŸ
x›bthU gFÂÍ«
tif¥gL¤Â,
ÏiraKJ
btë¥gL¤J« bghUis¤
btë¥gL¤j m¿jš.
gHbkhê eh}W
òÂa brh‰fŸ, Ãwbkhê¢
ciueil
brh‰fŸ, Ïiz¢
kfŸ ϪÂuhΡF
brh‰fŸ, M»adt‰iw
neU vGÂa foj«
btë¥gL¤Jjš
Jiz¥ghl«
C®¤ ÂUéHh – xU
jiy¥ghf¡ bfh©L ÁWÁW
gFÂfŸ vGJjš.
(vL¤J¡fh£L: kiH mKj«,
kiHbahè, cHtU« kiHÍ«.
brŒÍis nk‰nfhŸfh£o
vGj¢ brŒjš).
gl§fëš fhz¥gL« ãfœ¢ÁfŸ
fiyéHh
F¿¤J¤ jå¤jåna étç¤J
Ïy¡fz«
vGJ« gæ‰Áaë¤jš. (v-L)
Ïu£il¡»sé
fhtš bjŒt«, fufh£l«,
bkhê¤Âw‹ gæ‰Á
bgh§fš.
Ïu£il¡»sé
X‰iw¡ bfh«ò,
Ïu£il¡bfh«ò,
F¿š, beoš
ntWghL m¿jš
xè¡F¿¥ò¢ brh‰fis¥
ga‹gL¤Â¢ brh‰bwhl®
vGJ« gæ‰Áaë¤jš.
x‰iw¡bfh«ò, Ïu£il¡bfh«ò
kh‰w¤ij¢ brh‰fëšfh£o¥
bghUŸkh‰w¤ij¢ R£L«
gæ‰Áaë¤jš..
f‰wšgFÂ ciueilæš cŸs
Ãwbkhê¢ brh‰fis
vL¤bjGJ« gæ‰Áë¤jš. (vL. K¡»a¤Jt«, ehtš. . . .)
F¿š, beoš ntWgh£lhš
bghUŸ khWgLtij
és¡F« gæ‰Áaë¤jš.
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f‰wš f‰Ã¤jš brašghLfŸ
Âw‹
ghl¥bghUŸ
5.
tuyh‰W ãfœÎfis
Ïaš – 5
ãidÎ Twš k‰W«
brŒÍŸ
thœ¡if Kiw g‰¿
kåjcwé‹
Á¤j® ghlš
éth¤jš.
bgUikæid
jhf« - òJ¡ féij
és¡Fjš
ciueil
Ïsikæš bgçah®
nf£l nfŸé
Foah£Á, Koah£Á¡ fhy§fë‹
_le«Ã¡ifahš V‰gL« nfLfŸ
g‰¿ éth¤jš.
Á¤j® ghlèš fhz¥gL«
gF¤j¿Î¡ fU¤Jfis¡
F¿¤J éth¤jš,
kWky®¢Á¡ fU¤Jfis
Jiz¥ghl«
vL¤J¡fh£Ljš.
j§fkh«gHK«
x‰W¥ÃiH Ú¡F« gæ‰Áaë¤jš.
N£L¡nfhY«
F¿iy beoyhfΫ beoiy¡
Ïy¡fz«
F¿yhfΫ kh‰¿¢ brh‰fis
ÃiHfis¡ fisjš
cUth¡Fjš
bkhê¥gæ‰Á
ÃiHfis¡ fisjš
– x‰W¥ ÃiHfŸ,
F¿š, beoš
ÃiHfŸ, Jiz
vG¤J¥ ÃiHfŸ,
ka§bfhè¥ ÃiH,
kåj cwÎfë‹ nk‹ikæid
és¡F« ãfœ¢Áfis¤
bjhF¤jš.
tuyh‰W ãfœ¢Áfshš
bgw¤j¡f go¥Ãidfis¥
g‰¿¢ ÁªÂ¤J¤ ԮΠTW«
gæ‰Áaë¤jš.
brh‰fSl‹ ‘c«’
nr®¤J vGJjš
6.
òweh}‰W¢ brŒÍŸ fU¤ij
ciuahlš, ehlf«
Ïaš – 6
mik¤J vGJjš,
brŒÍŸ
btë¥gL¤JkhW ciuahlš
ãfœ¢Á m¿é¥òfis
òweh}W
vGj¥ gæ‰Wé¤jš.
ãušglΫ, RitglΫ
©izia
TWjš, vGJjš
Ïo¤J¤ bjUth¡F
– òJ¡ féij
www.kalvisolai.com - 37 of 114.
m¿é¥ò tot¢ brh‰bwhl®fis
vGJjš. m¿é¥ò¢
brhšyh£Áfis¥
Ãwt‰¿èUªJ ntWgL¤J«
Âw‹
ghl¥bghUŸ
ciueil
njÁa« fh¤j
br«kš
Jiz¥ghl«
vJ bgça c©ik?
Ïy¡fz«
R£blG¤J
bkhê¤Âw‹ gæ‰Á
f‰wš f‰Ã¤jš brašghLfŸ
gæ‰ÁfŸ tH§fš.
brŒÂ, édh Kjèa brh‰bwhl®
tiffëš btë¥gL«
jftšfis¢
Ritô£l¤j¡fthW
tUzid, mil¢ brh‰fis¥
ga‹gL¤j¥ gæ‰Wé¤jš.
ãušgl mikªj ãfœ¢Áfë‹
tçirKiwia kh‰¿¢
R£blG¤J¡fŸ, m,
Ritgl¡ TW« c¤Âfis¡
Ï, c m¿Kf«
fh£L« gæ‰ÁfŸmë¤jš.
(Ëndh¡F, fijkhwhkš
TWjš Kjèad)
brŒÍŸ Ritgl miktj‰fhd
brhšyh£Áfis
milahs¥gL¤Jjš.
R£blG¤J¡fŸ bkhêæš
ga‹gL« j‹ikæid
és¡F« gæ‰ÁfŸ
7.
gšJiw m¿Î bgWjš.
Ïaš - 7
m¿éaš f©LÃo¥ò¤ bjhl®ghd
(Á¤j kU¤Jt«, E©
brŒÍŸ
bghJ m¿it vL¤bjGj¤
fiyfŸ, éisah£L,
ÂU¡FwŸ –
j¡f jiy¥òfis¡ bfhL¤J¤
Ï‹iwa m¿éaš
Ïåait Twš
f©LÃo¥òfŸ) òÂa
ciueil
brh‰fë‹ bghUs¿jš,
fšèny
mfuKjèia¥
fiyt©z«
ga‹gL¤j m¿jš,
Jiz¥ghl«
kW¥ò¤ Âw‹ m¿jš
rhjid¥ bg©kâ
gæ‰Á. vëa brh‰fŸ,
Ïy¡fz«
brhšyh¡f Kiw m¿Kf«.
msbgil, Âiz,
ghš
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bjhl®òila
f©LÃo¥òfisÍ«
f©LÃo¤j m¿éaš
m¿P®fis¥ g‰¿Í« vGj¢
brŒjš.
m¿éaš fiy¢ brhšyh¡f¥
Ãwbkhê¢ brhšyh£Áia¤
j鮤J¢ brh‰bwhl®fis¢
Âw‹
ghl¥bghUŸ
f‰wš f‰Ã¤jš brašghLfŸ
br«ikahf vGJ« gæ‰Á.
brh‰fë‹ tif¥gh£il
bkhê¤Âw‹ gæ‰Á
msbgil – cæ®
msbgil,
x‰wsbgil
Âiz – ca®Âiz,
m~¿iz
m¿a¤j¡f gæ‰ÁfŸ (v-L)
bga®, v¢r«, éid ngh‹wd)
Ïy¡fz¥ bga®fis
m¿Kf¥gL¤jhkš, ntWg£l
mik¥òfis milahs«
fhQjš.
`msbgil’¢ brhšyh£Áæ‹
ghš - M© ghš,
eilKiw¥ ga‹gh£il¤
bg© ghš, gy® ghš,
bjçé¡F« vL¤J¡fh£LfŸ
x‹w‹ ghš, gyé‹
jUjš.
ghš
8.
bkhê ea« m¿jš.
Ïaš - 8
ciueil, brŒÍŸ tot«, f‰wš
ctikfŸ, gHbkhêfŸ,
brŒÍŸ
gDtšfë‹ Rit¡Fça
kuò¤ bjhl®fŸ,
jå¥ghlš
bkhê¡ TWfis¤
xUbrhš gybghUŸ,
mªj¡ fhy« Ϫj¡
gybghUŸ xUbrhš
fhy«
m¿jš, brh‰fsŠÁa«
ciueil
bgU¡Fjš
ja¡f« Ï‹¿¤
jäênyna ngRnth«
brŒÂæ‹ ctik, gHbkhê,
kuò¤bjhl® Kjèadt‰iw
kh‰¿aik¤J vGJ« gæ‰Á
bkhêts¡ TWfshd bjhif¢
brh‰fis, xU brhš
Jiz¥ghl«
gšbghUŸ, xU bghUŸ
ehL« efuK«
gybrhš Kjèad bfh©l
Ïy¡fz«
gDtšfis cUth¡F«
kh¤Âiu, v©, Ïl«
gæ‰Áaë¤jš.
bkhê¤Âw‹ gæ‰Á
kh¤Âiu msÎfŸ
v© - xUik, g‹ik
Ïl« - j‹ik,
K‹åiy, gl®¡if
www.kalvisolai.com - 39 of 114.
nj®ªbjL¡F« gæ‰Á
X® mo¢brhšiy¡ bfh©L
gštifahd brh‰fis
cUth¡F« gæ‰Áaë¤jš.
Ïy¡fz¥ gFÂæid Ïašò
Kiwæš m¿ªJ bfhŸS«
gæ‰Áfis më¤jš.
Âw‹
ghl¥bghUŸ
9.
ea« ghuh£Ljš,
Ïaš – 9
gil¥gh‰wš
brŒÍŸ
F‰why¡ FwtŠÁ
Ányil¥ ghlš
ciueil
vJ g©ghL?
Jiz¥ghl«
f‰wš f‰Ã¤jš brašghLfŸ
brŒÍŸ ea¡ TWfis¥
g£oaèLjš
xè, brhš, bghUŸ ea¡TWfis
btë¥gL¤j¤j¡f bjhl®fŸ,
brhš bjhFÂfis vGJ«
gæ‰Á.
eilKiw¡F¤ njitahd
K¤Âiu brh‰bwhl®fŸ
tz¡f« Iah!
(és«gu¤ j‹ikÍilait)
Ïy¡fz«
vGJjš. (v-L: ehS« f‰ngh«
fhy« m¿jš
; nkY« ca®nth«)
bkhê¥ gæ‰Á
br«bkhê¢ Ányil mikÍkhwhd
fhy« - Ïwªj fhy«,
brh‰fis vGj¥
ãfœ fhy«, v®
gæ‰Áaë¤jš
fhy«
éid tot§fis kh‰W«
gæ‰Áaë¤jš.
www.kalvisolai.com - 40 of 114.
VHh« tF¥ò
Âw‹
1.
ghl¥bghUŸ
f‰wš f‰Ã¤jš
brašghLfŸ
• gšntW ãW¤j¡
ciu¥gFÂia cça
Ïaš – 1
xè¥òl‹ go¤jš,
brŒÍŸ
F¿fis¥
ika¡ fU¤j¿jš,
thœ¤J, ÂU¡FwŸ
ga‹gL¤j¥
édh cUth¡Fjš,
ciueil
gæ‰Áaë¤jš.
édhé‰nf‰w
br«bkhê¤ jäœ
(gæ‰Á¡fhd gFÂ
éilaë¤jš,
Jiz¥ghl«
f‰wš
F¿¥bgL¤jš,
CU« ngU«
gDtèèUªJ«,
étç¤jš,
Ïy¡fz«
gDtš
jhnd f‰wš, Áªjid¤
rh®bgG¤Jfë‹
rhuhjdthfΫ
Âw‹ m¿jš
tifbjhif.
mikͫ)
bkhê¤Âw‹ gæ‰Á
• ÂU¡FwŸ
gFÂæYŸs
x›bthU Fwë‹
fU¤ijÍ« Áy
brh‰fëš TW«
gæ‰Á (v.fh) thŒik
vd¥. . . .
...
. . . . . . . . . . . .brhš –
Ôika‰w brhšny
thŒik
• Áy brh‰fŸ
éilahf tu¤j¡f
édh¡fŸ mik¤jš.
www.kalvisolai.com - 41 of 114.
Âw‹
ghl¥bghUŸ
f‰wš f‰Ã¤jš
brašghLfŸ
• rh®bgG¤JfS¡F
vL¤J¡fh£Lfis¡
bfhL¤J bga®fis
vGJ« gæ‰Áaë¤jš.
• tšèd« äFj‰fhd
vL¤J¡fh£LfŸ
vGJ«
gæ‰Áaë¤jš.
2.
• ciueil¥
bkhê MSik¤ Âw‹
Ïaš – 2
brh‰nghçš g§nf‰W,
brŒÍŸ
gFÂfS¡F V‰w
V‰w Ïw¡f§fSl‹
òweh}W,
Jiz¤ jiy¥ò
ngRjš, vGJjš
KJbkhê¡fhŠÁ
vGj¥ gæ‰Áaë¤jš.
ciueil
• brh‰nghU¡fhd
kfhé¤Jth‹ Ûdh£Á
gFÂfis vGJ«
Rªjudh®
gæ‰Áaë¤jš.
