DELHI PUBLIC SCHOOL ENGLISH SYLLABUS - DPSdps.in/pages/uploads/Files/PRABHUJI from...

1 | P a g e

DELHI PUBLIC SCHOOLENGLISH SYLLABUS

CLASS IXSESSION 2012-13

Reading skills:To build their analytical skills.To add on to their acquired vocabulary bank.To introduce them to the idioms and phrases (in usage)To provide them with information on various aspects of life and world in general.

Writing skills:To help them pen down and express their thoughts, feelings, emotions and opinion.To learn the difference between formal and informal writing.To prepare them for the everyday challenges in the professional world in future.To enhance their creative ability.

Listening skills:To relate to the correct pronunciation of words.To feel comfortable with the strongest medium of acquiring knowledge and hold on language.To know the importance of voice modulation and intonation.To be exposed to various accents.

Speaking skills(Activities/Talk/Group discussions):To help them attain fluency in English language.To pronounce words correctly.To be confident while speaking.

Recommended books: Literature Reader[L.R](Core A)NCERT; Main Course Book[M.C.B](CoreA)NCERT; NCERT workbook; BBC pullout sheets.

2 | P a g e

TOPICS SUB TOPICS METHOD OFTEACHING

EXTRAWORK

APRIL1. How I taught My GrandMother- Prose

About the authorComprehensionReferring to a fewextra fictions by thesame author.Written work

FIRST & SECOND

MODEL READING+

DIRECT/EXPLANATION

METHOD+ GROUP

DISCUSSION + PEN &

PAPER/ORAL TEST

Practice ofCBSE Sample

Papers ofprevious year

2. The Solitary Reaper-Poem

About the poetComprehensionReferring to a fewextra poems by thesame poet.Written work

3.MCB Unit 1(People) Notice, Message;Article WritingIntroduction of longanswer typequestions /answers-for CBSEbased topics.

4. Grammar:-Revision of basic grammar:Parts of speech followed byErrors/Omission andSentence Reordering

MAY1. The Brook-Poem About the poet

ComprehensionReferring to a fewextra poems by thesame poet.

FIRST & SECOND

MODEL READING+



3 | P a g e

Written work DIRECT/EXPLANATION

METHOD+ GROUP

DISCUSSION + PEN &

PAPER/ORAL TEST

2. The Road Not Taken-Poem


3. MCB: Unit 2(Adventure) Informal Letter;Story Writing;Data Interpretation

4. Grammar- DialogueCompletion

JULY1. Lord Ullin’s Daughter-Poem


FIRST & SECOND

MODEL READING+

DIRECT/EXPLANATION

METHOD+ GROUP

DISCUSSION + PEN &

PAPER/ORAL TEST



2. Writing Skills:Bio-sketchInformal Email3. Grammar - Voice

AUGUST1.A Dog Named Duke -Prose About the author

ComprehensionReferring to a fewextra fictions by thesame author.Written work

FIRST & SECOND

MODEL READING+

DIRECT/EXPLANATION

METHOD+ GROUP

DISCUSSION + PEN &


Papers ofprevious year2.Villa foe sale - Drama About the dramatist

ComprehensionReferring to a fewextra plays by the

4 | P a g e

same dramatist.Written work. PAPER/ORAL TEST

AUDIO-VISUAL FORDRAMA

3.MCB:Unit3 (Environment) LetterWriting(Formal)Formal Email

4. Grammar –Reported speechGap Filling

SEPTEMBERREVISION FOR SUMMATIVE ASSESSMENT 1

OCTOBER1. The Man Who Knew tooMuch- Prose

About the authorComprehensionReferring to a fewextra fiction by thesame authorWritten work

FIRST & SECOND

MODEL READING+

DIRECT/EXPLANATION

METHOD+ GROUP

DISCUSSION + PEN &

PAPER/ORAL TEST



2.The Seven Ages- Poem About the poetComprehensionReferring to a fewextra poems by thesame poetWritten work

3. Oh I Wish I’d looked afterme - Poem

About the poetComprehensionReferring to a fewextra poems by thesame poetWritten work

4.MCB:Unit 4(Radio show) Debate/Speech5.Grammar: Revision

NOVEMBER1. Oh I Wish I’d looked afterme – Poem (Contd.)

About the poetComprehension

FIRST & SECOND Practice ofCBSE Sample

5 | P a g e

Referring to a fewextra poems by thesame poetWritten work

MODEL READING+

DIRECT/EXPLANATION

METHOD+ GROUP

DISCUSSION + PEN &

PAPER/ORAL TEST


2. Song of the Rain- Poem About the poetComprehensionReferring to a fewextra poems by thesame poetWritten work

3. Keeping it from Harold-Prose

About the authorComprehensionReferring to a fewextra fictions by thesame author.Written work

4. Writing skills: Revision5.Grammar: Recapitulation

DECEMBER1. Best Seller- Prose About the author

ComprehensionReferring to a fewextra fictions by thesame author.Written work

FIRST & SECOND

MODEL READING+

DIRECT/EXPLANATION

METHOD+ GROUP

DISCUSSION + PEN &

PAPER/ORAL TEST



2. MCB:Unit 5(Mystery) Writing Skills:Revision

3. Grammar: Recapitulation

JANUARY1.The Bishop’s Candlestick-Drama

About the dramatistComprehensionReferring to a few

FIRST & SECOND Practice ofCBSE Sample

Papers of

6 | P a g e

extra plays by thesame dramatist.Written work

MODEL READING+

DIRECT/EXPLANATION

METHOD+ GROUP

DISCUSSION + PEN &

PAPER/ORAL TEST

AUDIO VISUAL FORDRAMA

previous year

2.MCB:Unit 6(Children) Revision of ArticleWriting and all theformats

FEBRUARYREVISION FOR SUMMATIVE ASSESSMENT 2

MONTH WISE SYLLABUS (MACRO SPECTRUM)

MONTH TOPICS TEACHINGPERIODS/TOPIC

APRIL Prose – How I Taught my Grandmother

Poem – The Solitary Reaper

MCB – Unit 1 (People)

6

4

3

7 | P a g e

Writing – Notice, Message, Article

Grammar – Error/Omission, Sentence Reordering 3MAY Poem – The Brook

The Road Not Taken

MCB – Unit 2 (Adventure)

Writing – Informal Letter, Story Writing, DataInterpretation

Grammar – Dialogue Completion

64

5

1

JULY Poem – Lord Ullin’s Daughter

Writing – Bio Sketch, Informal Email

Grammar - Voice

3

4

2AUGUST Prose – A Dog Named Duke

Play – A Villa for Sale

MCB – Unit (Environment)

Writing – Formal Letter, Formal Email

Grammar – Reported Speech, Gap Filling

4

6

3

4SEPTEMBER Revision for SA 1

SUMMATIVE ASSESSMENT 1 TO BE CONDUCTEDOCTOBER Prose – The man who knew too much

Poem – The Seven AgesOh I Wish I’d Looked After Me Teeth

5

32

8 | P a g e

MCB – Unit 4 (Radio Show)

Writing – Debate, Speech

Grammar - Revision

3

2NOVEMBER Poem - Oh I Wish I’d Looked After Me Teeth

(Contd.)Song of the Rain

Prose – Keeping it from Harold

Writing – Revision

Grammar - Revision

1

4

6

2

DECEMBER Prose – Best Seller

MCB – Unit 5 (Mystery)

Writing – Revision

Grammar - Revision

5

4

3JANUARY Play – The Bishop’s Candlesticks

MCB – Unit 6 (Children)

Writing – Revision of Article Writing and Formats

8

4

FEBRUARY Revision for SA 2MARCH SUMMATIVE ASSESSMENT 2 TO BE

CONDUCTED

9 | P a g e

SCHEME OF SECTION AND WEIGHTAGE TO CONTENT: (SA1 + SA2)

SECTION CONTENT TYPES OFQUESTIONS

NO. OFQUESTIONS

MARKS

Section A Three Passages

Factual/Discursive/ Literary



Supply Type(Gap filling, sentencecompletion, Tablecompletion, wordattack questions,Reference and ShortAnswer Questions)

Multiple ChoiceQuestions.