Jiz¥ghl«
• fU¤ij V‰F«,
ÁWfij
kW¡F« c¤Âfis
Ïy¡fz«
vL¤J¡fh£Ljš.
rh®bgG¤JfŸ –
• cz®ÎfS¡F V‰w
cæ®bkŒ, MŒj«
brh‰fis¤
bkhê¤Âw‹ gæ‰Á
nj®ªbjL¡F« gæ‰Á
• f‰w brŒÍŸ gFÂia
nk‰nfhŸfh£o,
nkil¥ ng¢R
jahç¤jš.
• Jiz¥ghl¥
gFÂæèUªJ,
éGäa§fis
www.kalvisolai.com - 42 of 114.
Âw‹
ghl¥bghUŸ
f‰wš f‰Ã¤jš
brašghLfŸ
btë¥gL¤J«
és¡f¡ F¿¥ò¤
jahç¤jš.
• bfhL¡f¥g£l F¿¥ò
mo¥gilæš jäHç‹
g©gh£L¢ Áw¥ig
btë¥gL¤J« gæ‰Á.
3.
• brŒÍŸ fU¤Âid
gFÂia¥ go¤J¡
Ïaš – 3
fU¤Jfis¤ bjhF¤J,
brŒÍŸ
tif¥gL¤Â¡ TW«
tif¥gL¤Â,
ÂçfLf«
gæ‰Á. (v-L)
btë¥gL¤j m¿jš.
ciueil
kd¤Â‹ j‹ik,
òÂa brh‰fŸ, Ãwbkhê¢
fâjnkij ÏuhkhDr«
bkhêæ‹ j‹ik,
brh‰fŸ, Ïiz¢
Jiz¥ghl«
bkŒæ‹ j‹ik –
brh‰fŸ m¿jš, kW¥ò¤
ÁWfij
brŒÍŸfis¥
Âw‹ m¿jš
Ïy¡fz«
bghU¤Â¡ fh£Ljš.
ehštif¢brh‰fŸ
bkhê¤Âw‹ gæ‰Á
• ciueil¥
gFÂæYŸs
Ãwbkhê¢
brh‰fS¡F¤ öa
j䜢 brh‰fŸ
cUth¡F« gæ‰Á.
• Jiz¥ghl¥
gFÂæèUªJ,
Ïiz¢ brh‰fŸ,
òÂa brh‰fŸ,
Ãwbkhê¢ brh‰fŸ
Kjèadt‰iw¥
g£oaèl¢ brŒjš.
• jiy¥ò x‹iw¤
www.kalvisolai.com - 43 of 114.
Âw‹
ghl¥bghUŸ
f‰wš f‰Ã¤jš
brašghLfŸ
jªJ, mj‰F tY
nr®¡f¡ Toa
fU¤Jfis¤
bjhF¡F« gæ‰Á.
• ehštif¢
brh‰fis¥ Ãç¡F«
gæ‰Á
4.
f£Liu, foj«,
Ïaš – 4
• bghUSila
é©z¥g§fis cça
brŒÍŸ
brh‰fis
tot¤JlD«, ãW¤j¡
jå¥ghlš
milahs« fhQ«
F¿fis¥ ga‹gL¤ÂÍ«
ciueil
gæ‰Á. mt‰iw¥
vGJjš, kåj cwΤ
fhªÂaofŸ foj«
bghU¤jkhf
Âw‹ m¿jš
brh‰bwhlçš
Jiz¥ghl«
ÁWfij
mik¤jš.
• gšntW NHšfëš
Ïy¡fz«
vGj¥gL«
ÏLF¿¥bgaU«
é©z¥g§fŸ g‰¿a
fhuz¥bgaU«
m¿Kf« ;
bkhê¤Âw‹ gæ‰Á
é©z¥g§fŸ
vGJjš.
• fijfëèUªJ
bgw¤j¡f
m¿Îiufis¥
g£oaè£L¥ Ãw
vL¤J¡fh£LfŸ
jUjš.
• KH¡f
brh‰bwhl®fis¡
bfhL¤J¥
www.kalvisolai.com - 44 of 114.
Âw‹
ghl¥bghUŸ
f‰wš f‰Ã¤jš
brašghLfŸ
bghU¤jkhd
tuyh‰W ãfœ¢Áia
vGJ« gæ‰Á.
• bga®¢ brh‰fis
tif¥gL¤J« gæ‰Á
•
5.
tuyhW, g©ghL m¿jš
Ïaš – 5
• brŒÍŸ bghU£
brŒÍŸ
Ëdâia
ÂUth%® eh‹kâkhiy,
btë¥gL¤J« gæ‰Á.
thâjhr‹ ghlš
• brŒÍŸ
ciueil
btë¥gL¤J«
ö§fh ef®
m¿Îiuæid
Jiz¥ghl«
és¡F« gæ‰Á.
ÁWfij
• go¤j brŒÍŸfis
Ïy¡fz«
nk‰nfhŸgL¤Â,
mWtif¥ bga®¢brh‰fŸ
brh‰ngh® jahç¤jš.
bkhê¤Âw‹ gæ‰Á
• Jiz¥ghl¥
gFÂæYŸs
tuyh‰W¡ F¿¥òfis
és¡FkhW
jftšfis¤
Âu£Ljš.
• mWtif¥ bga®fis
tif¥gL¤J« gæ‰Á
6.
• féij tçfis
ciuahlš, ehlf«
Ïaš – 6
mik¤J vGJjš,
brŒÍŸ
nk‰nfhŸgL¤Â
ãfœ¢Á
kUjfhÁæ‹ ghlš,
ciuahlš vGJjš.
m¿é¥òfis ãušglΫ,
e. âr_®¤Âæ‹ féij
www.kalvisolai.com - 45 of 114.
• féij tçfS¡F¥
Âw‹
ghl¥bghUŸ
f‰wš f‰Ã¤jš
brašghLfŸ
RitglΫ TWjš,
ciueil
bghU¤jkhd KH¡f
vGJjš
berÎ – ehlf«
th¡»a§fŸ vGJjš.
Jiz¥ghl«
• thœ¡if tuyh‰W¢
jäœ ehlf K‹ndhofŸ
Áw¥ig és¡F«
Ïy¡fz«
nk‰nfhŸ
éidK‰W, bgabu¢r«,
brŒÍŸfis
éidba¢r«
vL¤J¡fh£Ljš.
bkhê¤Âw‹ gæ‰Á
• brhš tot kh‰w¥
gæ‰Á
• Ãwbkhê¢
brh‰fS¡F¤ jäœ
brh‰fŸ M¡f¥
gæ‰Á.
7.
• gšJiwfëš
gšJiw m¿Î bgWjš.
Ïaš – 7
(Á¤j kU¤Jt«,
brŒÍŸ
ga‹gL« brh‰fŸ
éisah£L, Ï‹iwa
ÂU¡FwŸ, K¡Tl‰ gŸS
cUth¡Fjš
m¿éaš
ciueil
f©LÃo¥òfŸ) òÂa
Ïa‰if ntsh©ik –
f©LÃo¥òfŸ
brh‰fë‹ bghUs¿jš,
ne®fhzš
bjhl®ghd
mfuKjèia¥
Jiz¥ghl«
brŒÂfis¢ ÁWÁW
ga‹gL¤j m¿jš
ÁWfij
jiy¥òfëš
Ïy¡fz«
vGJjš.
nt‰Wik, milbkhê
bkhê¤Âw‹ gæ‰Á
• m¿éaš
• Ïa‰if ntsh©ik¥
g‰¿a Áw¥òfis¢
ÁWÁW jiy¥òfëš
vGJ« gæ‰Á.
8.
bkhê ea« m¿jš.
Ïaš – 8
(ctikfŸ, gHbkhêfŸ,
brŒÍŸ
www.kalvisolai.com - 46 of 114.
• f‰wš gDtèYŸs
bkhêea¡ TWfis
Âw‹
ghl¥bghUŸ
f‰wš f‰Ã¤jš
brašghLfŸ
kuò¤ bjhl®fŸ,
jå¥ghlš,
xUbrhš gybghUŸ,
jhyh£L¥ ghlš
gybghUŸ xU brhš
ciueil
ctik, gHbkhê,
m¿jš)
jäHf¤Â‹
kuò¤bjhl®
m‹åbgr©£
Ïiz¤J¢ Ritgl
Jiz¥ghl«
kh‰¿ vGJ« gæ‰Á.
ÁWfij
btë¥gL¤J« gæ‰Á.
• f‰wš gDtiy,
• Jiz¥ghl¥ gFÂæš
Ïy¡fz«
cŸs brŒÂfis¢
_tif¥nghèfŸ
ÁWÁW jiy¥Ã‰FŸ
bkhê¤Âw‹ gæ‰Á
vGJjš.
• f‰wš gDtèš cŸs
bkhêts¡ TWfis
milahs¥gL¤Jjš.
mt‰iw¥ ga‹gL¤Â
brh‰bwhl®fŸ
vGJjš.
• Ãwbkhê¢
brh‰fS¡F
Ïizahd j䜢
brh‰fŸ vGJjš.
• bkhê¥
nghèfS¡fhd
vL¤J¡fh£LfŸ
jUjš.
9.
• f‰wš gDtèš cŸs
brh‰fsŠÁa«
Ïaš – 9
bgU¡Fjš
brŒÍŸ
òÂa brh‰fis¥
m«khid,
g£oaèLjš.
ÓtfÁªjhkâ
ciueil
www.kalvisolai.com - 47 of 114.
• g£oaè£l brh‰fis
tif¥gL¤Jjš
Âw‹
ghl¥bghUŸ
brašghLfŸ
jäHf éisah£LfŸ
• brh‰fis
Jiz¥ghl«
• Ïy¡fz«
ÁWfij
• Jiw
Ïy¡fz«
• mik¥ò
brhš
• bkhê
bkhê¤Âw‹ gæ‰Á
10
f‰wš f‰Ã¤jš
ea« ghuh£Ljš,
Ïaš – 10
gil¥gh‰wš
brŒÍŸ
ghuÂjhr‹ ghlš
f«g® ghlš
ciueil
vd tif¥gL¤Jjš.
• brŒÍŸ ea« ghuh£lš
gæ‰Á
• ea¡ TWfis¥
g£oaèlš
• f‰wš gDtš
Xéa¡fiy
bjhl®ghd
Jiz¥ghl«
brašfis ea«gl
ÁWfij
ciu¡f¤j¡f
Ïy¡fz«
gHbkhêfŸ,
mâæy¡fz«,
kuò¤bjhl®fŸ,
ãW¤j‰F¿fŸ
KH¡f¤bjhl®fŸ
bkhê¤Âw‹ gæ‰Á
jahç¤jš.
• Xéa¡fiy
bjhl®ghd
brh‰fis¤
Âu£Ljš.
• mâfis és¡F«
vL¤J¡fh£L¢
brŒÍŸfŸ
• jiy¥òfS¡nf‰g
kd tiugl« tiujš.
www.kalvisolai.com - 48 of 114.
v£lh« tF¥ò
Âw‹
1.
ghl¥bghUŸ
f‰wš – f‰Ã¤jš
brašghLfŸ
ciu¥gFÂia cça
Ïaš - 1
jhÍkhdtç‹
xè¥òl‹ go¤jš, ika¡
brŒÍŸ
bghJthd
fU¤j¿jš, édh
thœ¤J, ÂU¡FwŸ
flΣbfhŸif
cUth¡Fjš,
ciueil
btë¥gLkhW f‰Ã¤jš;
édhé‰nf‰w
cyf¤j䜢 br«bkhê
ÂU¡Fw£fU¤Jfis
éilaë¤jš,
kheh£L¢ Áw¥òfŸ
khzh¡f®
F¿¥bgL¤jš, étç¤jš,
Jiz¥ghl«
cs§bfhs¤j¡f
jhndf‰wš, Áªjid¤
Á.Í. ngh¥ò
fijfŸ – ãfœÎfŸ
Âw‹ m¿jš
Ïy¡fz«
jªJ f‰Ã¤jš;
F‰¿aYfu«, F‰¿aèfu«,
br«bkhê khehL
K‰¿aYfu«
bjhl®òila F¿¥òfŸ
bkhê¤Âw‹ gæ‰Á
bfhL¤J¡ f£Liu
tiua¢ brŒjš.
Jiz¥ghl¡
f£Liuia khzh¡f®
jhnk go¡fΫ,
F¿¥bgL¡fΫ
gæ‰Wjš.
2.
bkhê MSik¤ Âw‹,
Ïaš - 2
brŒÍŸ jU« bghUŸ
éthj§fëš g§nf‰W
brŒÍŸ
cz®Î¡nf‰g¡ Fuš
V‰w Ïw¡f§fSl‹
Ïåait eh‰gJ,
V‰w¤ jhœÎl‹ go¡f¡
www.kalvisolai.com - 49 of 114.
Âw‹
ghl¥bghUŸ
f‰wš – f‰Ã¤jš
brašghLfŸ
ngRjš, vGJjš,
mayf¡féP® ghlš
f‰Ã¤jš, mfuKjè
Áªjid¤ Âw‹ m¿jš
ciueil
mik¥ò¥ g‰¿¢
mfuKjè tuyhW
Áªjidia¤ ö©lš ;
Jiz¥ghl«
Ïy¡»a tif¢
ÁWfij
brh‰fS¡fhd
Ïy¡fz«
vL¤J¡fh£Lfis¥
Ïy¡»atif¢ brh‰fŸ
ghlüèš cŸs
bkhê¤Âw‹ gæ‰Á
ghl¥gFÂ tê¡
f‰Ã¤jš.