Multiple ChoiceQuestions

5

5

10 marks

5 marks

5 marks

Total10+5+5= 20

Section B Writing Skills:

A short composition of upto 50 words in the form of aNotice, Message or DiaryEntry.

A composition of up to 100words in the form ofBiographical sketch, DataInterpretation, Dialoguewriting or Description

Short + LongCompositions

1

1

4 marks

6 marks

10 | P a g e

(people, Objects orEvents)

An extended writing task oflength up to120 words in the form of aFormal/Informal Letteror Email.

An extended writing task oflength up to150 words in the formof an Article, Speech,Report or Story.

1

1

7 marks

8 marks

Total4+6+7+8=25

Section C Grammar MCQ

Blanks to be filledwithout the help ofchoice.

2

3

4x2=8 marks

4x3=12 marks

Total8+12=20

Section D Literature MCQ + Very shortanswers+ Referenceto Context fromDrama

Short AnswerQuestions

1+1+1

4 out of 5

3x3=9 marks

2x4=8 marks

11 | P a g e

(Internal choice)

Long AnswerQuestions(Internal choice)

1 out of 2 1x8=8 marks

Total9+8+8=25

12 | P a g e

WEIGHTAGE ASSIGNED TO THE TERMS (SA1 + SA2)

Division of Syllabus for Term I (April - September) Total Weightage Assigned

Summative Assessment I 30%Section MarksReading 20Writing 25Grammar 20Literature 25Formative assessment 20%

Total 90 marks 50%

Division of Syllabus for Term II (October - March) Total Weightage Assigned

Summative Assessment II 30%Section MarksReading 20Writing 25Grammar 20Literature 25Formative assessment 20%

Total 90 marks 50%

SYLLABUS AND MARKING SCHEME FOR FORMATIVE ASSESSMENTS

FORMATIVE ASSESSMENT 1 (to be weighed down to 10 marks)(Pen and Paper Test)

SECTION TOPICS MARKS (20)Writing Notice

Message5

Grammar Errors/Omissions 5

13 | P a g e

Sentence ReorderingLiterature How I taught my Grandmother to read

The Solitary Reaper10

FORMATIVE ASSESSMENT 2 (10 marks)Project on Story Writing (Keywords given)

FORMATIVE ASSESSMENT 3 (to be weighed down to 10 marks)(Pen and Paper Test)

SECTION TOPICS MARKS (20)Writing Formal Letter 7Grammar Reported Speech 3Literature The man who knew too much

The Seven AgesOh I wish I’d looked after me

10

FORMATIVE ASSESSMENT 4 (10 marks)To describe the process of preparing 5 recipes in the form of passive voice

SYLLABUS AND MARKING SCHEME FOR SUMMATIVE ASSESSMENTS

SUMMATIVE ASSESSMENT 1(90 marks)

SECTION TOPICS MARKSReading 3 Passages 20Writing Notice/Message

Bio Sketch/Data InterpretationLetter/E-mailArticle/Story Writing

25

Grammar Errors/OmissionsSentence ReorderingGap FillingDialogue Completion

20

14 | P a g e

VoiceReported Speech

Literature Prose:How I taught my Grandmother to readA Dog named DukePoem:The Solitary ReaperThe BrookThe road not takenLord Ullin’s DaughterPlay:A Villa for Sale

25

SUMMATIVE ASSESSMENT 2(90 marks)

SECTION TOPICS MARKSReading 3 Passages 20Writing Notice/Message

Bio Sketch/Data Interpretation/ FactualDescription/ Dialogue WritingLetter/ E-mailArticle/Speech/Story Writing/Report

25

Grammar Errors/OmissionsSentence ReorderingGap FillingDialogue CompletionVoiceReported Speech

20

Literature Prose:The man who knew too muchKeeping it from HaroldBest SellerPoem:The Seven Ages

25

15 | P a g e

Oh I wish I’d looked after me teethSong of the rainPlay:The Bishop’s Candlesticks

16 | P a g e

fnYyh ifCyd Ldwy] lksuhirekfld ikB~;dze¼vizSy 2012 ls flrEcj 2012 rd½

fo"k; & fganh

d{kk & uoh

ekg v/;kiufnol

bdkbZ mibdkbZ dkyka'k Lkgk;d lkexzh lkekU; Kku vfrfjDr

ikB~;srj xfrfof/k;k¡

vizSy2012

16 ikB~;iqLrd Li'kZv/;k; & xn~; [kaM+1- /kwy2- nq%[k dk vf/kdkjdkO; [kaM

1- jSnkllap;u

1 fxYyw ¼egknsoh oekZ½O;kdj.k

1 o.kZ foPNsn2- ^j* ds fofHkUu :i3- vuqLokj] fcanq]uqDrkA

1- ikBksa dh O;k[;k2- ikB~; iqLrd ds iz'uksRrj3- vFkZ xzg.k laca/kh iz'u4- dforkvksa dk izfrikn~;5 dforkvksa dh

O;k[;k

6 thou lans'k lslaca/kh iz'u

2$2$2$2$2$2

¾12

1- ikB~;iqLrd Li'kZo lap;u

2- &eh* ,aM ^ekbu*¼vH;kl iqfLrdk½

3- vU; lanHkZ xzaFk

1- vk/kqfuddky dsizeq[k dfo;ksads uke A

1.fgUnh lekpkjokpu A

2.fgUnh Hkk"kk lslacaf/kr lkekU; KkuA

3.oxZ igsyh A

17 | P a g e

ekg v/;kiufnol



ebZ

2012

16 ikB~;iqLrd Li'kZ

v/;k; & xn~; [kaM+

1 ,ojsLV esjh f'k[kj;k=kk

& dkO; [kaM+

1 jghe ¼nksgs½

O;kdj.k

1- vuqPNsn2- i=k

¼vukSipkfjd½3- vifBr xn~;ak'k

,oa in~;ka'k A

1 ikBksa dh O;k[;k

2 ikB~; iqLrd dsiz'uksaRrj

3 vFkZ xzg.k laca/kh iz'u

4 dforkvksa dk izfrikn~;

5 dforkvksa dh O;k[;k

6 thou lans'k ls laca/khiz'u

3$3$3$3¾12 1 ikB~;iqLrd Li'kZ

o lap;u

2&eh* ,aM ^ekbu*¼vH;kl iqfLrdk½

3 vU; lanHkZ xzaFk

1- jghe dsvU;f'k{kkiznnksgksa

dkladyu A

1.fgUnh ds dfo o

lkfgR;dkjksa ds fp=k oifjp; dk ladyuA

2.fgUnh vUR;k{kjh ( 'kCn]xhr] nksgs] vkfn lslacaf/kr)A

3.fgUnh ukV~;kfHku; ;k,dkadh vfHku; (fdlh Hkh,d fo"k; ij)