3.
gFÂia¥ go¤J¡
Ïaš - 3
brŒÍ£ gFÂæ‹
fU¤Jfis¥ gF¤J«,
brŒÍŸ
fU¤Jfis khzh¡f®
bjhF¤J«,
ÂUtŸSt khiy,
bjhF¤J¡ Tw
tif¥gL¤ÂÍ«,
esbt©gh
têfh£Ljš.
btë¥gL¤j m¿jš. òÂa ciueil
ciueil¥ ghl¤ij
brh‰fŸ, Ãw bkhê¢
cyf« cŸs§ifæš
ikakhf¡ bfh©L
brh‰fŸ, Ïiz¢
Jiz¥ghl«
òÂa brh‰fŸ,
brh‰fŸ m¿jš
ÁWfij
Ãwbkhê¢ brh‰fŸ,
Ïy¡fz«
Ïiz¢ brh‰fis
tH¡F
khzh¡fnu
bkhê¤Âw‹ gæ‰Á
Ïd§fhQkhW gæ‰wš.
br¿éiz,
Kuâiz¢
brh‰fis¥ g£oaèl¢
brŒjš.
4.
f£Liu, foj«,
Ïaš - 4
brŒÍŸ ea«
é©z¥g§fis cça
brŒÍŸ
cz®¤JtnjhL ika¡
toéY«, KiwæY«,
éntfÁªjhkâ,
fU¤Âid khzh¡fnu
ãW¤j¡F¿fis¥
ghuj¤jhŒ
TWkhW gæ‰wš ;
ga‹gL¤Â vGJjš,
ciueil
ciueil¢ brŒÂfis¡
www.kalvisolai.com - 50 of 114.
Âw‹
ghl¥bghUŸ
kW¥ò¤ Âw‹ m¿jš
f‰wš – f‰Ã¤jš
brašghLfŸ
ϪÂa éLjiy¥ nghçš
f£Liu, foj«
jäHf¥ bg©fë‹ g§F
thæyhf¤ bjçé¡f¡
Jiz¥ghl«
f‰Ã¤jš; éÂ
ÁWfij
tUKiwæš
Ïy¡fz«
bjhifãiy¤
bjhifãiy¤ bjhl®fŸ
bjhl®fis¡ f‰Ã¤jš.
bkhê¤Âw‹ gæ‰Á
5.
tuyhW, g©ghL m¿jš
Ïaš - 5
fhto¢ ÁªJ¡F cça
brŒÍŸ
ÏirnahL« ÏirÎ
fhto¢ ÁªJ,
njh‹wΫ f‰Ã¤jš –
é¡»uknrhH‹cyh
f‰f¢ brŒjš ; brŒÂ
ciueil
cUthF« tuyh‰iw
brŒÂ cUthF« tuyhW
tuyh‰W Kiwæš
Jiz¥ghl«
f‰Ã¤jš ; F¿¥òfŸ
ÁWfij
bfhL¤J éçthf
Ïy¡fz«
vGj¢ brŒjš.
bjhfhãiy¤bjhl®fŸ
bkhê¤Âw‹ gæ‰Á
6.
ciuahlš, ehlf«
Ïaš - 6
ÂUkªÂu¤Â‹
mik¤J vGJjš.
brŒÍŸ
c£bghUŸ
ãfœ¢Á m¿é¥òfis
ÂUkªÂu«, nj«ghtâ
btë¥gLkhW f‰Ã¤jš.
ãušglΫ, RitglΫ
ciueil
nj«ghtâæ‹ ea«
TWjš, vGJjš
ehlf¡ fiy
btë¥gl¡ f‰Ã¤jš –
Jiz¥ghl«
f‰f¢ brŒjš; ehlf¡
ÅÂ ehlf«
fiy ts®¢Áia¢
Ïy¡fz«
Ritahf¡ TWjš –
MFbga®
Tw¢ brŒjš; ÅÂ
bkhê¤Âw‹ gæ‰Á
ehlf« ãfœ¤Jjš.
thœ¡ifæèUªJ cça
www.kalvisolai.com - 51 of 114.
Âw‹
ghl¥bghUŸ
f‰wš – f‰Ã¤jš
brašghLfŸ
vL¤J¡fh£LfŸ jªJ
MFbgaiu¡ f‰Ã¤jš.
khzh¡fiu
vL¤J¡fh£LfŸ
bjhF¤Jtu¢ brŒjš.
7.
gšJiw m¿Î bgWjš.
Ïaš - 7
ÂU¡FwŸ fU¤Jfis
(Á¤j kU¤Jt«,
brŒÍŸ
khzh¡f®
éisah£L, Ï‹iwa
ÂU¡FwŸ, ÂUtU£gh
cs§bfhs¤j¡f
m¿éaš f©LÃo¥òfŸ
ciueil
thœéaš ãfœÎfŸ –
...) òÂa brh‰fë‹
jäH® thåaš
fijfŸ – rh‹nwh®
bghUs¿jš,
Jiz¥ghl«
thœ¡if tuyhWfŸ
mfuKjèia¥
fÄènah fÄè
T¿¡ f‰Ã¤jš ;
ga‹gL¤j m¿jš, kåj
Ïy¡fz«
ciueil¥ ghl¤Â‹
cwΤ Âw‹ m¿jš
nt‰Wik
tê¥ òÂa brh‰fŸ –
bkhê¤Âw‹ gæ‰Á
bghUŸ fiy¢brh‰fŸ
Kjyhdt‰iw
Ïd§fhz¢ brŒjš –
bjhF¡f¢ brŒjš.
é tUKiwæš
nt‰Wik Ïy¡fz«
f‰Ã¤jš.
8.
bkhê ea« m¿jš.
Ïaš – 8
Ϫj Ïaè‹ brŒÍ£
(ctikfŸ, gHbkhêfŸ,
brŒÍŸ
gFÂia Kiwahf¡
kuò¤ bjhl®fŸ xUbrhš
éšèghuj«, Koaur‹
f‰Ã¥gnjhL, mt‰Wl‹
gybghUŸ, gybghUŸ xU
ghlš
fU¤J¤ bjhl®òila
brhš m¿jš)
ciueil
ctikfŸ, gHbkhêfŸ,
njtnea¥ ghthz®
kuò¤ bjhl®fŸ
Jiz¥ghl«
Kjyhdt‰iw¡
ÁWfij
f‰Ã¤jš, khzh¡fiu¤
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Âw‹
ghl¥bghUŸ
f‰wš – f‰Ã¤jš
brašghLfŸ
Ïy¡fz«
bjhF¡f¢ brŒjš,
òz®¢Á – Ïašò, éfhu«
ciueiltê xU brhš
bkhê¤Âw‹ gæ‰Á
gybghUŸ, gy bghUŸ
xU brhš fhQ«
gæ‰Áaë¤jš. Ïašò –
éfhu¥ òz®¢Á¡Fça
vL¤J¡fh£Lfis¥
ghlüèèUªJ
vL¤J¡fh£l¢ brŒjš.
9.
brh‰fsŠÁa«
Ïaš – 9
fh¥Ãa ea«, féea«,
bgU¡Fjš
brŒÍŸ
btë¥gl
f«guhkhaz«,
Ïuhkhaz¤ij¡
ghuÂjhr‹ ghlš
f‰Ã¤jš, ghntªjç‹
ciueil
féÍŸs«
fh£LæçfŸ
btë¥gLkhW ghliy¡
Jiz¥ghl«
f‰Ã¤jš. ciueil,
mU§fh£Áaf«
Jiz¥ghl¡
Ïy¡fz«
f£Liuæ‹ JizÍl‹
òz®¢Á – cæßW, bkŒpW
brh‰fsŠÁa¥
bkhê¤Âw‹ gæ‰Á
bgU¡f¥
gæ‰Áaë¤jš,
Ïy¡fz¥ gFÂia K‹
gFÂæš R£oa
Kiwæš f‰Ã¤jš –
m›thnw f‰f¢ brŒjš.
10.
ea« ghuh£Ljš,
Ïaš-10
brŒÍis Xirea«
gil¥gh‰wš
brŒÍŸ
btë¥gl¡ f‰Ã¤jš –
K¤J¡FkhuRthä
f‰f¢ brŒjš. ea«
ßis¤jäœ
cz®¤jš. ÏJtiu
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Âw‹
ghl¥bghUŸ
f‰wš – f‰Ã¤jš
brašghLfŸ
ciueil
f©l brŒÍ£
Ïy¡»a¤Âš eif¢Rit
gFÂfS¡fhd
Jiz¥ghl«
ea§fis khzh¡fnu
ÁWfij
bjhF¡f¥ gæ‰Wjš.
Ïy¡fz«
ciueilia¡ f‰Ã¤j
ah¥Ãy¡fz«,
ÃwF eif¢Rit¤
mâæy¡fz«
JQ¡FfŸ gil¡f¢
bkhê¤Âw‹ gæ‰Á
brŒjš.
ah¥ò, mâ – Ïy¡fz¥
gFÂf£F¥
ghlüèYŸs brŒÍ£
gFÂfë‹ JizÍl‹
f‰Ã¤jš – f‰f¢
brŒjš.
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i.
Language II English (Classes VI to VIII) (Compulsory)
Class VI
Listening
Competencies
Listening to:
Instructions,
Imperative
Statements
Short Stories
Short audio pieces
(radio play/
chosen parts of
CDs/Poetry/ Short
passages)
Identifying and
discriminating
difficult words
Dictation: Hearing
words, and
spelling
accurately
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Classroom
activities and
processes
Learning
Outcomes
Reading aloud
stories
Reciting poems
Giving specific
instructions for
an activity or
class work
Playing an
audio story
(Audio books,
audio rendition
of poems
It will be
reiterated at a
suitable time in
future.
Comprehends oral
instructions
Learns to
pronounce words
and phrases
Makes meaning of
what she listens to
and responds
appropriately,
orally or through
written exercises
: gh sounds,
silent letters,
/s/, /z/, /∫/, /3/
homophones
etc.
Learns that spelling
and pronunciation
are different
Learns to spell well
as many words as
thought
appropriate
Connects sounds
and forms a word
picture.
Learns New
vocabulary
Evaluation
Follow instructions
Listen and recite or
read with clear
intonation and
pronunciation
Listen and respond
orally or through
written exercises: Eg;
Write or say a line
about the characters
in a story; give a
suitable title
Answer objective
questions
Spelling Games
Spells words; finds
patterns; uses
correct spelling in
writing
Understands
meanings of words
learnt.
Speaking
Classroom
activities and
Competencies
processes
Learning
Outcomes
Evaluation
Reading aloud
Reading aloud
Reads clearly with
Read the given
from a text
from their
pauses;
passage fluently
reader
pronounces words
without erase and
accurately
with correct pauses.
Reciting: reading
Learning and
Read in unison,
from text
reciting in
with sense of meter
Expresse
Reciting from
groups, or
and rhyme
appreciation for the
memory
individually
Reads alone
poem read;
from the
without stumbling,
Recite with
selection of
with expression
expression; without
faltering
specified poems
Memorise the poem
Using appropriate
Activity: role
Learns to use oral
greetings for
play, games;
instructions
Follow the
various occasions
other oral
Speaks and enacts
instructions correctly
Making requests
activities:
using learnt
How will you respond
Enacting
Ask – Answer
phrases
to the given
activities
Builds familiarity
situations?
Instructing
around familiar
with appropriate
another classmate
situations in
phrasing of
day-to-day life
greetings and
Giving
requests
directions to a
place on
campus etc.
Asking and
This learning
Learns to frame
answering ‘Wh’ /
activity may be
appropriate
Yes/No / Seeking
undertaken
questions and
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Objective questions
Questions for
Information
around a story
answers correctly
different situations:
Questions
or passage:
in the ‘Wh’/ Yes/No
Eg;
Teacher guided
model; also knows
Ask questions to
how to ask, to elicit
- find a place,
relevant
- find the time of a
information
train’s arrival or
departure
Participation:
Large group
Builds participation
In discussions in
discussions,
skills
Converse on a topic
class
Classroom
Cogency in speech
of your choice with a
In a dialogue
discussion on
Confidence
group of your
lessons
Resourcefulness
classmates.
Converses
Holds a train of
around a
thought
suggested or
initiated topic
Speaking formally
Each student
Learns to speak in
on a topic for 2
takes turns to
front of a group,
Address the class on
minutes
prepare and
clearly and
why we need to grow
speak on a
correctly
more trees.
topic of choice
Telling Jokes;
Students share
Students share
Puzzles and
jokes, puzzles
jokes, puzzles and
Riddles.
and riddles.
riddles in a lively
manner
Anyone can share a
joke, puzzle or riddle
which they enjoyed?