4.ns'kHkfDr rFkk gkL; dh10 dforkvksa dk ladyudj E.mail nzokjk

lacf/kr v/;kid@v/;kfidkvksa dks izsf"kr

djuk A

18 | P a g e

ekg v/;kiufnol



tqykbZ2012

8 ikB~;iqLrd Li'kZv/;k; & xn~; [kaM+1 rqe dc tkvksxsvfrfFk AdkO; [kaM

1- vknehukeklap;u

1 LefrO;kdj.k

1 i;kZ;okph 'kCn ¼50½2- ^milxZ] izR;;3 okD;ka'kksa ds fy, ,d'kCn ¼50½

1 ikBksa dh O;k[;k2 ikB~; iqLrd

ds iz'uksRrj3 vFkZ xzg.k

laca/kh iz'u4 dforkvksa

dk izfrikn~;5 dforkvksa

dh O;k[;k6 thou O;k[;k ls

Lakcaf/kr iz'u

3$3¾6 1 ikB~;iqLrdLi'kZ o lap;u2 &eh* ,aM^ekbu* ¼vH;kliqfLrdk½3 vU; lanHkZ xzaFk

1 Hkkjr esa vfrfFklRdkj dh D;k

ijEijk jgh gS\

1. fp=k ns[kdj o.kZudjuk A2. Lojfpr dfork ys[ku

19 | P a g e

ekg v/;kiufnol

bdkbZ mibdkbZ dkyka'k Lkgk;d lkexzh lkekU; Kku vfrfjDrikB~;srjxfrfof/k;k¡

vxLr2012

16 ikB~;iqLrd Li'kZv/;k; & xn~; [kaM+1 oSKkfud psruk ds

okgd panz'ks[kjosadVjeu A

& dkO; [kaM+1 ,d Qwy dh pkg2 xhr & vxhr

lap;u1 dYyw dqEgkjDh mukdksVhO;kdj.k

1 okD; ¼ljy ovax½

2 foykse ovusdkFkhZ 'kCn

3 vifBr xn~;ak'k,oa in~;ka'k

2- eqgkojs ¼50½3- i=k ¼vukSipkfjd½4 vuqPNsn ys[ku

1 ikBksa dh O;k[;k2 ikB~; iqLrd

ds iz'uksRrj3 vFkZ xzg.k

laca/kh iz'u4 dforkvksa

dk izfrikn~;5 dforkvksa

dh O;k[;k6 thou lans'kls laca/kh iz'u

2+$2$2$2$2$2¾12 1 ikB~;iqLrd Li'kZo lap;u

2 &eh* ,aM ^ekbu*¼vH;kl iqfLrdk½3 vU; lanHkZ xzaFk

1 Hkkjrds izeq[k

oSKkfudksa dsukedk lap;uA

2 /keZ vkSjjktuhfrij ,d

vuqPNsnfyf[k,A

1. fgUnh dfork ikB A2. vk'kq Hkk"k.k A

20 | P a g e

flrEcj 2012

lesfVo vlslesaUV

izFke

lesfVo vlslesaUV

izFkelesfVo vlslesaUV

izFke

lesfVovlslesaUV

izFke

ekg v/;kiufnol



21 | P a g e

fnYyh ifCyd Ldwy] lksuhirekfld ikB~;dze¼vDVwcj 2012 ls ekpZ 2012 rd½

ekg v/;kiufnol



vDVwcj

2012

16 ikB~;iqLrd Li'kZv/;k; & xn~; [kaM+1 dhpM+ dk dkO;

dkO; [kaM+1 xhr & vxhr2- vfXuiFklap;u

1 esjk NksVk lk futh&&

O;kdj.k4- vuqPNsn5- i=k

¼vukSipkfjd½6- vifBr xn~;ak'k

,oa in~;ka'k A

1 ikBksa dh O;k[;k



4 dforkvksa dk izfrikn~;




2&eh* ,aM ^ekbu* ¼vH;kliqfLrdk½

3 vU; lanHkZ xzaFk

1 gfjoa'kjk;dh izeq[kjpukvksa dsuke crkb,A

1.fgUnh igsfy;ksa dklalkj

22 | P a g e

ekg v/;kiufnol



uoEcj2012

16 ikB~;iqLrd Li'kZ

v/;k; & xn~; [kaM+

1 /keZ dh vkM

2 'kqdzrkjs ds lekuA

lap;u

1 gkfen [kk¡

1 ikBksa dh O;k[;k



4 dforkvksa dkizfrikn~;




2 &eh* ,aM ^ekbu*¼vH;kl iqfLrdk½

3 vU; lanHkZ xzaFk

1 xk¡/kh th dsvius ns'k dsizfr

fd, x,dk;ksaZ dh

,d lwphcukb,A

1.fofHkUu uohure

o vn~;ru(lkekftd]/kkfeZd][ksy

]'kSf{kd]

jktuhfrd]lkfgfR;d

vkfn fo"k;ksa ij lkewfgdifjppkZ )

2.lHkk lapkyu

3.fgUnh fDotizfr;ksfxrk(ys[kd] dfo]

iqLrd vkfnsa)

23 | P a g e

ekg v/;kiufnol



fnlEcj

2012

10 ikB~;iqLrd

& lap;u

1 fn, ty mBs

O;kdj.k

2 fojke fpg~uksa dkiz;ksx

3 vifBr xn~;ak'k ,oain~;ka'k A

1 ikBksa dh O;k[;k



4 dforkvksa dkizfrikn~;



4$3$4¾10 1 ikB~;iqLrd Li'kZ

2 &eh* ,aM ^ekbu*¼vH;kl iqfLrdk½

3 vU; lanHkZ xzaFk

lu~ 1960 ds oknds lkekftdmiU;klksa dh lwphcukb,A

1. fgUnh Hkk"k.kvk;kstu

2. pqVdys rFkk gkL;O;aX; izn'kZu

ekg v/;kiufnol



Tkuojh2013

10 ikB~;iqLrd Li'kZ

dkO; [kaM

1-[k'cw jprs gkFk

lap;u

5- ikBksa dh O;k[;k6- ikB~; iqLrd ds iz'uksaRrj7- vFkZ xzg.k laca/kh iz'u8- dforkvksa dk izfrikn~;



2$2$2$2=8 4- ikB~;iqLrd Li'kZo lap;u

5- &eh* ,aM ^ekbu*¼vH;kl iqfLrdk½

6- vU; lanHkZ xzaFk

fgUnh dhizeq[k i=kif=kdkvksa dsuke crkb,A

3. dgkuh] ?kVuk] rFkk;k=kk o.kZuA

4. nksgs] pkSikbZ rFkkNanksa dk lLojokpu A

24 | P a g e

ekg v/;kiufnol



Qjojh

2013`

10 iqujkofRr dk;Z iqujkofRr dk;Z 3$3$3

¾10

1 ikB~;iqLrd Li'kZ

o lap;u

2&eh* ,aM ^ekbu* ¼vH;kliqfLrdk½

3 vU; lanHkZ xzaFk

5. lwfDr]vkn'kZopu] rFkkegkiq:"kksa dsopuksa dkJo.k]euu rFkkfparuA

6. fgUnh dh fofHkUuvksfM+;ks &fofM+;ks lh Mh dkizn'kZu A

25 | P a g e

ekpZ

2013 lesfVo vlslesaUV

n~forh;

lesfVo vlslesaUV

n~forh;lesfVo vlslesaUV

n~forh;

lesfVovlslesaUV

n~forh;

ekg v/;kiufnol



26 | P a g e

vad izHkkj(Blue Print)

Hkkx foHkkx iz'uksa dh la[;k

d [kaM iBu o cks/ku ¼vifBr½ 5X4 =20 cgqfodYih iz'u 4

[k [kaM O;kdj.k 4x5=20 Hkk"kk fcanq lajpuk vkfn ls

Lakcf/kr iz'u

5

Xk [kaM ikB~;&iqLrd iwjd ikB~; iqLrd 5+6+5+5+9+6+4¾ cgqfodYih iz'u ¼5½ vad

y/kqmRrjh; iz'u ¼6½ vad

fuca/kkRed iz'u ¼5½ vad

xn~;ka'k ¼5½ vad

y/kqmRrjh; iz'u ¼9½ vad

lap;u y/kqmRrjh;

iz'u ¼6½ vad

lap;u nh/k~mRrjh;

iz'u ¼4½ vad

7

27 | P a g e

?k [kaM ys[ku 5+5=10

vuqPNsn 5 vad

i=k 5 vad

2

28 | P a g e

fnYyh ifCyd Ldwy lksuhirQkjeSfVo ijh{kk& l=k 2012µ13

d{kk uohfo"k; fganh

10 vadQkjeSfVo ijh{kk izFke fnukad 23 tqykbZ 2012ikB~;dze % &&&&&&

ikB jSnkl ¼in~;½/kwy ¼xn~;½

QkjeSfVo ijh{kk r`rh; fnukad 21 tuojh 2013

10 vad

ikB~;dze % &&&&&&ikB vfXuiFk ¼in~;½

29 | P a g e

dhpM+ dk dkO; ¼xn~;½QkjeSfVo ijh{kk n~forh;

ifj;kstuk dk;Z fnukad 15 tqykbZ ls 5 vxLr 2012 10 vad

ekSf[kd ijh{kk %&¼1½ okn&fookn izfr;ksfxrk 4 vad

fo"k;& ¼1½ vk/kqfud cuus ds fy, vaxzsth vko';d gS A¼2½ fon~;ky;ksa esa i<+kbZ dk ek/;e ekr`Hkk"kk gksuk pkfg,A¼3½ lekt esa QSy jgs Hkz"Vkpkj ds fy, ljdkj ugh O;fDr nks"khA¼4½ ehfM+;k dk c<+rk izHkko lekt ds fgr esa A5½ v/;{kkRed 'kklu iz.kkyh ls lalnh; 'kklu iz.kkyh csgrj gS A

¼2½ vfHku; dyk 4 vadfdlh Hkh ,dkadh dk okpu

¼3½ lk{kkRdkj ysuk vkSj nsuk 2 vad

QkjeSfVo ijh{kk prqFkZ

30 | P a g e

ifj;kstuk dk;Z 15 tuojh ls 31 tuojh 2013 10 vad

¼1½ vk'kq Hkk"k.k izfr;ksfxrk 3 vadrRdky fn, x, fo"k;ksa ij vius fopkj izLrqr djuk A

¼2½ lkewfgd ppkZ 3 vadfu/kkZfjr fd, x, fo"k; ij vkil esa ppkZ djuk A

¼3½ dgkuh ;k ?kVuk o.kZu 2 vad

¼4½ lHkk lapkyu 2 vad

31 | P a g e

DELHI PUBLIC SCHOOL, SONEPAT

Syllabus for Session 2012-13

Subject: French

Class:IX

Facilitator: Ms Divya Maheshwari

No. of Periods allotted per week: 4

Book: Entre Jeunes, Cahier d’exercise Entre Jeunes (Text book by CBSE)

Me n Mine (Sample papers and Worksheets)

I Term- Apr-Sep

II Term- Oct-March

32 | P a g e

A. Annual Syllabus

Term Topics No of periods per topic

I Term

(April – Sep)

La France Au Lycée La famille Une journée bien réglée Les Saisons Voyages

2

5

5

5

5

5

II Term

(Oct – Mar)

La Rentrée L’argent de poche Faire des achats Les Loisirs et Les sports Les Fêtes

5

5

5

5

5

33 | P a g e

B.BROAD SPECTRUM SYLLABUS MONTHLY BREAKUP

Months Topics with sub topics TentativeMarks pertopic

No. of Periods

Apr La France

Topography of France

Au Lycee

G-les articiles, adejectifs, Nationalities.

CNC = 5

Oral = 3

= 8

Gr = 4

WS = 5

CNC = 3

FA = 2

= 10

May La Famille

G-Interrogation , Adjectives Possessive,demonstrative, Prepositions, Verbs,

Future & Future proche

Describing people/ places ( FA/WS)

Gr = 6

WS = 10

CNC = 3

FA = 2

1 Actitvity

1 Video

1 card activity

1 Project / PPT

34 | P a g e

Family Relations ( FA / CNC)

Theatres and Museums ( CNC)

Une Journee Bien Regle

G-Pronominal verbs, Past tense, Presentcontinuous, Adverbs of places

Adverbs of time.

Letter Discussing a past events ( FA/WS)

Telephonic conversation (FA)

Message (WS)

Invitation (WS)

French Dailies &Weekly (FA/ CNC) Informationmedia (FA/CNC)

= 21

June ----

July Les Saisons

G- Exprimer la cause, Imperative, Infinitivesadjectives accord,Expressions of verb “Faire”

Recipe (FA/WS)

Gr = 8

WS = 5

CNC = 3

FA = 5

1 Assessment /notes

2 Assessment

1 Notes

35 | P a g e

Weather (FA/WS)= 21

2 Assessment

}1 Notes /Video /Activity / Project

Aug Voyages

G-Inversion with ‘comment’,Preposition of place,Dites autrement, Conditionnel

Posing questions, Expression of obligation

Different modes of transport France (CNC)

Various tourist places (CNC )

Gr = 10

WS = 5

1 Assessment

1 Videos / Mag.Article

1 Videos / Mag.Article

Sep Revision -

Oct La Rentree

L’argent de Poche

G- Pronominal in past, Expression for “only”

Interrogation (FA) Expression of restriction,Asking information, Situation or event

WS- Post card (FA), Discussing a vacation with afriend (FA)

Gr = 8

WS = 5

CNC = 3

FA = 5

}1 Assessment

}2 project /activity

2 Assessment

1 Assessment

36 | P a g e

= 21

Nov Faire des Achats

G- Direct / indirect pronoun (PCOD,PCOID)

Negation and its types, Ex pressing a restriction

WS-Recounting an event in past through letter

CNC-Argent de poche, La carte junior

Gr = 8

WS = 10

CNC = 3

FA = 2

= 23

}1 Assessment

}2 Assessment /Act Play

2 Assessment

1 Assessment/project

Dec Les Loisirs et Sports

G- Conditional of politeness, Pronoun “en,Y”,Interrogative adjective / pronoun,Comparative

Superlative, Expressing desire or intention,

Expressing quantity ,Comparing

CNC- Lifestyle in france (FA/WS)

brands and famous shops , perfumes, wines andcheese, French magazines(FA)

Gr = 4

WS = 5

CNC = 3

FA = 3= 15

}1 Assessment

}2 Assessment

2 Assessment

1 Project /Assessment

1 Audio / video

Jan Les Fetes Francaises

G- Recent past tense , Pour + infinitive, Types ofconditional, Relative pronoun- qui, que, ou, dont

Gr = 6

WS = 5

CNC = 6

}1 Assessment

Assessment

}2 Assessment

37 | P a g e

Description of a day and the duration (WS)

Expressing the cause

CNC- Pariscope, festivals.

FA = 3

=20

2 Assessment

1 Assessment /GroupDiscussion

Feb Revision -

C. MICRO SPECTRUM SYLLABUS

Topics Method of teaching Information about France

0 La France AV Method

Lecture

Class Discussion

-

1 Au Lycée AV Method

Lecture

Class Discussion

-

2 La famille AV Method

Lecture

Class Discussion

Family / theatres & museums/ verb forms

38 | P a g e

3 Une journée Bien réglée AV Method

Lecture

Class Discussion

French Info Media/ Frenchnewspaper / French Invitation

4 Les Saisons AV Method

Lecture

Class Discussion

Recipe / weather

5 Voyages AV Method

Lecture

Class Discussion

Post card

6 La Rentrée AV Method

Lecture

Class Discussion

-

7 L’argent de poche AV Method

Lecture

Class Discussion

-

8 Faire des achats AV Method

Lecture

Lifestyle / fashion / culture

39 | P a g e

Class Discussion

9 Les Loisirs et Les sports AV Method

Lecture

Class Discussion

Sports in France

10 Les Fêtes AV Method

Lecture

Class Discussion

Festivals

D. EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENTS:

The Question Paper will be divided into four sections:

Section A: Reading Comprehension - 10 marks

Section B: Writing - 25 marks

Section C: Grammar - 40 marks

Section D: Literature & Non-detailed - 15 marks

Scheme of Section and Weightage to content:

40 | P a g e

TOTAL MARKS: 90

SECTION DETAILS OF TOPICS/SECTIONS TYPE OFQUESTIONS

NO. OFQUES-TIONS

MARKS

Section A 1 Unseen Prose Passage True or False

M.C.Q.

04

08

04 X 1/2 = 2

08 X 1 = 8

Total =10

Section B 1 Long Composition (InformalLetter)

3 Short Compositions(Message/Post card, Dialogue,Recipe)

L.A.

S.A.

01

03

1 X 10 = 10

1 X 5 = 5

1 X 5 = 5

1 X 5 = 5

Total = 25

Section C GRAMMAR M.C.Q. 06 08 X 5 = 40

41 | P a g e

Total = 30

Section D LITERATURE:

(Culture and Civilization) M.C.Q.

S.A.