Build interactive
skills
Reading
Competencies
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Classroom
activities and
processes
Learning
Outcomes
Evaluation
Skimming
Scanning
Reading
independently,
short passages in
prose and
comprehending its
content
Reading and
following level
appropriate
instructions
Understanding
sequence
Understanding
content
Finding answers
to questions on
the given passage
Understanding the
author’s intention
Recognizing and
learning
vocabulary in
context
Appreciating
style: first steps
Picking out main
facts and
supporting detail
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Using various
short passages,
the teacher
facilitates
skimming
content as a
reading skill
Using various
short passages,
the teacher
facilitates
scanning
content as a
reading skill
Reading
passages; from
text;
Reading
selected unseen
comprehension
passages of
selected level
Teacher writes
instructions on
board and asks
children to
follow them: a
play way
learning activity
(‘Simon says’
games)
The student learns
skimming as a
skill, and
understands its
value in reading
and understanding
The teacher
facilitates the
following
activities and
skills:
Underline main
facts
Use dictionary
or vocabulary
list (put up on
board) to find
meaning, and
understand in
the context
Use reading
material to
answer
questions
Enjoy reading
Understands
vocabulary; builds
vocabulary and
uses words in
context; answers
questions correctly
Begins to build
cognitive skills in
reading and
understanding
Takes the first
steps in looking at
the literary
qualities and
merits of a piece of
writing
The student learns
scanning as a skill,
and understands
its value in reading
and understanding
Reads and
comprehends
Understands and
enjoys stories and
essays
Learns to read
independently
Read the given
passage and answer
the questions.
Read the given
information and find
the data asked.
Follow instructions
clearly;
Uses the dictionary
effectively;
Independently works
at understanding a
passage or poem
Follows sequence
correctly;
Answers questions
appropriately
VSA, SA
Relating stories to
one’s own life and
responding
Answer open
ended
questions: What
do you think?
Responds to
literature;
understands life
through reading
Reads poetry:
appreciates it,
understands,
relates and
responds
[Teacher
facilitates] Read
and respond to
poetry; answer
questions;
illustrate
Appreciates poetry
Understands
meaningfully
Free association
and ‘imagine’
activities
Illustrations and
responses show
understanding;
Answer questions
accurately
Reading Extension
Activities
Supplementary
reading, use of
the Library,
Referencing
skills and
activities
Reads for interest
Reads to deepen
knowledge
Reads to link and
connect additional
data
Small assignments
and projects
Writing
Competencies
Answers questions
in complete
sentences, using
punctuation
Uses relevant and
level appropriate
vocabulary to
make sentences
Writes on a given
topic: (to an
established word
limit)
[5 lines]
Classroom
activities and
processes
Comprehension
passages
Learning
Outcomes
Evaluation
Write in sentences;
writes complete
answers; uses
punctuation
Answer questions
appropriately in
complete sentences
Exercises in
vocabulary
Uses vocabulary to
make sentences
Use vocabulary
correctly; writes
original sentences
Specific
paragraph
topics; teaching
writing a
paragraph
Paragraph unity,
relevance,
appropriate
vocabulary and
grammar
conventions
Write cogently,
organise content;
relevant to topic;
spell and use
grammar correctly.
Short Answers [5
lines]
Identifying and
using selected
cohesive devices
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Analysing
sentences and
passages for
cohesive
devices
[Facilitated by
Students learn to
write sentences
and small passages
using cohesive
devices
Fill in the blanks with
the correct
connectors and other
devices in writing
the teacher]
May be a text
passage
Writing letters in a Learns about
given format
the format of a
leave letter
through
relevant
examples
provided by the
teacher
Journal writing
Short journal
prompts
Free writing
Five minutes of
class time to
write
Forming stories
Story writing
tasks; from
outlines or story
starters
Developing Hints
Writing simple
messages and
descriptions
Mind/Concept
mapping
Summarize
content in any
framework, using
graphic organisers
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Hints are given,
and students
facilitated to use
them skillfully
Objective Questions
Learns to write a
formal letter in the
appropriate format
Writ a letter to a
bookshop ordering
books for your home
library
Self-expression
Not assessed
Just write without
hesitation
Not assessed; a
freeing exercise
Write cogently; Use
imagination; Apply
grammar
conventions
Write a original story
of a own on any
theme of your choice.
Write clearly and
imaginatively.
Write cogently.
Use all the hints
Imaginative
Innovative
Original
Expanding on given
hints
Building a story
from an outline
Learning skills that
help to use
imagination /facts
productively
Students use life Learns to use
situations to
language
write relevant
contextually
Learns to use
messages
Students use
language to
everyday objects articulate a visual
and scenarios to image
describe what
they see
Use summary
Picking out and
and graphic
organisation of
organisers in all information and
classroom
facts in an
transactions
imaginative
manner
Learning the value
of Mind mapping as
a tool to
understand and
associate
Growing familiar
Look at the objects
placed before you
and describe them in
the few sentences
Frame sentences in
sequence from the
mind map given to
you
with a range of
graphic organizers
Spelling words
Spelling
Students know the Objective questions
correctly
activities around spellings of
and fun games for
familiar and
selected words
spelling
unfamiliar words
Dictation
Grammar
Classroom
Evaluation
Competencies
Learning Outcomes
activities and
processes
Have an overview Introduction to
Understands the
Classify the given
of parts of speech: parts of speech
different words and
words in the
words have
through
what part of speech
respective
different roles in
explanation and they are
coloumn – noun,
sentences
exercises
adjective, verb &
Functional use of
adverb
words in full
Objective
exprestions.
questions
Concept of a
sentence: subject
predicate; types
of sentences;
capital letters and
punctuation;
Difference
between
sentences and
fragments;
correcting run-ons
[Assertive,
Interrogative,
Imperative, Simple
Negative]
Nouns and types
of nouns: all
proper and
abstract nouns
Through varying
exercises on
each concept,
with
explanation of
logic behind
each
Learns the structure of
sentences; recognise
differences between
sentences and
fragments;
understands and
corrects run on errors
Learns four simple
sentence types
Separate
sentences into
subject and
predicate.
Use appropriate
capital and end
marks.
Write sentences
with appropriate
structure
Objective
questions
Through
exercises and
explanations of
nouns, their
role and use;
rules;
Recognises all types of
proper and abstract
nouns
Identify the
nouns in the
following
sentences and
state what kind
of noun has been
used
Objective
questions
Verbs: being and
doing words: adds
to understanding
predicates
Simple Present
Learns all doing
and being verbs
in the required
contexts,
through sheets,
Recognise verbs and
their role as predicates
Students use different
tense forms in different
situations
Pick out verbs,
simple
predicates, use
verbs in
sentences
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[Habitual Action,
universal truth],
Simple Past
[Completed
actions], Simple
Future [Intended
actions]
[SVC;SVO; SVIO
DO]
Learning the
different kinds of
Describing words
and Modifying
words in a
sentence
[Adjectives and
Adverbs]
Rules of capital
use: basic rules:
beginning of
sentences; types
of proper nouns;
pronoun I.
End marks
(connected to
types of
sentences)
Revise already
learnt concepts
through exercises.
explanations
and activities
Students understand
simple sentence
structures – SVC, SVO
and SVOO
correctly
Objective
questions
Learns through
exercises and
explanations of
describing
words, their role
and use; Learns
about modifying
words and their
required
contexts,
through sheets,
explanations
and activities
Worksheets,
explanations
learning the
rules of
capitalising
Recognise adjectives
and adverbs and their
role in a sentence
Students use different
adjectives and adverbs
in different situations
Uses and
understands
different
describing and
modifying words
and the rules of
usage
Learn all the uses of
capital letters in
sentences
Applies rules in
all written work
Objective
questions
Worksheets and
rules
Recognises the types
of sentences and uses
end marks correctly
Uses end marks
correctly
Objective
questions
Objective
questions
Revision
exercises
Vocabulary
Classroom activities
Learning
Competencies
and processes
Outcomes
Grasping the
Uses dictionary;
Understands
meaning of
checks with peers,
meanings of
unfamiliar
teacher helps with
words in
words from
meaning
context
reading
materials
Vocabulary
Activities, crosswords, Students learn
exercises in:
word search
some
homonyms,
homonyms,
synonyms,
synonyms and
antonyms
antonyms
Builds
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Evaluation
Uses the words in
sentences;
understands context
and meaning
Objective questions
Completes the
related exercises
correctly
familiarity,
identifies words
correctly
Language Functions
Competencies
Reading and
interpreting
pictorial
information:
comic strip,
pictures etc.
Reads a graphic
organiser
Tabular data
Narrating
stories
Role play
Writing poetry
Classroom
activities
and
processes
Activities,
tasks, and
language
games
Worksheets;
or charts or
black board
drawings
Activities,
tasks, and
language
games
Activities,
tasks, and
language
games
Activities,
tasks, and
language
games
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Learning Outcomes
Evaluation
Enrichment and application:
Students develop the skill of
describing pictures and
cartoons
Uses pictures and
other visual
media to
complete the set
task
Understands and interprets
different kinds of data
Interprets the
data accurately
Enrichment and application
Original,
imaginative, clear
sentences
Enrichment and application
Simulates
effectively
Enrichment and application
Write originally,
authentically
Class VII
Competencies
Content
Listening
Classroom
activities and
processes
Listening to and
following
instructions;
listening to
selected audio
stories; listening
to a classmate’s
speech
Listening and
responding to
items
Recorded
songs, poems,
stories,
dialogues, etc.,
Listening to
specific words
and their
different forms,
in different
contexts
Same words
that differ in
meaning in
different
contexts
Eg.: cry-weep
cry-shout aloud
Using specific
word forms in
appropriate
context;
worksheets and
other interactive
exercises
Dictation on
these forms
Listening to a
Report
Report on 1.
Annual Day
function, 2.
Sports Day
function, etc.;
3. News report,
4. Weather
report, etc
Teacher initiates
a discussion on
the report.
Competencies
Content
Telling
Jokes; Jokes, puzzles
Puzzles,
and tongue
tongue twisters twisters
as
play
an
words
and
meanings
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Speaking
Classroom
activities and
processes
Students share
jokes, puzzles
and riddles.
Learning
Outcomes
Evaluation
Student
Testing to find
understands
out whether
oral
the students
instructions;
follow
understands
instructions
stories read
correctly, and
out or played
respond
follows a
appropriately
speech and
Oral Questions
responds to it. o check
comprehension
Distinguishes
Find pattern,
different word
gain better
forms; learn
accuracy in
the
spelling;
peculiarities of connect
spelling; learn
sounds with
to spell words
words
correctly
Word Pun,
Objective type
questions
Student
Able to recall
understands
basic elements
the structure
of an oral
of a report
report, and
improvise to
create one in a
given context,
using given
basic
parameters
Learning
Outcomes
Shares jokes,
puzzles and
riddles in a
lively manner
Build
interactive
skills
Evaluation
Use words like
puns,
homonyms
etc., in group
conversation.
Narrating an
experience
Incidents in the
class,
playground etc.
Students share
their experience
in class
Uses
descriptive
vocabulary and
connectors
Reciting poems
from memory
and from text
Poems from the
text
Learning and
reciting in
groups, or
individually from
the selection of
specified poems
Speaking
formally
Familiar topics
The teacher
facilitates formal
conversation
around a chosen
topic; Eg; groups
converse around
‘Sports today’, or
‘TV Programmes’
Appreciates,
recognises
rhyme, meter
and meaning
and brings it
out through
recitation
Expresses
thoughts using
the correct
language,
vocabulary and
syntax
Reading
Classroom
activities and
processes
Learning
Outcomes
Recount your
experiences on
your way to
school this
morning.
Recite clearly;
with correct
inflexion and
pronunciation
Speak with
confidence on
a topic of their
choice.
Competencies
Content
Identifying the
topic sentence
of a paragraph
Simple
passages on
games, articles
on science,
nature, moral
values,
adventure,
biographies,
jokes etc.
Read text, locate
meanings if
necessary,
underline main
points
Independent
reading and
comprehension
of reading
matter
Summarise
effectively
through mind
maps and
other graphic
organisers;
answer
questions
accurately
Reading
independently;
picking out
main facts and
supporting
details
Passages on
topics of
general interest
Teacher guides
the students to
finding the topic
sentence of a
paragraph by
eliciting
responses
through
questions.
Identifies the
topic sentence
of a
paragraph.
Find the topic
sentence of a
given
paragraph.
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Evaluation
Analyzing what
is read
Simple
comprehension
passages
depicting
celebrations
etc.,
Apply their mind
to understand
various aspects
of a passage:
Eg; character,
style, plot,
inference, other
interesting
information
Makes
connections
and interpret
what they read
‘What’, ‘ How’,
‘Why’
questions
Understanding
and following
written
instructions
after or before a
given passage;
Following a trail
of written
instructions to
arrive at a
learning
outcome
Pre reading and
post reading
questions on
simple passages
Reading written
instructions and
following them
Follows
written
instructions
Read the
instructions
and respond
accordingly
Re-arranging
jumbled
sentences into a
logical sequence
Exercises given
after the lesson,
aiding
understanding,an
alysis, evolve
connections
Follows a
sequence and
build on what
is known
MCQs,
Objective type
questions, VSA
and SA
Relating stories
to one’s own life
and responding
Stories
inculcating
values like
friendship, good
conduct, etc.,
Answer open
ended questions:
What do you
think?
Responds to
literature;
understand life
through
reading,
Reads with
pause,
stressing
words
appropriately
and with
proper
intonation
Eg. If you were
the boy in this
story, how
would you
have…
Reading poetry:
appreciating it,
understanding,
relating and
responding
Poems on
simple themes
[Teacher
facilitates] Read
and respond to
poetry; answer
questions;
illustrate
Appreciates
poetry
Responds to
the imagery
and emotions
in a poem.
Reads with
pause,
stressing
words
appropriately
and with
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Answer
questions
eliciting
imagination
and emotions.
proper
intonation
Reading with
rhythm and
emotionextensive
reading
Newspapers,
Children’s
magazines,
etc.,
Competencies
Content
Writing answers
to Knowledge
based questions
Mind maps and
graphic
organizers
Diffentiates
between the
language used
in prose and
poetry.
Poems
Paraphrasing
poetic lines.
Writing
descriptive and
narrative essays
of specified
Supplementary
reading, Use of
the Library,
Referencing skills
and activities
Writing
Classroom
activities and
processes
Comprehension
passages with
activities; or text
based written
exercises
Reads for
interest
Reads to
deepen
knowledge
Reads to link
and connect
additional data
Learning
Outcomes
Building
interest
Small
assignments
and projects
Evaluation
Explains
clearly in
writing, use
appropriate
expressions;
answer in own
words
Answer
accurately in
an organised,
complete and
clear manner
Normative
MCQs,
Objective type
questions, VSA
and SA
Read,
comprehend and
respond clearly
Identifies
sentence
patterns
Interprets and
understands
the poems
Questions VSA and SA
Poems
Read,
comprehend and
respond clearly
Use mind maps
and graphic
organizers to aid
understanding
Interprets and
understands
the poems,
expresses
views with
originality and
writes in prose
form
Rewrite the
given line /
lines of the
poem in prose
form.
Topics of
general interest
Introduction to
essay writing;
writing on given
topic with
Writes up to
10 cogent lines
on a given
topic
Write
grammatically
correct
sentences in
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length
[8 – 10 lines]
guidelines
provided
an organised
manner on a
given topic
Long Answers
[8 – 10 lines]
Using discourse
markers
Linkers /
connectives
Passages with
the selected
discourse
markers are
provided to
students; teacher
facilitates
familiarity with
them through
pre and post
reading
questions.
Identifies the
specified
discourse
markers in
connected
sentences
Identify the
discourse
markers,
linkers,
connectives in
a given
passage
Use discourse
markers in
appropriate
places in
sentences
Writing Formal
and Informal
letters
Situations for
formal and
informal letters
Formats are
given. Teacher
shows the style
of language used
in formal /
informal letters
Learns and
applies the
formats and
uses the
required
vocabulary
and language
for letter
writing
Eg. 1. Write a
letter to our
friend about
the pollution of
the river in
your area.
2. Write a
letter to the
Collector about
the pollution of
the river in
your area.
Using direct
speech in
Dialogues
Situations for
dialogues
Using a short
narrative
passage,
students are
encouraged to
convert it to
direct speech,
through taking
roles, evolving a
script, etc.,
Responds
appropriately
and builds a
clear written
dialogue
sequence for a
story/narrative
Fun activities
in script
writing
Teacher evolves
various contexts
to create
awareness – Eg;
Waste
Evolves catchy
and effective
slogans on
relevant
themes
A few fun
activities on
imaginary
issues
Summative
Simple Slogan
writing
Short, catchy
phrases and
sentences
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Filling up the
blanks in a
dialogue
Using the right
format for
presentation of
Direct Speech
segregation,
conservation of
water, keeping
the campus
clean, etc
Able to focus
on the core
issue and
evolve an
appropriate
slogan
Journal writing
Current affairs,
general topics
Short journal
prompts
Selfexpression
Free writing
Current affairs,
general topics
Five minutes of
class time to write
on topics of the
pupils’ choice
Writing
spontaneously
without
hesitation
Competencies
Revision of
Parts of speech
Grasping the
form, structure
and use of the
Continuous
tense
Content
Nouns, verbs,
adjectives,
adverbs,
pronouns,
preparations,
conjunctions,
interjections.
Articles
Past, Present,
Future
continuous
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Grammar
Classroom
activities and
processes
A passage in the
text that
highlights the
required
grammatical
functions.
Reinforcement of
knowledge of
parts of speech
through usage
related
interactive
activities
Learn about the
continuous
tenses and their
required
contexts, through
sheets,
explanations and
activities
Learning
Outcomes
Prepare
articles for
journals
Express your
views on the
chosen topic
Evaluation
Recall and
reinforcement
of learnt
concepts in
the parts of
speech
[Sentence
structure]
Demonstrates
clarity of
understanding
Students use
different
Continuous
tense forms in
different
situations
appropriately
Students have
a clear,
meaningful
and focussed
understanding
of the usage of
the Continuous
tense - Eg;
Imagine a
match is going
on, and give a
commentary
using the
Present
Continuous
tense. Narrate
a past event
Cloze tests
may be used
using the Past
Continuous
Tense
Objective type
questions
Using Modal
Verbs for
Suggestion,
Obligation,
Politeness,
Willingness
would, may,
can, will
A passage in the
text that
highlights the
required
grammatical
functions.
Learn through
exercises,
activities and
explanation, of
modal verbs,
their role and use
in the specified
contexts
Students use
different Modal
forms in
different
situations
appropriately
Objective type
Questions that
test use of
Modals for
suggestion,
obligation,
politeness,
willingness,
ability.
Being and
Doing Verbs:
Differentiating
Transitive and
Intransitive
Verbs
‘Be’ and ‘Do’ as
main and
auxiliary verbs
Verbs that take
objects and
those that do
not
SVO, SVC,
SVOO, etc.,
Learn about
verbs that take
objects and those
that take
complements,
and their
required
contexts, through
sheets,
explanations and
activities
Students
deepen their
understanding
of simple
sentence
structures –
[SVC, SVO and
SVOO]
Has a clear,
meaningful
and focussed
understanding
of the usage of
selected
Transitive and
Intransitive
verbs in the
specified
sentence
structures
Objective type
questions
Dividing the
sentence into
noun and verb
groups (i.e.
subject &
predicate)
Phrasal Verbs
A passage in the
text that
highlights the
required
grammatical
functions.
Learn through
Students
understand
the use of
Noun Groups,
with head
words and
modifiers, and
Objective type
questions
Sentence
pattern
Grasping the
use and
meaning of
noun groups
and selected
phrasal verbs
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using
bring, come,
take
exercises,
activities and
explanation, of
noun groups and
phrasal verbs,
their role and use
some common
phrasal verbs,
through usage
Identifying the
three degrees
of comparison
Positive
Comparative
and Superlative
degrees
The three forms
of irregular
verbs
Various exercises
and situations to
highlight the
three degrees of
comparison
Students learn
to write simple
sentences
involving the
three degrees
of comparison
Given the base
form or one of
the three
forms of the
adjectives, the
students
supply the
other two
forms of the
adjectives
Sentences with
the adjective
in brackets are
given and
students
supply the
right form of
the adjective,
suiting the
context, in the
blanks
provided.
Revision of
Punctuation
marks
Fullstop,
Comma,
Inverted
commas,
question and
exclamatory
marks
Passages with
the relevant
punctuation
marks are
provided to
students; teacher
facilitates
revision
Students use
the
punctuation
marks
appropriately
Punctuate the
given passage;
Supply the
missing
punctuation
marks
Framing
Question Tags
didn’t, hasn’t,
isn’t
did, has, is
Through varying
exercises and
classroom
activities -on
each concept,
with explanation
of the logic
behind each:
Eg; He took the
book, didn’t he?
He didn’t take
the book, did he?
Applies the
rules
influencing
Question Tags,
in a
meaningful
manner
Clear in this
concept in
their writing;
recognise
errors and
Objective type
questions
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Subject and
verb agreement
Identifying the
Active and
Passive Voice
Identifying
Phrases and
Clauses
correct them
Knows and
applies the
rules of
singular and
plural nouns
and verbs uses
them
Singular subject
– singular verb
Plural subject –
verb in the
plural
Each, every,
either, neither,
etc.,
Transforming
sentences from
the Active to
Passive and vice
versa.
Sentences of
the Simple
Present, Past
and Future
Through
exercises and
substitution
tables, verbal
situations etc.,
Through
exercises and
substitution
tables, verbal
situations etc.,
Knows and
applies the
rules of
transformation
in speaking
and writing
Clear in the
concept of
identifying the
two types of
voice
Objective type
questions
Phrase- ie a
group of words
without a finite
verb in it
Clause- ie a
group of words
with a finite
verb in it
Passages in the
text, additional
exercises and
verbal situations.
Understands
the use of
Phrases and
Clauses
Differentiate
Phrases and
Clauses
Objective type
questions
Objective type
questions
Vocabulary
Competencies
Content
Locating words
in the dctionery
for their
meaning,
synonyms,
antonyms and
usage
Guided use of
dictionary for
unfamiliar
words
Prefixes and
suffixes
Word formation
with prefixes
and suffixes
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Classroom
activities and
processes
Activities;
1. Exercises and
word games;
2. Break –up of
kangaroo words
3. Use of
dictionary and
thesaurus
Exercises
through pattern
finding
Learning
Outcomes
Evaluation
Learns more
words and
synonyms and
antonyms of
words
Find synonyms
and antonyms
Split the word
into smaller
words
Objective type
questions
Understands
how suffixes
and prefixes
can alter the
word and
change its
meaning
Use suffixes
and prefixes
and knows the
meanings
Objective type
questions
Compound
words,
homophones
Competencies
Talk about
oneself
Participating in
language
games and
puzzles:
Dramatizing a
story
Reading a
graphic
organiser
Noun + noun,
noun + verb,
adjective +
noun
Activities and
exercises
Learns to
recognise
them
Language Functions
Classroom
Learning
activities
Content
and
Outcomes
processes
Talks on likes,
Conversation
Learns to speak
dislikes, friends, class; teacher in sentences and
etc.,
anchors and
communicate
helps children
their thoughts
speak
and feelings with
authentically:
ease and clarity
Interaction
questions
based on
Favourites:
players,
hobbies,
friends, books,
leaders,
movies, TV
programmes,
etc
Word searches,
Activities and
Reinforces
crosswords, and games in
concepts learnt in
‘What’s the
class, at
grammar and
good word?’
various levels, vocabulary;
to strengthen
develops the skill
and reinforce
of problem
various
solving
competencies
Situations,plays, Presentation
Visualises the
etc.,
of skits in
story; role play,
small groups
develop
confidence
Tabular data
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Worksheets,
charts or black
board
drawings
Understands and
interprets
different kinds of
data
Form
compound
words.
Use the words
in different
contexts,
according to
their meaning
Evaluation
Speak
confidently and
attempt to
speak in
complete
sentences
Questionnaire
– type:
completion
Solve puzzles
and play word
games
Enact the play
Interpret the
data accurately
Class VIII
Competencies
Content
Listening to
recorded
commentary of
any sport
Sports
commentaries;
passage on a
familiar theme
Listen to
selected words,
and their stress
and inflections
Words like
con’duct &
‘conduct;
pre’sent &
‘present
Listening to
poetry reading
and recitation
Poems
Competencies
Content
Telling Jokes;
Puzzles and
riddles.
Jokes, puzzles
and riddles
Retelling
stories they
have read
Stories
Telephonic
conversation
Making
telephonic
conversations
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Listening
Classroom
activities and
processes
Listen as a
large group,
with pointers
and
interventions
from the
teacher, for
better
understanding
Words &
passage read
out in class
focussing on
stressed
syllables and
words
Listen to how
poems could be
read or recited
Speaking
Classroom
activities and
processes
Students share
jokes, puzzles
and riddles.
Students listen
to each other
as they narrate
stories
In small
groups,
children enact
telephonic
conversation
and apply
Learning
Outcomes
Evaluation
Understands
the use of
language in
commentary
Understand what
is happening and
are able to recall
what they have
heard
Students
pronounce
accurately and
with proper
intonation, the
words heard
Identify the
sounds heard
Appreciate
rhyme, meter,
and the special
use of words
Identify the
nuances of
sounds & words
in poetry
Learning
Outcomes
Evaluation
Students share
jokes, puzzles
and riddles in a
lively manner
and use
language
appropriately;
build
interactive
skills
Jokes, puzzles or
riddles cited by
the learners
Rephrases and
narrates in
with originality
Rephrasing
Speaks over
the telephone
using
appropriate
vocabulary,
intonation and
Learn to speak
and express
oneself to others
Participating in
Discussions:
Current news
Sports
Relevant
contemporary
issues
Competencies
Content
Reading
poetry:
appreciating,
understanding,
relating and
responding to
various themes
Poems
a) Reading for
content and
style
b)
Understanding
sequence,
c) Scanning
content to find
answers to
questions in
the given
passage
d)
Understanding
the author’s
intention
e) Recognising
or learning
vocabulary in
context
f) Appreciating
style
Extensive
reading
Stories /
passages with
moral values,
witty and
humorous
passages,
historical,
narrative,
mystery
passages etc.
Abridged
novels, fiction,
books of pupils’
choice
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telephonic
etiquette
Large group
activity with
the teacher
facilitating
speaking and
listening
Reading
Classroom
activities and
processes
Activities
related to the
poem in
content.