05

05

5 X 1 = 5

5 X 2 = 10

Total = 15

Note: For the Formative assessments, the following areas of evaluation may be considered:

a) Oral (role play, group discussions, poetry recitation, skits, show and tell etc.)

b) Project Work (research on a topic, essay, collage, power point presentations etc.)

c) Quiz/Assignments/Work Sheet

d) Class test/Unit test

e) Home-work/class work

Syllabus for SA I Lessons 0-5

Syllabus for SA II Lesson 6-10

42 | P a g e

German syllabus Session 2012-2013

( CLASS IX – II LANGUAGE )

Annual Syllabus

Term Topics No. of Periods per topic

(1st Term : April – September)

Berufe auswählen

Prognosen für die Zukunftformulieren

Sprachreise planen

7

7

6

(2nd Term : October – February)

Lebenspartner auswählen

Vergangenes erzählen

Postkarte

Lebenslauf

Märchen

5

6

2

2

5

43 | P a g e

BROAD SPECTRUM SYLLABUS MONTHLY BREAKUP

Months Topics with sub topics Marks No. of Periods

April Wiederholung Berufe auswählen

1. Bezeichnungen für Berufe2. Personen nach ihrem Beruf fragen3. Dinge und Menschen vergleichen4. Genetiv5. Nebensatz mit dass

1

2 (1121

May Prognosen für die Zukunft formulieren1. Zukunftpläne2. Absichten ausdrücken3. Vorsätze ausdrücken4. Prognosen für die Zukunft formulieren5. Komparativ und Superlativ (Adjektiv,

Adverb)

11122

June

July Wiederholung Sprachreise planen

1. Schultypen bennen2. Eine Sprachreise planen3. Nebensatz mit wenn, um….zu

1

112

44 | P a g e

August Sprachreise planen

4. Einen Prospekt über Sprachreisenverstehen

5. Übungen (Wir trainieren)

Wiederholung

2

1

3September

Summative Assessment 1

October Lebenspartner auswählen1. Das Perfekt (starke verben , haben, sein ,trennbare verben)2. Über vergangenes schreiben3. Das Präteritum (sein,haben,)

2

21

November

Lebenslauf

Postkarte

Vergangenes erzählen1. Das Präteritum (modal verben)2. Nebensatz mit als

2

2

2

45 | P a g e

2

December

Vergangenes erzählen(contd..)3. Wann ist was passiert?

Märchen

1. Ein Märchen erzählen

2

1

January

Märchen

Ein Märchen erzählen(contd..)

2. Das Präteritum (schwache und starkeverben)

2

2

February Revision for Final Examination

46 | P a g e

(Summative Assessment 2) 3

MICRO SPECTRUM SYLLABUS

Topics No. of Sub Topic Method of teaching –

1) Lecture

2) AV Method

3) Class project

4) Assessment

Activity Project

1. Berufe auswählen 1. Bezeichnungen für Berufe2. Personen nach ihrem Beruf

fragen3. Dinge und Menschen

vergleichen4. Genetiv5. Nebensatz mit dass

Lecture / AV method/Discussion

1. Students discusstheir futureprofessional plans

2. Game- Guessingthe professionafter listening tothe description ofwhat one does.

2. Prognosen für 1. Zukunftpläne Lecture / AV method /

1. Comparecelebrities andshow one’s

Types of schools in Germanyand the difference between

47 | P a g e

die Zukunftformulieren

2. Absichten ausdrücken3. Vorsätze ausdrücken4. Prognosen für die Zukunft

formulieren5. Komparativ und Superlativ

(Adjektiv, Adverb)

Assessment/Project preferences.2. A day in my life in

the year 2050.

them.

3. Sprachreiseplanen

1. Schultypen bennen2. Eine Sprachreise planen3. Nebensatz mit wenn,4. Nebensatz mit um….zu5. Einen Prospekt über

Sprachreisen verstehen

Lecture / AV method /Assessment

1. Webquest-Students look fora language coursein one of thegerman speakingcountries, suitablefor their age groupand exposure tothe germanlanguage.

4. Lebenspartnerauswählen

1.Das Perfekt (starke verben , haben,sein , trennbare verben)

2. Über vergangenes schreiben3. Das Präteritum (sein,haben,)4. Lebenlauf5. Postkarte

Lecture / AV method /Assessment/Project

1. Writing a postcardto a friend.

Preparing the resume of acelebrity/self

5. Vergangenes 1. Das Präteritum (modal verben)2. Nebensatz mit als

Lecture / AV method /

1. Discussion on thetime inKindergarten.

2. Discussion on

48 | P a g e

erzählen 3. Wann ist was passiert? Assessment favourite activitiesat different ages.

6. Märchen 1. Ein Märchen erzählen(contd..)2. Das Präteritum (schwache undstarke verben)

Discussion/Audio 1. Reading Fairytalesin german.

2. A play based onthese fairytales.

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT:

The question paper will be divided into four Sections:

Section A: Reading Comprehension – 35 marks.

Section B: Writing skills - 10 marks.

Section C: Grammar - 35 marks.

Section D: Vocabulary - 10 marks.

Scheme of Section and Weightage to Content:

49 | P a g e

SECTION TYPES OF QUESTIONS NO. OFQUESTIONS

MARKS

Section A One Unseen Passage.(12)

One seen Passage (12)

Summarizing of German text in English(8)

MCQ

True/False

One word answers

Match the following

Make Sentences

Writes Synonyms &Antonyms

3

Total=35

Section B Writing Skills

Email (30-40 words) (4)

Postcard OR Paragraph (50-60 words)(4)

LA

LA

2

Total=10

Section C Grammar

Perfect

Separable Verbs

Past Tense

Subordinate Clause (als, dass, damit)

MCQ

Fill in the blanks

Match the following

6

Total=35

50 | P a g e

Question Making

Accusative/Dative personal pronouns

Prepositions

Section D Vocabulary

Completing a paragraph with given elements.

Fill in the blanks 1

Total=10

51 | P a g e

Annual SyllabusSubject: Japanese

Class 9Text Book: Minna No Nihongo - 1

Translation: Minna No Nihongo – 1

52 | P a g e

BROAD SPECTRUM

Month N0. Of periods Topics Lessons

April 12 Sentence patterns mentioned in Bunkei

Particles:の、は、か、もではありません＝じゃありません

How to use Doozo

Lesson 1 and Lesson 2

May 6 Sentence patterns mentioned in Bunkei

Particles:の、は、か、も Time

How to ask someone’s phone no.


July 3 Sentence patterns mentioned in Bunkei

Particles:の、は、か、も Verbs

How to request somebody

Lesson 5

August 12 Sentence patterns mentioned in Bunkei

How to discuss about meeting time Various words to say sorry in different situations.

Revision lesson 1 to 7


September 6 Sentence patterns mentioned in Bunkei

Adjectivesい・な To define something via using adjectives.

Lesson 8

October 8

Sentence patterns mentioned in Bunkei To ask someone to do something together.

Verbs います・あります

Discussions about students’ like and dislike about food,sports etc.


53 | P a g e

How to tell the way to somebody while they ask you.Directions

November 9

Sentence patterns mentioned in Bunkei Verbs

Irregular Counters Counters for Human beings

Counters for flat things Counters for times

Weather Adjectives’ Past and Negative

Importance of various measure words in Japanese. Essay writing about trip


December 5

Sentence patterns mentioned in Bunkei Various Japanese food

What Japanese food students know about and what theywant to know

What Places students know in Japan A story of a dog and a brief introduction about SHIBUYA

station’s Dog’s statue in Japan.


January 5 Revision Lesson 7 to Lesson 13

February 6 Revision Lesson 7 to Lesson 13

54 | P a g e

MICRO SPECTRUM

April

Total allotted Sessions in the month: 12 [Lesson 1 & Lesson 2]

Topic Objective Teaching Aids Reference Books/websites

Sentence Patterns

私はマイクです。

私は学生じゃありません。

ミラーさんは会社員ですか。

サントスさんは会社員です。

これはじしょです。

これはコンピューターの本です。

Particles:

の、は、か、も

To make students familiar withcolloquial Japanese.

To introduce and explain some newpatterns, Kanji and vocabulary

To make students able to write aboutthem selves

To improve students’ Japanese writingskills.

Revision of other patterns.

Minna No Nihono (Text Book) Minna no Nihongo

(Elementary Translation &Grammar Notes)

Material available in theclassroom.

Open discussions Videos Kanji Logics Flash Cards Audio CDs Assignments

Minna No Nihono (Text Book) Minna no Nihongo (Elementary

Translation & Grammar Notes) Minna No Nihongo – KANJI

WORKBOOK (Available in library) www.sites.google.com/site/dpssjap

anese

Subtopics:

How Japanese greet, Japanese bowing system How do Japanese introduce themselves. For example: Japanese think that it is very difficult to memorize names of everyone so what logic they use for same while

introducing themselves. Difference between greetings while greeting to elders and younger. How students make new words while talking about nationality (Ex.: INDO + JIN=INDOJIN)

55 | P a g e

ではありません＝じゃありません

ひと＝かた

How to express your feelings while giving a gift to somebody In which situations Japanese people use‘どうぞ’.Micro points: All Micro points will be based on occurred situations in the classes.