Read and
answer
questions
based on the
poem
Read stories
and other
passages, to
understand and
appreciate the
plot,
characters,
style and
intention
Understand
and summarise
the story in
various ways,
creating
organizers and
using the ones
given; make
connections
with life and
learning
Supplementary
reading, Use of
the Library,
Referencing
register of
language
Expresses
thoughts and
views with
clarity, cogency
and focus
Speaks clear
complete
sentences, and
expresses
ideas clearly
Learning
Outcomes
Group discussion
on various topics
Evaluation
Enjoys reading
given poems,
appreciates
and responds
to chosen
poems
SA questions
Comprehends
selected
passages from
literature
Enjoys the
reading
process and
learn from it,
pronounce the
words
correctly,
stress
appropriately,
passing at the
right places
with proper
intonation
Summarises
the story,
assesses its
plot, character
and style
Reads for
interest
Reads to
deepen
MCQ, Objective
type Questions,
VSA, SA, LA
Questions to
build interest
skills and
activities
Competencies
Content
Comprehension
Using mind –
mapping
techniques
Answer
questions in
complete
sentences,
using proper
punctuation
Using both
active and
passive
vocabulary to
make sentences
Writing
Paragraphs:
Topic sentence;
unity and
structure
[Linking small
paragraphs]
Words,
phrases,
phrasal verbs,
etc.,
Writing on a
given topic:
(150 – 200
words)
Revision:
Writing letters
in a given
format
Simple topics,
proverbs, etc.,
Eg.
1.Cleanliness is
next to
Godliness
2. The
importance of
good manners.
Simple topics,
proverbs,
personal
experiences,
etc.,
Topics for
letter writing
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Writing
Classroom
activities and
processes
Comprehension
passage given
for written
work
Exercises and
activities that
elucidate the
required
concepts are
facilitated
through mindmapping
Simple
exercises
prepared by
the teacher
knowledge
Reads to link
and connect
additional data
Learning
Outcomes
Evaluation
Picks out
relevant facts,
writes correct
and clear
answers, to
meet the
requirement of
the questions
specified
VSA and SA
questions, Make
notes and write
the summary in
a paragraph
Uses
vocabulary
appropriately
Learn and use
words correctly
Worksheets to
understand and
practise writing
paragraphs
Learn to use
paragraphs and
to write on
different topics
Specific essay
topics; teaching
how to write an
essay
Write at length
on a given
topic with
organisation
and clarity
Uses the
correct format
and
appropriate
content
Revision of the
format of
formal and
informal letter
and the register
of language
Summative
Answers
addressed
questions
appropriately
with supporting
statements
Objective type
questions
a) Expand the
given outline into
a paragraph.
b) Write a
paragraph on the
given topic.
Complete essay
with title,
introduction,
content and
conclusion
a) Write a letter
to the forest
authorities about
the cutting of
trees in that
area.
b) Wrtie a letter
to your friend
expressing your
Writing a
summary
Passages for
summarising
Teacher
explains the
steps involved
in writing a
summary.
Teacher
provides a
passage. The
students make
use of the steps
and make a
summary of the
given passage.
Writes a
summary
Creative
Writing;
Captions for
pictures,
topics;
Teacher
facilitates
understanding
of fantasy
through reading
a story, and
having pre and
post reading
discussion
Writes
creatively,
evoking powers
of the
imagination:
Writes and
illustrates with
cogency and
fluency
Exercising
one’s
imagination in
a creative
manner
Collecting,
recording and
collating
information
Writing essays
on given topics
General topics
Competencies
Identifying the
three kinds of
sentences.
Content
Simple,
Complex and
Compound
sentences.
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Teacher invites Collects,
students to
records and
collect and
collates
present
information on
information on
suggested
various topics
topics
or happenings
around them –
My school, My
neighbours, the
Library,
Hospital,
Movies, Music /
Dance
performances
etc.
Grammar
Classroom
Learning
activities and
Outcomes
processes
Worksheets,
Learns the rules
peer review
and uses of
and exercises
clauses and
phrases, and
disapproval on
cutting down the
trees in his
compound.
Write a summary
of the given
passage in about
one third of its
length.
Free articulation,
imagination,
expression of
ideas
Summative
Effectively
collect, record
and collate
information on a
suggested topic
Evaluation
Learn the
differences
between clauses
and phrases
apply them in
writing
Revision of
tenses and
more about
tenses
Simple
present, past
and future
Progressive
and perfect
forms of
tenses.
Worksheets,
peer review
and exercises
Using Reported
Speech
Statements &
Imperatives
Worksheets,
peer review
and exercises
Identifying the
Active and
passive voices
Transformation
of sentences
with the
progressive
and perfect
tenses, from
one voice into
the other
Worksheets,
peer review
and exercises
Identifying the
sentence
pattern
ASVC, SVCA,
SVIODOAAA,
etc.
Classroom
situations,
verbal
situations etc.,
Using the
degrees of
comparison
Transormation
of sentences
from one
degree into
the other
Various
examples from
day-to-life
classroom
situations etc.,
Grasping the
structure and
use of question
tags
Tags attached
to words with
negative
meaning, such
as, ‘hardly,
scarcely,
Various
exercises and
classroom
activities;
practising
through
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Meaningfully
learns the rules
and uses of the
Simple,
Continuous and
Perfect tense in
Present, Past
and Future time
and applies
them in writing
Uses reported
speech correctly
Transformation
of Simple
sentences into
Compound and
Compound
sentences into
Simple.
Use the tenses in
the appropriate
places.
Objective type
questions
Use the correct
tense form with
proper
punctuation in
reported speech
Understands the MCQ, VSA
difference
between active
and passive
voice
Uses the active
and passive
voice
appropriately
Understands the Clear in framing
structure of
sentences using
sentences
the various
correctly and
elements / parts
uses them
of speech
appropriately
Uses the three
Become familiar
types of
with the
comparison
structure,
appropriately in recognise errors
sentences.
and rectify them.
Objective type
questions.
Knows and
Objective type
applies the
questions.
rules involved in
framing
question tags.
rarely,
seldom’, etc.,
Competencies
Content
Synonyms and
antonyms
Glossary –
other
connected
words
Spelling rules:
ing, plurals
with s, es, etc.
Homophones,
homonyms,
‘tion’ and ‘sion’
etc.
Spellings of
mono syllabic,
disyllabic and
poly syllabic
words;
spelling of
plural nouns,
adding plural
morphemes –
‘es’ and ‘ies’
Identifying the
expansion and
use of
abbreviations
and acronyms.
Common
abbreviations
– HM,
S.S.L.C., PTO,
PTA, HSS,
NSS, NCC,
PIN, etc.,
Competencies
Expressing
ideas clearly
Content
Debates
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dialogues,
role-play, etc.,
Vocabulary
Classroom
activities and
processes
Using dictionary
and thesaurus,
exercises
Learning
Outcomes
Evaluation
Learns
synonyms of
words, their
use and parts
of speech, etc.,
Use vocabulary
appropriately
Spelling rules –
display
Word grid,
word building,
pun, etc.,
Children learn
to spell
through
spelling
patterns
Spell accurately
in writing
Teacher
explores some
abbreviations
and acronyms
with the
students.
Teacher
provides a list
of abbreviations
Uses
abbreviations
and acronyms
Summative and
Normative
Language Functions
Classroom
Learning
activities and
Outcomes
processes
Giving topics
Learns to
for debating;
express a
listing ideas for view- point and
and against a
supports it,
topics
speaks with
clarity and
logic
Expand the
abbreviations
and acronyms.
Evaluation
Speak on the
given topic
Describing /
narrating
events
Personal
experience,
any interesting
situation
The teacher
encourages all
students to
participate and
express the
ideas
Collaborates to
create a story
with peers
Build a credible
story
Reading and
interpreting
data
Graphic
organisers,
pictures and
Tabular data
Read graphs,
tables and
pictures and
complete
assigned tasks
Interpret data
Interpret and
summarise the
ideas you infer
from the picture
or data provided
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iv. (a) Mathematics & Science
Class – VI Mathematics
Topic
I. Number
Expected
Learning
Outcomes
Content
•
Place Value
Numbers up to 8-
•
digits
the concepts of
through pattern
Place value and
numbers (up to 8
•
comparison
digits), number
Method
•
Whole numbers
names and
•
•
Test of divisibility
numerals;
through real life
for
•
Examples
2,3,4,5,6,8,9,10,
place value in
•
11
eight digit
method
•
Factorization
numbers
•
•
Prime number
•
through patens
•
LCM & HCF
numbers with
•
•
Integers
respect to place
through
•
Revision :
value.
observations
Fraction and
•
•
Decimal numbers
smaller/ larger
conditions through
Conversion :
numbers.
patens
Decimal to
•
•
Fraction
numbers using <,
L.C.D. through
Addition &
> or = symbols
examples
Subtraction of
and also arranges
•
decimal numbers
numbers in
fractions through
ascending /
multiple cards
descending order.
•
•
Subtraction and
•
System
•
•
•
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To understand
Mode of
Transaction
Able to identify
To expand
Able to identify
To compare
To understand
Observation
Estimation
Induction
Divisors
Multiples
Divisibility
G.C.D. and
Equivalent
Addition
the number line
Comparison of
and locate
fractions through
numbers on it
pictorial
(smaller number
representation
Topic
Expected
Learning
Outcomes
Content
only)
•
•
number line
Able to perform
fractions on
the four
through activities
fundamental
•
operations
through pictorial
(answers not to
representation
exceed six digits)
•
and applies the
of decimals on
right operation in
number line
word problems.
•
•
of integers
To understand
decimals
representation
understanding
natural numbers
through realized
and the necessity
situation
to extend natural
•
numbers to whole
integers on
numbers.
number line
•
•
To represent
representing
Addition and
whole numbers on
subtraction of
number line.
integers through
•
play way method.
To understand
the four properties
of numbers as
patterns without
emphasis on
terminology
(closure,
commutative,
associative,
distributive
properties over
addition and
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Mode of
Transaction
Topic
Expected
Learning
Outcomes
Content
multiplication)
additive identity,
multiplicative
identity of
numbers.
•
Able to identify
and appreciate
number patternstriangular
numbers and
square numbers.
•
To recall the
concepts of factors
and multiples with
the aid of
multiplication
tables of factors
up to 10
•
To understand
the rules of the
divisibility test and
apply it to
numbers
(divisibility tests
for 2, 3, 4, 5, 6, 8,
9, 10, 11)
•
To recall the
classification of
even and odd
numbers.
•
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To understand
Mode of
Transaction
Topic
Expected
Learning
Outcomes
Content
the classification
of prime,
composite and co
– prime numbers.
•
To learn prime
factorization of a
given number and
express it as a
product of prime
numbers.
•
To factorize
two digit numbers.
•
To understand
the method of
finding HCF and
LCM (by prime
factorization
method and
division method).
•
To learn to
deduce the
relationship
between HCF, LCM
and the two
numbers.
•
To understand
the necessity for
extension of whole
numbers to
negative integers.
•
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To understand
Mode of
Transaction
Topic
Expected
Learning
Outcomes
Content
that the collection
of positive
integers, negative
integers and zero
forms integers.
•
To represent
integers on
number line and
understand the
difference between
the number rays
w
of
N and
•
To compare
integers and
arrange them in
ascending /
descending order.
•
To add and
subtract integers
using number line
and real life
situation.
•
To recall that a
fraction is a part of
a whole.
•
To represent
fractions pictorially
on number line,
understanding the
difference from
the integer
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Mode of
Transaction
Topic
Expected
Learning
Outcomes
Content
number line
•
To be able to
identify different
kinds of fractions –
proper, improper
and mixed
fractions
•
Able to convert
a fraction into an
equivalent
fraction; and
reduces fraction to
the lowest term.
•
To compare
fractions with
unlike
denominators up
to 10.
•
To add and
subtract fractions
of unlike
denominators up
to 10.
•
To learn the
concept of
decimals using
place value
notation.
•
To learn the
concept of
decimals as
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Mode of
Transaction
Topic
Expected
Learning
Outcomes
Content
Mode of
Transaction
fractions with
denominators of
tens and its
multiples.
•
To be able to
convert fractional
numbers into
decimals and vice
– versa.
•
To add and
subtract decimal
fractions.
•
Able to apply
the appropriate
operation in word
problems- addition
and subtraction of
decimals.
Understanding
•
Metric Measures
•
Measurements
•
Revision of
conversion of units
the concept of
Length, weight,
of length, weight
metric measures
volume.
and volume
through
•
restricting to the
Measure of Time
To recall the
•
II.
experiments
from seconds to
units mentioned
minutes, hours,
below. (km, m,
week, year & leap
cm, mm and
year
similarly units that
•
are in common
perimeter and
Area of rectangle,
use in weight and
area by using dot
right angle triangle.
volume)
paper and grid
•
papers
Perimeter and
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Able to find the
•
Observation
method
•
Finding
Topic
Expected
Learning
Outcomes
Content
Mode of
Transaction
duration between
two time
instances.
•
Able to identify
leap years.
•
Able to convert
from one unit of
time to the other –
seconds to
minutes and hours
and vice – versa,
days to weeks,
years, leap year
and vice – versa.
•
To understand
the concept of
area and
perimeter of plane
figures.
•
To calculate the
perimeter and
area of square,
rectangle, right
triangle.
III. Algebra
•
Introduction to
Algebra
•
Introduction to
Introducing
variable through
variable and
patterns and
constants
through
through patens
appropriate word
problems and
generalizations.
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•
•
Solving simple
equation
Topic
Content
•
Expected
Learning
Outcomes
Mode of
Transaction
To generate
through trial and
such patterns with
error method
more examples.
Forming puzzles
•
through group
To solve
unknowns through
examples with
activities
simple contexts
(single
operations).