May-July

Total allotted Sessions in the month: 9 [Lesson 3, Lesson 4 and Lesson 5]


Sentence Patterns

それは私の傘です。

この傘は私のです。

そうです。

そうじゃありません。

ここ、そこ、あそこ、どこ

でんわはあそこです。

ここはしょくどうです。

これをください。

～てください。

TIME

VERBS

To make students familiar withcolloquial Japanese.


To make students able to write aboutthem selves

To improve students’ Japanese writingskills.

Revision of other patterns.

Minna No Nihono (Text Book) Minna no Nihongo

(Elementary Translation &Grammar Notes)

Open discussions Videos Kanji Logics Flash Cards Audio CDs


Translation & Grammar Notes)Book) Minna No Nihongo – KANJI

WORKBOOK (Available in library) www.sites.google.com/site/dpssjapan

ese

56 | P a g e

Sentence Patterns

今四時五分です。

私は九時から五時まではたらきま

す。

朝六時に起きます。

昨日勉強しました。

東京へ行きます。

タクシーでうちへ帰ります。

家族と日本へ来ました。

Sub Topics:

How to request somebody How to ask somebody’s Phone No. How to discuss about time. How to ask a question to someone else. (Different situations will be given to students)Micro Points: All Micro points will be based on occurred situations in the classes.

57 | P a g e

August

Total allotted Sessions in the month: 12 [Lesson 6, Lesson 7]


Verbs

SENTENCE PATTERNS

私はジュースを飲みます。

駅で新聞を買います。

一緒に東京へ行きませんか。

ちょっと休みましょう。

ワプロで手紙を書きます。

私は木村さんに花を上げます。

REVISION

To make students familiar with Japanesecolloquial language.


To make students able to use variousverbs to explain themselves.

To improve students’ writing and listeningskills.

Minna No Nihono (TextBook)

Minna no Nihongo(Elementary Translation &Grammar Notes)



Translation & Grammar Notes)Book) Minna No Nihongo – KANJI WORKBOOK

(Available in library) www.sites.google.com/site/dpssjapanese

Subtopics:

How to discuss about meeting time Various words to say sorry in different situations.Micro Points: Micro Points: All Micro points will be based on occurred situations in the classes.

58 | P a g e

September

Total allotted Sessions in the month: 6 [Lesson 8]


Verbs

Adjectives ‘NA’ Group

Adjective ‘I’ Group

SENTENCE PATTERNS

桜はきれいです。

きれいな花です。

To make students familiar with Japanesecolloquial language.

To introduce and explain some new patterns,Kanji and vocabulary

To make students able to use various verbs toexplain themselves.

To improve students’ Japanese writing andlistening skills.


Minna no Nihongo(Elementary Translation &Grammar Notes)





Subtopics:

To define something via using adjectives.Micro Points: All Micro points will be based on occurred situations in the classes and all above topics will be explained in the class situation vise.

59 | P a g e

October

Total allotted Sessions in the month: 8 [Lesson 9 & Lesson 10]r


Verbs

います・あります

SENTENCE PATTERNS

料理が好きです。

今日は子供の誕生日ですから、早く帰ります。

～がいます。

～があります。

～にいます。

～にあります。

To make students familiar withJapanese colloquial language.

To introduce and explain somenew patterns, Kanji andvocabulary

To make students able to usevarious verbs to explainthemselves.

To improve students’ Japanesewriting and listening skills.

Minna No Nihono(Text Book)

Minna no Nihongo(ElementaryTranslation &Grammar Notes)





Subtopics:

To ask someone to do something together. Discussions about students’ like and dislike about food, sports etc. How to tell the way to somebody while they ask you. DirectionsMicro Points: All Micro points will be based on occurred situations in the classes and all above topics will be explained in the class situation vise.

60 | P a g e

November



Verbs

Irregular Counters

Counters for Human beings

Counters for flat things

Counters for times

Weather

Adjectives’ Past and Negative

SENTENCE PATTERNS

会議室にテーブルが七つあります。

私は日本に一年います。

昨日は雨でした。

昨日は寒かったです。




To improve students’ Japanese writingand listening skills.


Minna no Nihongo(Elementary Translation& Grammar Notes)


Minna No Nihono (Text Book) Minna no Nihongo (Elementary Translation

& Grammar Notes)Book) Minna No Nihongo – KANJI WORKBOOK


Subtopics:

Importance of various measure words in Japanese. Measure words used in lesson. Essay writing about tripMicro Points: All Micro points will be based on occurred situations in the classes and all above topics will be explained in the class situation vise.

61 | P a g e

December



Verbs

います・あります

SENTENCE PATTERNS

北海道は九州より大きいです。

一年で夏が一番すきです。

～がほしいです。

～がたべたいです。

フランスへ料理を習いに行きます。




To improve students’ Japanese writingand listening skills.


Minna no Nihongo(ElementaryTranslation & GrammarNotes)


Minna No Nihono (Text Book) Minna no Nihongo (Elementary Translation

& Grammar Notes)Book) Minna No Nihongo – KANJI WORKBOOK


Sub topics:

Various Japanese food What Japanese food students know about and what they want to know What Places students know in Japan A story of a dog and a brief introduction about SHIBUYA station’s Dog’s statue in Japan.Micro Points: All Micro points will be based on occurred situations in the classes and all above topics will be explained in the class situation vise.

62 | P a g e

January and February

All sessions of this month will be based on Revision for Lesson 1 – 13

Blue Print

FORMATIVE ASSESSMENT - 1Subject: Japanese

Class 9

TOPIC:FA – 1 will be a paper pencil based test. In this, students have to observe Japanese land area (including famous cities

of Japan and where that situated), Japan’s population and Technology in Japan.Marks Distribution: Maximum Marks 10DATE: 23 July, 2012

63 | P a g e

16 questions: 16x1/2=8 Marks

Students Regularity and sincerity: 1 Mark

Note book submission: 1 Mark


Class 9

TOPIC:Students has to prepare a speech cum self introduction and then they will present that speech in front of other

students and teacher, after finishing the speech any one can ask 2 questions to that student who is giving speech.Marks Distribution: Maximum Marks 10Date: 25 July, 2012

64 | P a g e

Speech: 5 marks

Question answers: 2 marks

Notebook submission: 2 marks

Students’ regularity and sincerity: 1 mark


Class 9

TOPIC:FA – 3 will be a paper pencil based test. In this, students have to observe Japanese culture, Traditions, Festivals,

customs and Japanese food. A proper information will be given to students via PPT/Internet/Videos and books inclasses. In this Assessment students will appear for a test based on same.Marks Distribution: Maximum Marks 10

Date: 21 January, 2012

65 | P a g e

16 questions: 16x1/2=8 Marks

Students Regularity and sincerity: 1 Mark

Note book submission: 1 Mark


Class 9

TOPIC:This assessment will be based on a latest school trip which students had. Students will share their experiences via

PPT/speech or photographs. After the speech other students will raise the questions to that student.Marks Distribution: Maximum Marks 10DATE: JANUARY 25th, 2012

66 | P a g e

Presentation: 5 marks

Question answers: 2 marks

Notebook submission: 2 marks

Students’ attentiveness during presentation and participation in others’ presentation: 1mark

SUMMATIVE ASSESSMENTSSubject: Japanese

Class 9

SYLLABUS for Summative Assessment: 1Lesson 1 to Lesson 7 (MINNA NO NIHONGO)SYLLABUS for Summative Assessment: 2

Lesson 8 to Lesson 13 (MINNA NO NIHONGO)Marks Distribution: Maximum Marks 80

SEPTEMBER 2011

67 | P a g e

Question paper will be divided in to 4 sections

Section A: 20 Marksi) Reading comprehension 1(Type of Questions: MCQ/ Total Questions: 5/ Allocation of Marks: 2): 10 Marksii) Reading comprehension 2(Type of Questions: MCQ/ Total Questions: 5/ Allocation of Marks: 2): 10 Marks

Section B: 20 Marksi) Dialogue Completion (Type of Questions: Short Answers/ Total Questions: 1/ Allocation of Marks: 10): 10 Marksii) Paragraph Writing (Type of Questions: Long Answers/ Total Questions: 1/ Allocation of Marks: 10): 10 Marks

Section C: 20 Marksi) Knowledge of particles (Type of Questions: MCQ/ Total Questions: 10/ Allocation of Marks: 1/2): 5 Marksii) Knowledge of Vocabulary (Type of Questions: MCQ/ Total Questions: 20/ Allocation of Marks: 1/2): 10 Marksiii) Knowledge about sentence patterns (Type of Questions: MCQ/ Total Questions: 10/ Allocation of Marks: 1/2): 5 Marks

Section D: 20 Marksi) Kanji reading (Type of Questions: Short answer/ Total Questions: 10/ Allocation of Marks: 1): 10 Marksii) Kanji writing (Type of Questions: Short answer/ Total Questions: 10/ Allocation of Marks: 1): 10 Marks

_______________*_______________

Syllabus Designed by:

JITENDER MEHTA

68 | P a g e

laLd`rL; f}rh; Hkk"kk izFkel=kL; okf"kZd ikB~;dze% 2012&2013

d{kk&uoeh f'kf{kdk f'k[kk 'kekZ

vof/k&viSzy&flrEcj 2012&13

izdj.k

1- ifBrvocks/kue~&izFke% ikB%& rr~ Roe~ vfl

f}rh;% ikB%& vfoosd% ijekinka ine~

rrh;% ikB%& ikFks;e~

prqFkZ% ikB%& LoLFko`re~

iape% ikB%& Hkzkr`LusgLrq nqyZHk%

"k"B% ikB%& fo|;k HkkfUr ln~xq.kk%

2- vuqiz;qDrO;kdj.ke~&

1- laLd`ro.kZekyk

2- lfU/k%

3- 'kCn:ikf.k

69 | P a g e

4- /kkrq:ikf.k

5- miinfoHkDrhuka iz;ksx%

6- izR;;k%

3- jpukReda dk;Ze~&

1-ladsrk/kfjre~ vukSipkfjda i=ke~

2- fp=kk/kfjre~ o.kZue~ vFkokvuqPNsnys[kue~ ok

4- vifBr&vocks/kue~

vof/k& vDrwcj&ekpZ 2011&12 f}rh;a l=ke~

izdj.k

1- ifBrvocks/kue~&

ikB% 7& rjos ueksvLrq

ikB% 8& deZ.kk ;kfr laflf)e~

ikB% 9& fot;rke~ Lons'k%

ikB% 10& dks¿ga onrq lkEizre~

70 | P a g e

ikB% 11& u /keZo)s"kq o;% leh{;rs

ikB% 12& do;kfe o;kfe ;kfe

ikB% 13& Hkkjrh;a foKkue~

ikB% 14& HkkjrsukfLr es thoua thoue~

2- vuqiz;qDrO;kdj.ke~&

1- 'kCn:ikf.k

2- /kkrq:ikf.k

3- miinfoHkDrhuka iz;ksx%

4- izR;;k%

3- jpukReda dk;Ze~&

1-ladsrk/kfjre~ vukSipkfjda i=ke~

2- fp=kk/kfjre~ o.kZue~ vFkokvuqPNsnys[kue~ ok

4- vifBr&vocks/kue~

jpukRed ewY;kdau ikB`;dze

71 | P a g e

d{kk& uoeh

--------------------------------------------------------------------------------------------------------------------------------------------------

izFke tqykbZ f}rh; vxLr

dqy vda&10 dqy vda 10

1- ladsrk/kfjre~ dFkkiwfrZ 5 1- 'kCndks’kfuekZ.ke~ 4

2- laoknys[kue~ 5 2- nSfud O;ogkj okD; laxzg 4

3- xzgdk;Ze~@d{kkdk;Ze~ 2

R`krh; tuojh prqFkZ Qjojh

dqy vda&10 dqy vda&10

1- fp=kk/kfjre~ o.kZue~ 5 1- 'yksdksPpkj.k 4

2- i=ys[kue~ 5 2- laLd`rHkk"kk;ka Loifjp; 4

3- xzgdk;Ze@d{kkdk;Ze~ 2

72 | P a g e

ladyukRedewY;kaduk; &1 ijh{k.ki=ke~(flrEcjeklsA ijh{k.ki=ks pRokj% [k.Mk% Hkfo";fUrA

fVIi.kh&iz'ui=ke~ uofrvadkuke~ Hkfo";frA

^d* [k.M% vifBrvocks/kue~ &10vad

^[k* [k.M% jpukReddk;Ze ~ &15vad

^x* [k.M% vuqiz;qqDrO;kdj.ke~ &30vad

?k* [k.M% ifBr vocks/kue~ &35vad

ladyukRedewY;kaduk; &2 ijh{k.ki=ke~(ekpZeklsA ijh{k.ki=ks pRokj% [k.Mk% Hkfo";fUrA

fVIi.kh&iz'ui=ke~ uofrvadkuke~ Hkfo";frA

^d* [k.M% vifBr vocks/kue~ 10»

^[k* [k.M% jpukRed dk;Ze~ 15»

^x* [k.M% vuqiz;qDr O;kdj.ke~ 30»

^?k* [k.M% ifBr vocks/kue~ 35»

73 | P a g e

Lkaf{kIr ikB~;dze&

dzela[;k

ekl izdj.k dkyka'k

1 vizSy 1-izFke% ikB%& rr~ Roe~vfl

2-f}rh;% ikB%& vfoosd%ijekinka ine~

3-laLdro.kZekyk

4-'kCn:ikf.k

5-/kkrq:ikf.k

6-miin foHkfDr

2

2

2

2$

1

3

74 | P a g e

2 ebZ 1-LojlfU/k%

2-rrh;% ikB%& ikFks;e~

3-prqFkZ% ikB%& LoLFko`re~

4-'kCn/kkrq :i

5-i=k

6-fp=k o.kZu

3

2$

1

1

2

2

3 tqykbZ 1-iape% ikB%& Hkzkr`LusgLrqnqyZHk%

2 O;atu lfU/k%

3- izR;;

4-vifBr x|ka'k

2

3

2

1

4 vxLr 1-"k"B% ikB%& fo|;k HkkfUrln~xq.kk%

2-folxZ lfU/k

3-vifBr x|ka'k

4-'kCn/kkrq :i

2

3

1

75 | P a g e

5- izR;; 3

3

5 flrEcj iqujko`fr dk;Z 12

6 vDrwcj 1-ikB% 7& rjos ueksvLrq

2-ikB% 8& deZ.kk ;kfrlaflf)e~

3-'kCn/kkrq:i

4-izR;;

2

2

4

4

7 uoEcj 1-ikB% 9& fot;rke~Lons'k%

2-ikB% 10& dksga onrqlkEizre~

3-miin foHkfDr

2

2

4

8 fnlEcj 1-ikB% 11& u /keZo)s"kqo;% leh{;rs

2

76 | P a g e

2-ikB% 12& do;kfeo;kfe ;kfe

3- fp=k o.kZu

4- vifBr x|ka'k

2

2

2

9 Tkuojh 1-ikB% 13& Hkkjrh;afoKkue~

2-ikB% 14& HkkjrsukfLr esthoua thoue~

3- i=k

4- vifBr x|ka'k

2

2

3

1

10 Qjojh iqujkofr dk;Z 12

foLr`r ikB~;dze&

izdj.k mi izdj.k f'k{k.k fof/k ifj;kstuk

77 | P a g e

dk;Z

vuqiz;qDrO;kdj.ke~&

1- laLÑro.kZekyk 1- o.kZ μmPpkj.kLFkkukfu

2-orZuh μo.kZlaa;kstue~~

o.ZfZo;kstue~

fdz;kdyki$

vH;kli=k

2- LojlfU/k%

3- O;×tulfU/k%

•

•

•

1- nh?kZ%] xq.k%] o`f)] ;.k~

1- e~ LFkkus vuqLokj%

2- .kRofo/kue~

3- oxhZ;&izFkeμv{kjk.kka

r`rh;o.ksZ ifjorZue~

4- r~ LFkkus p~

5- j~ iwoZL; jsiQL; yksi%

nh?kZLojRoa p

okrkZyki$

vH;kli=k

78 | P a g e

4- folxZlfU/%k%

6- rLFkkus y~

1- folxZL; mRoa]jRoa yksi%

2- folxZLFkkus l~] 'k~] "k~

5- 'kCn:ikf.k 1- 'kCnk% vtUrk% μ vdkjkUrk%ckydor~ ] bdkjkUrk% dfoor~ ]

iqafYyxk% mdkjkUrk% μlk/qkor~ ]Í_dkjkUrk &firòr~@ nkròr~

2- L=khfyaxk% vtUrk & vkdkjkUrk%

jekor~ ] bdkjkUrk%&efror ]~

bZdkjkUrk%&unhor~ ]