IV. Life
• Ratio and
•
Proportion
Mathematics
•
To understand
•
the concept of
the concept of
Ratio
ratios through
To understand
real life
that Proportion
is same as the
ratio of two.
•
Understating
situation
•
Solving direct
variation
Able to
problem
calculate the
needed
through life
quantity using
oriented
Unitary method
examples
(with only
direct variation
implied).
V. Geometry
• Introduction to
point , line, ray
certain
, segment and
Fundamental
planes
geometrical
• Properties of
collinear ,
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• To understand
terms points, lines,
•
Demonstratio
n method
•
Learning by
doing
method
Topic
Content
Expected
Learning
Outcomes
concurrency ,
rays,
parallel,
segments
perpendicular
and planes.
lines
• Able to
• Kinds of angles
recognize
• Types of Triangle
collinear
points,
intersecting
lines,
concurrent
lines, point of
intersection,
point of
concurrency,
parallel lines
and
perpendicular
lines.
• To understand
the concept
of angles.
• Able to identify
angles,
vertex, arms.
• Able to
measure
angles and
identify kinds
of angles –
right angle,
acute angle
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Mode of
Transaction
Topic
Expected
Learning
Outcomes
Content
Mode of
Transaction
obtuse angle.
• To understand
complementa
ry &
supplementar
y angles and
find
complementa
ry and
supplementar
y angles for
the given
angles.
• Able to
recognize
different
kinds of
triangles
based on
(a) length of
sides (b)
measures of
angles.
VI. Data
• Pictograph
handling
• Bar graph
•
•
To understand
Use available
the necessity to
data in the
collect data.
class room
To organize the
collected
discrete data
using tally
marks and a
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•
•
Project
method
Topic
Expected
Learning
Outcomes
Content
Mode of
Transaction
table.
•
To recall to
construct and
interpret a
pictograph
stressing on
the importance
of the need for
scaling.
•
Able to
interpret data
from bar
graphs.
•
Able to
construct bar
graphs from
the given data.
VII. Practical
Geometry
• Introduction to
•
Geometrical
instruments
•
• Drawing and
measuring line
segments.
•
•
•
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To identify
Geometrical
instruments.
Able to
measure and
draw line
segments.
Able to
measure angles
and draw
angles using
protractor - 0◦ 180◦.
Able to
construct
parallel and
perpendicular
lines using set
square.
Able to identify
different kinds
•
Learning by
doing method
Topic
Content
Expected
Learning
Outcomes
of angles and
lines from the
given figures.
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Mode of
Transaction
Class – VII Mathematics
Topic
I. Real
Number
System
Content
•
•
•
•
•
•
•
•
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Revision:
Integers.
Addition
and
subtraction
on integers.
Introductio
n of
multiplicati
on and
division on
integers.
Properties
of Integers
Introductio
n to
rational
numbers
Representa
tion of
rational
numbers on
number
line.
Four basic
operations
on rational
numbers
Fractions
and
Decimal
Fractions
Powers
Expected Learning
Outcomes
• To recall the concepts
of addition and
subtraction of
integers.
• Able to multiply and
divide integers
• To understand that
division by zero is
meaningless.
• To understand the
four properties of
integers (closure,
commutative,
associative,
distributive
properties over
addition and
multiplication),
additive identity of
integers,
multiplicative identity
of integers.
• To understand that
the above mentioned
properties do not hold
for subtraction and
division of integers.
• Able to perform the
four fundamental
operations on integers
and applies
appropriate
operations in word
problems.
• To recall addition and
subtraction of
fractions.
• Able to multiply
fractions.
• To understand
fraction as an
operator
• To find the reciprocal
of a fraction.
• To learn to divide a
fraction by another
fraction.
Mode of
Transaction
•
To introduce
the
operations
through
number line
•
Tell how
inadequacy
of whole
numbers
leads to
integers and
factions.
•
Mark the
factions on
the number
line.
•
To find a
rational
number in
between two
rational
numbers
•
To
understand
the laws of
exponents
• Able to solve word
problems that involve
fractions (including
mixed fractions).
• To understand the
necessity for
extending fractions to
rational numbers.
• To represent rational
number on number
line.
• To learn to perform all
four operations on
rational numbers.
•
•
•
•
II. Algebra
Algebraic
Expression
s
Addition
and
Subtraction
on
expression
s
Formation
of simple
expression
s with two
variables
Solving
simple
linear
equations
in one
variable
• Able to identify
constants and
variables in a given
term of an algebraic
expression and
coefficients of the
terms.
• Able to identify into
like and unlike terms.
• To learn to write the
degree of expressions
like x 2 y etc.
(exponent < 3, number
of variables is 2)
• Able to form simple
expressions with two
variables.
• Able to add and
subtract algebraic
expressions
(coefficients should be
integers).
• To solve simple linear
equations in one
variable (in contextual
problems) with two
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• Introduce
expressions
in I degree
and II degree
• Starting from
the models
x+a = b, ax
= b, proceed
ax + b = c
and ax + b =
cx +d
operations (avoid
complicated
coefficients).
•
Able to solve word
problems involving
rational numbers (all
operations).
•
To represent rational
number as a decimal.
•
To recall addition and
subtraction of
decimals.
•
To multiply and
divide decimal
fractions.
•
Able to solve word
problems based on
decimal fractions (all
operations).
•
Able to express a
given number in
exponential form
(exponents – only
natural numbers)
• To understand the
laws of Exponents
(through observing
patterns and arrives at
generalization.)
• a m a n = a m + n where
m,n ! N
• (a m ) n = a mn where
! N
m,n
m
a
m−n
• an = a
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Where
m,n ! N , m > n .
Topic
III. Life
Mathematics
Content
•
•
•
•
•
•
Ratio and
Proportion
Indirect and
Direct
variation
Fraction
and
decimal
into
percentag
e
Solving
word
problem
based on
percentag
e
Profit and
Loss
Simple
Interest
Expected Learning
Outcomes
• To recall the concept
• Time and
of ratio and
work, time
proportion.
and distance
• Able to differentiate
direct and indirect
variation and calculate
sharing
problems etc.
• Collect
the needed quantity
details of
using direct and
profit and
indirect variation.
loss. Explain
• To understand
the difference
percentage as a
between
fraction with
profit and
denominator 100.
loss.
• Able to convert
fractions and decimals
into percentages and
vice-versa.
• To solve word
problems based on
percentage.
• To understand the
concept of profit and
loss (single
transaction only).
• Able to calculate
simple interest.
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Mode of
Transaction
IV.
Measurements
•
Circumferen
ce of the
Circle
• Area :
Triangle,
Quadrilate
ral,
Parallelogram,
Rhombus,
Trapezium
and
Circle
• Area of
Pathway
• To recall the concepts
of Perimeter and Area
of Square, Rectangle
and Right triangle.
• Able to find the area
of plane figures made
up of squares,
rectangles, and right
triangles (any two at a
time).
• To determine the area
of Parallelogram,
Rhombus, and
Trapezium.
• To determine the area
and circumference of
Circles.
• To calculate the area
of Pathway inside and
outside the given
rectangles and circles
applying the concept
of area of rectangle
and circle
respectively.
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• Through
paper cutting
methods
derive the
formula for
different
shapes.
• Through
paper cutting
introduce
methods to
find area.
• Arrive at an
approximate
value for
tabulating
diameter and
perimeter of
circles of
different
sizes.
Topic
V. Geometry
Content
• Symmetry -
Expected Learning
Outcomes
• To understand the
Mode of
Transaction
• Introduce idea
Mirror and
concept of Symmetry,
of symmetry.
rotational
Mirror and rotational
Give sufficient
Symmetry, Line or
opportunities to
axis of symmetry.
identify all
• Line or axis of
Symmetry
• Triangles
• To understand the
properties of angles in
intersecting lines,
kinds of
symmetry.
• Rotate figures
adjacent angles,
like square
adjacent angles on a
equilateral
straight line, parallel
triangle etc.
lines and transversal
which have
lines.
rotational
• Able to apply angle
sum property of a
triangle.
symmetry.
• Identify the
angle of
rotation.
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VI. Practical
Geometry
•
•
Construction
• To explain
of
of angles, parallel
perpendicular
Perpendicular
lines and
bisector and
bisector and
perpendicular lines
angle bisector
angle bisector
from the given
by paper
Construction
figures.
folding method.
of angle using
•
• To recall the concepts
• To construct angle
• Identify the
Scale and
using scale and
different types
Compass.
compasses- 90◦, 60◦,
of triangles
Construction
30◦, 120◦.
of triangles
• To construct the
perpendicular bisector
of the given line
segment.
• To construct the angle
bisector of the given
angle.
• Construction of
triangles: given SSS,
SAS, ASA.
VII. Data
handling
•
Collection and
Use available
organize continuous
data in the
continuous
data.
class room.
Formation of
frequency
table
•
•
organization of
data
•
• To collect and
Mean ,
• To interpret bar
graphs (recall)
• Able to form the
frequency table
• To calculate Mean,
Median, Mode
Median, Mode of
of ungrouped
ungrouped data and
data
understanding what
they represent.
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•
Identify the
differences
between
mean, median
and mode.
Class – VIII Mathematics
I. Real Number System
Topic
Content
(i) Revision:
Representati
on of
Rational
Numbers on
number line.
(ii) Four
properties of
Rational
numbers
(iii)Simplify
Expression
with three
brackets
(iv) Powers
(a) Express
the numbers
in
exponential
form with
integers as
exponent.
(b) Laws of
exponent
with integral
powers
(c) Squares,
Square
roots,
Cubes, Cube
roots.
(d) Playing
With
Numbers
(e)
Approximatio
n of numbers
Expected Learning Outcomes
•
•
•
•
•
•
•
-
o
o
•
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To recall the concept of
rational numbers,
representation of rational
numbers on number line
To understand the four
properties of rational
numbers, additive identity
and multiplicative identity.
Able to simplify expressions
with utmost three brackets.
To understand that between
any two rational numbers
there lies another rational
number (Making children see
that if we take two rational
numbers then unlike for
whole numbers, in this case
you can keep finding more
and more numbers that lie
between them.)
To express numbers in
exponential form with
integers as exponents.
To understand the laws of
exponents with integral
powers.
Able to calculate square and
square roots of integers.
Square roots using factor
method and division method
for numbers containing
not more than 4 digits
not more than 2 decimal
places (in case of imperfect
squares)
To recognize cubes and cube
roots (only factor method for
numbers containing at most 3
Mode of
Transaction
Mark the
rational
numbers on
the number
line
Tell the
numbers on
the right are
bigger
Give examples
of rational
number which
are
terminating
decimals and
repeating
decimals.
Showing
density of
rational
numbers in a
number line.
Experimental
method to find
approximate
square root by
squeezing
method.
Puzzles with
numbers
Factor Method
digits)
•
•
•
II. Algebra
•
(i) Algebraic
Expressions
(multiplicatio
ns and
divisions)
(ii) Identities
(iii) Factorization
s
(iv) Solving
linear
equations
Revision :
Profit, Loss
and simple
interest.
(ii) Application
of
percentage,
profit &
III. Life
Mathematics
(i)
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To learn to estimate square
roots and cube
roots(Learning the process of
moving nearer to the
required number).
Able to calculate using
shortcut methods in four
operations.
Able to approximate
numbers up to three digits.
•
To recall addition and
subtraction of expressions.
• Able to multiply and divide
algebraic expressions.
(Coefficient should be
integers).
• Able to understand some
common errors
(e.g. 2 xx = x, 7 xxy = 7 xy )
• To deduce identities with
geometrical proofs,
numerical examples and
applies it in sums
(a + b)2 = a2 + 2ab + b2 ,(a − b)2 = a2 − 2ab + b2 ,
a2 − b2 = (a + b)(a − b).
• Able to recognize (simple
cases only) expressions that
are factorizable of the
following types
a( x + y ), ( x ± y ) 2 , a 2 − b 2 , ( x + a)( x + b)
.
• Able to solve word problems
that involves linear
equations (avoid complex
coefficient in the equations).
• To solve slightly advanced
problems involving
applications of Percentages,
Profit & Loss, overhead
expenses, Discount, tax.
•
Able to derive a formula to
find compound interest
Factor tree
Use card
boards and
paper cutting
methods to
show identities
geometrically
Factor Tree
Problems
through life
situations
To understand
the different
between profit
and loss
through life
situations.
through patterns and use it in
simple problems.
(compounded yearly up to 3
years or half-yearly up to 3
steps only).
loss,
overhead
expenses,
Discount,
tax.
(iii) Compound
Interest
(iv) Difference
between S.I
and C.I
•
•
Compound
variation
(vi) Time & work •
problems –
Simple and
direct word
problems
(v)
To compare
quarterly half
yearly, annual
interest
schemes paid
by companies.
Able to differentiate between
simple and compound
interest ( 2 years ).
To do problems on compound
variation
To solve Time and Work
problems– Simple and direct
word problems.
To collect
details of tax,
discount sale,
etc.
Post office RD
to understand
schemes with
different
interest rates.
To understand
factors
involved in
completing a
project like,
building
construction
etc.
Problems from
life situations
for time and
work.
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IV. Measurements
i Area and
Perimeter of
semi circle and
quadrant
ii Area and
Perimeter of
combined
Plane Figures
•
Able to calculate area and
perimeter of semi circle and
quadrant.
•
To recall the concepts of area
& perimeter -Formula for
Square, Rectangle,
Parallelogram, Triangle, Right
Triangle, Equilateral Triangle,
Isosceles Triangle, Scalene
Triangle, Trapezium,
Quadrilateral, Rhombus,
circle.
•
Properties of •
Triangles
(ii)
Congruenc
•
e of
Triangles
(iii) Circles
(i)
V. Geometry
•
•
•
•
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Able to calculate the area of
combined figures (Study of
area / perimeter of not more
than three figures placed in
juxtaposition [only simple
combined figures])
To recall the properties of
triangles.
To understand theorems
based on properties of
triangles and applies them to
appropriate problems.
Card board,
paper cutting
and paper
folding
techniques to
understand
juxtaposition.
To see the
number of
tiles laid in
floors various
areas etc.
Paper folding
techniques to
verify
properties.
Geometrical
instruments
To understand the concept of Paper cutting
congruence of triangles (SSS, methods; To
draw triangles
SAS, ASA, RHS theorems).
and measure
sides and
To understand the
angles and
concurrency of medians,
altitudes, angle bisectors and verify.
perpendicular bisectors in a
To show
triangle.
objects of
congruent
To understand Pythagoras
shape; postal
theorem and able to solve
stamps etc.
problems using it.
Able to draw the parts of a
circle and identify and
compare the relationship
between radius and diameter.
VI. Practical Geometry
VII. Graphs
VIII. Data handling
i. Construction
of
Quadrilatera
ls:
trapezium,
parallelogra
m,
rhombus,
rectangle
and square
ii. Construction
of
Concentric
Circles.
(i) Introduction
to Cartesian
plane with
axes
•
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Paper folding
methods.
Able to construct concentric
circles.
•
To understand the concept of Graph sheets;
To see linear
Cartesian plane with axes.
relationship
between side
Able to plot points for
and perimeter
different kinds of situations
of square.
(perimeter vs. length for
squares, area as a function
To understand
of side of a square, plotting
linear
of multiples of different
relationship
numbers, simple interest vs
between time
number of years etc.)
and work.
To learn to read graphs.
Able to read the linear
graphs.
Able to read the distance vs
time graph.
Mark sheets,
To recall formation of
heights and
frequency table.
weights, data
from news
To draw Histogram,
paper cutting
frequency polygon for
to construct
grouped data
and interpret
frequency
To construct simple Pietable.
charts for the given data.
•
(iii) Drawing
•
straight
lines parallel -to
-coordinate
axes
•
(i) To recall
formation of
frequency
•
table
Drawing
Histogram
and
frequency
polygon for
grouped
data
Geometrical
instruments
•
(ii) Plotting of
points for
different
kinds of
situations
(ii)
Able to construct
quadrilaterals: trapezium.
Parallelogram, rhombus,
rectangle and square.
•
•
Able to calculate mean
,median and mode for
discrete data
To construct
histogram,
frequency
curve, pie
charts from
these datas
(iii)
Construction
of Simple
Pie-Chart.
(iv) Measures of
central
tendency
SCIENCE
Standard VI
Applied Biology
The World of Plants
Medicinal plants - Plants as Food - Fiber yielding plants - Ornamental
plants - Timber yielding plants – Spices - Animals and their uses
Health and Hygiene
Food Habits
Food variety - Food materials and sources - Plant and animal products
used as food – Nutrition - Types of nutrition - Food habits of animals
Components of Food - Nutrients (carbohydrates, proteins, vitamins, fats
and minerals) - Need of various nutrients - Balanced diet - Deficiency and
diseases
World of Animals
Bio Diversity - Different types of organisms - Unicellular and multicellular organisms
Life Process
Structural Organization of Cell - The cell - Types of cell - Plant and
animal cell comparison The cell structure and functions
Environmental Science – Resource, Use and Management
Our Environment - Garbage - Disposal of garbage - Vermi compositing –
Pollution - Types of pollution – Air, water, land and noise pollution
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Matter
Separation of Substances - Separation and its importance – Definition
- Methods of separation (hand picking,
separation,
sedimentation,
winnowing, sieving, magnetic
decantation,
condensation and crystallization) - Need of
filtration,
Separation by
evaporation,
more than
one method
Exploring Chemical Changes and Formulation
Changes Around Us - Classification of changes - Slow and fast Reversible and – irreversible - Desirable and – undesirable - Periodic and
non periodic - Exothermic and endothermic
Exploring the World
Chemistry in Everyday Life - Synthetic fibers - Types and uses –
Plastics - Types and uses of plastics - Plastics and environment - Glass
and uses - Cement and uses - Soaps, detergents - Preparation and uses.
Matter and Measurement
Measurement - Standard unit of measurement (Length, time and mass )
- SI unit - Multiples and sub Multiples of units
Forces and Movement
Motion - Moving things around us - Types of Motion - Linear and Circular
- Uniform and Non uniform - Science today - Robot
Exploring Energy
Types of Energy - Sources of energy - Electricity, chemical, mechanical
and solar energy
Exploring Phenomena
Magnetism - Discovery of magnets - Magnetic and non-magnetic
materials - Magnetic poles - Preparation of Magnets - Science today –
Flying trains
Light - Sources of light – Shadows - Path of light - Pinhole camera - Plane
mirrors and reflection
Standard VII
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Applied Biology
Animals in
Daily Life - Uses of animals - Animal products (Food,
Clothing, etc.,) - Animal Fibers – Sericulture – Apiculture – Poultry Animal protection and maintenance
Health and Hygiene
Nutrition in Plants and Animals - Mode of nutrition in plants Autotrophic and heterotrophic nutrition - Photosynthesis - Other modes of
nutrition in plants - Nutrition in animals - Nutrition in amoeba - Human
digestive system - Types of teeth – Ruminants
My Body
Human Body – Form & Function - Brief overview of human body—
structure & functions of all the Human organ systems - The body & health
as understood in the Indian system of health care - Diseases, Disorders
and preventing Diabetes Mellitus - Advantages of
Preservation of
drying and
physical activity -
food - Methods of preservation (heating,
freezing,
adding preservatives) - Fast food – its ill effects - Science
today - Irradiated food
World of Plants
Plants – Morphology - Characteristics of living things - Habitat – various
habitats of plants - Herbs, shrubs and trees - Parts of plant - Root, stem,
leaves and flowers - Modification of roots, stems, leaves - Kinds of stem Movements
in plants - Observation of plants & trees, recording data,
drawing
World of Animals
Basis of Classification - Need for classification - The 5 kingdom
classification - Binomial Nomenclature
Life Process
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Respiration in Plants and Animals - Need for respiration - Respiration
in human being - Respiration in animals - Respiration in plants
Environmental Science - Ecology
Ecosystem - Ecosystem (Biotic and abiotic factors) - Food chain - Food
web - Flow of Energy – Biomes - The different biomes--- vegetation &
climatic zones - Importance of forest
- Different flora & fauna in the
biomes
Environmental Science – Resource, Use and Management
Water –A Precious Resource - Availability of water - Sources of water
Forms of water - Ground water - Depletion
of water - Distribution of
water - Scarcity of water - Water management—rain water harvesting Science today – Drinking ice berg - Desalination of sea water - Sweet
water on earth
Matter
Matter in our Surroundings - Physical nature of matter - Characteristics
of particles of matter - States of matter - Effect of temperature on solid,
liquid and gas.
Exploring Chemical Changes and Formulation
Matter and Its Nature - Physical Changes (crystallization, melting,
evaporation, freezing and sublimation) - Chemical changes (rusting of
iron, burning and curdling, chemical reaction of Baking Soda with lemon
juice) - Differences between physical and chemical changes - Acids, Bases
and Salts - Acids, Bases and
salts
(used in our daily life) Natural
indicators (No Equations) – Neutralization (in everyday life)
Exploring the World
Combustion and Flame - Combustion and its type - Fire control - Flame
and its structure - Efficiency of fuels - Fuels and environment
Matter and Measurement
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Measurement - Idea of derived quantities- Area, Volume and Density of
solids and liquids - Concept of indirect measurement or estimationExample (Time- Simple pendulum) - Measuring astronomical distances
Forces and Movement
Motion – Speed - Measuring speed and Units of speed – Distance - time
graph – Velocity – Acceleration - Science today – Adventures in sports –
like a bird flies
Exploring Energy
Electricity and Heat - Electric cell - An electric circuit - Symbols of
electric components - Electric switch - Conductors and insulators - Heating
effect of electric current - Magnetic effect of electric current - Electro
magnet - Electric bell – Heat - Sources of heat (sun, combustion (or)
burning, friction, electrical) - Hot and cold objects - Heat and temperature
– Measuring temperature – Clinical and Laboratory thermometers
Exploring Phenomena
Light – Reflection - Plane Mirror (Right or left) - Images of spherical
mirrors - Sunlight – seven colors – dispersion & synthesis of colors –
Newton’s Disc.
Standard VIII
Applied Biology
Crop Protection and Management - Agricultural practices - Basic
practices of crop protection - Preparation of soil and sowing –
Irrigation - Protection from weeds – Harvesting – Storage –
Marketing - Rotation of crops - Biotechnology in Agriculture Biotechnology in food processing
Health and Hygiene
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Reaching the Age of Adolescence - Adolescence and puberty Secondary sexual characters - Ductless glands - Role of hormones
in reproduction - Reproductive phase of life in human - Sex
determination - Reproductive Health – Nutritional needs – Personal
hygiene - Prevention and
protection from sexual and other abuse
- Smoking hazards – Sprouting - Cancer and Prevention
My Body
Body Movements - Human body and its movements - Joints and
types of joints - Skeleton - Movements of animals (Earthworm,
cockroach, birds, fish and
snakes)
World of Plants
Pictorial Feature of Plant Kingdom – Fungi - Flowering & Non
Flowering – Algae – Bryophytes – Pteridophytes – Gymnosperms –
Angiosperms – Monocotyledons – Dicotyledons - Structure of root Structure of stem - Structure of leaf.
World of Animals
Micro Organisms - Virus, bacteria, algae, fungi and protozoa Uses of microorganisms in medicine, agriculture, industry and
daily
living
-
Harmful
microorganisms
-
Microbes
in
food
preservation - Relationship between man & microbes – Balances,
imbalances and uses.
Life Process
Diversity in Living
Organism - Cell as a fundamental unit of life
– type of human cells related to functions - Structure & function of
all organelles in brief - Organization-- cells – tissues – organs –
organ system – Homeostasis - Cellular respiration – Metabolism Design of the body –based on function – some examples.
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Environmental Science - Ecology
Conservation
of Plants and
Animals - Conservation of forest
and wild life - Deforestation and aforestation - Flora and fauna Endangered species - Red data book - Migration - Wildlife sanctuary
and National park - Threats to biodiversity - Traditional knowledge
& people’s initiatives in biodiversity conservation - Human wildlife
conflicts
Environmental Science – Resource use and Management
Pollution of Air, Water and Soil - Air pollution - Sources of air
pollution - Water pollution - Sources of water pollution - Water
purification - Land pollution - Sources of land pollution - Science
today – Bio pole – easily decomposable and reusable plastics
Matter
Elements and Compounds Around us - Types of pure substances
– Element - Occurrence of elements in Nature - Elements found in
Human Body - Classification of elements based on states (solids,
liquids ,Gases) - Classification of Elements based on properties Symbol of elements - Molecule of an element – Compound Characteristics of Compounds - Classification of compounds - Uses
of compounds-day to day life - Molecule of compound - Formula of
compound - Valency
Atomic Structure
Atomic Structure - Ancient views of atomic structure - Laws of
chemical Combination - Dalton’s atomic theory – Merits – Demerits
- Electrical nature of matter - Discovery of Fundamental Particles Discovery of Electrons - Properties of Cathode Rays - Discovery of
Protons - Properties of fundamental particles - Atomic model - J.J.
Thomson’s model of atom - Limitation of Thomson Model
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Exploring the World
Coal and Petroleum – Coal - Types of Coal – Petroleum Occurrence and Refining - Natural gas - Natural Resources limitation - Science today
Matter and Measurement
Measurement - S.I. System of units – Temperature - Electric
current - Amount of substance - Luminous intensity - Angle, Solid
Angle
Forces and Movement
Force and Pressure Definition - State of motion - Action of force
& its
effects - Contact forces - Non contact forces - Magnetic forces
- Gravitational force - Electrostatic force – Pressure - Pressure
exerted by
liquids and gases - Pressure exerted by
air -
Atmospheric pressure Pascal’s law – Friction - Factors affecting
friction - Friction - necessary evil – Increasing and reducing friction
Exploring Energy
Electricity and Heat - Three kinds of circuit- Simple, series and
parallel - Conduction of electricity in liquids - Chemical effects electric current - Applications of Chemical effects of electric current
– Electroplating - Electric charges at rest - Types of charges Transfer of charges - Story of lightening and thunder Lightening –
safety – Heat - Effects of Heat - Transfer of heat – conduction,
convection and radiation
Exploring Phenomena
Light - Laws of reflection - Regular and irregular reflections Multiple reflections - Multiple images - Refraction (Snell’s law not
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included) - Dispersion – using prism - Total internal reflection Human eye – Image
formation – Sound - Sound needs a
medium for propagation - Sound
produced by human - Human ear
and Hearing - Amplitude, Time period - and frequency of vibration Audible and Inaudible sounds - Noise - Noise pollution - Science
today – Fiber optics – sending message by light
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