3- _dkjkUrk%&ekròr~

4- uiaqldfyaxk% vtUrk%&

vdkjkUrk%& Qyor~ ] mdkjkUrk%&(e/qkor~

5- loZuke'kCnk% & ;r~] rr~ fde~]bne~ ¼f=k"kq fyaxs"kq½ vLen~ ;q"en~

vH;kli=k$

fjDrLFkkuek?;esu

d{kkijh{kk

79 | P a g e

6- gyUr'kCnkuka &

jktu~ Hkor~ vkReu~ fo}l~ xPNr

7-la[;kokpd'kCnkuka & ,d] f}]f=k] prqj~] iapu~ ~

6-/kkrq :ikf.k 1- ijLeSifnu% & Hkw ]iB~ ] gl ]~ue~ ] xe~ ] vl ]~ gu~ ]dqzq/k~ ]u'k~ur ]~ vki ]~ 'kd~ ] b"k~ ]~ iPN~ ] d`] Kk] Hk{k~] fpUr~

2- vkReusifnu% & lso~ yHk~ #p~eqn~ ;kp ~

3- mHk;ifnu% & uh ]g` ] Hkt]~ ip~

vH;kli=k$

fjDrLFkkuek?;esu

d{kkijh{kk

7-miinfoHkDrhuka iz;ksx%vuqPNsns] okrkZykis]y?kqdFkk;ke~ ok

1- f}rh;k & vfHkr%]ifjr%]mHk;r%]le;k] fud"kk] ifjr]f/kd~] foukA

80 | P a g e

8-izR;;

2-rrh;k & lg] fde~] fouk] vye~]ghu%] iz;kstue~A

3-prqFkhZ & ue%] Lokgk] lkeF;s Z]vye~A

4-iapeh & cfg%] fouk] Hkh] iwoeZ~vkjHk~] iz& en~] ij% vuUrje~A

5"k"Bh &iqjr%] i"Br%] rji~&rei~]v/k%] fu/kkjZ.ks] oker%] nf{k.kr%]vuknjsA

6-lIreh& dq'ky%] fuiq.k%] izoh.k%]fLug~] fo'ol~] vuq&jt~] HkkosA

DRok] rqequ~] Y;i~] Dr] Drorq] 'kr`]'kkup~A

fdz;kdyki$

okD;ek?;esu

vH;kli=k

fjDrLFkkuek?;esu

vH;kli=k

81 | P a g e

ifBr&vocks/kue~&

1-rr~ Roe~ vfl 1-lfU/k&lfU/k foPNsn

2-iz'u fuekZ.k

3-dFkkud dze

4-'kCnkFkZ

5-milxZ

ifj;kstukdk;Ze~$rdZ&fordZ$vH;kldk;Z

usVr%NkUnksX;ksifu"knL;fo"k;s tkudkjh,d=kh dqeZ%A

2-vfoosd% ijekinka ine~ 1-inifjp;

2-izR;;

3-vO;;

4-dFkkud dze

5-lfU/k

6-ifBr x|ka'k

rdZ&fordZ$

vH;kldk;Z$

vuqokn

3-ikFks;e~ 1-vUo;

2-lwDrs% 'kq)vFkZ ifj;kstukdk;Ze~$Okkn&fookn$

fofo/kHkkoS%;qDrk%lwDr;% usVr%,d=kh dqeZ%A

82 | P a g e

3-foijhr 'kCn

4-foHkfDr iz;ksx

5-ifBr i|k'k

vH;kldk;Z

4-LoLFko`Rre~ 1-'kq) HkkokFkZ

2-i;kZ;okph 'kCn

3-iz'u fuekZ.k

4-milxZ

5-'kq)&v'kq)

ifj;kstukdk;Ze~$vuqokn$vH;kldk;Z

vk;qosZnL; xzUFk%pjdlafgrk fo"k;s

,de~ izLrqfrfuekZ.kadq#A

5-Hkzkr`LusgLrq nqyZHk% 1-'yksdka'k esy

2-vUo;

3-iz'u fuekZ.k

4-izd`fr&izR;;

5-fo'ks"k.k

6-laokn

‘dFkkek?;esu$

'yksdkuqokn%$

vH;kldk;Z$ifj;kstukdk;Ze~

Jo.klkezX;kjkek;.k'yksdJo.ke~

83 | P a g e

6-fo|;k HkkfUr ln~xq.kk% 1-iz'u fuekZ.k

2-vUo;

3-i;kZ;okph

4-erqi~ izR;;

5-'kq) vk'k;

6-ifBr x|ka'k

7-okrkZyki

ifj;kstukdk;Ze~$dFkkek/;esu$vH;kldk;Z

fgrksins'kL;uhfrdFkklq ,dk dFkk

d{kk;ke~ Jko;rqA

7- rjos uekssLrq 1-vUo;

2-foHkfDr iz;ksx

3-foi;Z; esy

4-ifBr i|ka'k

5-iz'u fuekZ.k

ifj;kstukdk;Ze~$oxZizgsfydkek/;esu$'yksdkuqokn$vH;kldk;Z

'yksd xk;ud.BLFk

8- deZ.kk ;kfr laflf)e 1-vO;;in okD; jpuk ifj;kstukdk;Ze~$

84 | P a g e

2-izR;; foHkkx

3-dFkkud dze

4-fo'ks".k&fo'ks";

5-dFkk iwfrZ

dFkkek?;esu$

vH;kldk;Z

Xkhrk;k% deZk/kkfjr'yksda Le`Rok Jko;rqA

9- fot;rke~ Lons'k% 1-izR;;

2-ifBr ukV~;ka'k

3-opu 'kq)

4-ft /kkrq:i

ifj;kstukdk;Ze~$

Lkaokn ek/;esu$

vH;kldk;Z

fefyRok ukVds ik=kvfHku;a dq#A

10- dksga onrq lkEizre~ 1-oxZ izgsfydk

2-'yksdka'k esy

3-lfU/k

4-i;kZ;okph

5-foykse

6-laokn

izgsfydk ek/;esu$

ikBkuqokn$vH;kldk;Z

85 | P a g e

11- u /keZo)s"kq o;%leh{;rs

1-iz'u fuekZ.k

2-dFkkud dze

3-foHkfDr iz;ksx

4-vO;;

5-izR;;

6-ifBr x|ka'k

ifj;kstukdk;Ze~$

dFkkek/;esu$

ikBkuqokn$vH;kldk;Z

egkHkkjrL; ,dkdFkk laLdrs Jko;rqA

12- do;kfe o;kfe ;kfe 1-dFkkud dze

2-vUo; iwfrZ

3-iz'u fuekZ.k

4-i;kZ;okph

5-foykse

ifj;kstukdk;Ze~$

dFkkek/;esu$

vH;kldk;Z

jktkHkkstL; ,dkdFkka laLd`rs Jko;rqA

13- Hkkjrh;a foKkue~ 1-izR;; iz;ksx

2-fo'ks"k.k&fo'ks";

ifj;kstukdk;Ze~$

okrkZykiek/;esu$

usVr%Hkkjrh;oSKkfudL;fo"k;s tkudkjh

86 | P a g e

3-la[;k in

4-vO;;

vH;kldk;Z ,d=kh dqeZA

14- HkkjrsukfLr es thouathoue~

1-oxZ izgsfydk

2-iz'u fuekZ.k

3-mfpr vFkZ

4-vUo; iwfrZin ifjp;

5-izd`fr izR;; foHkkx

ifj;kstukdk;Ze~$

'yksdkuqokn$vH;kldk;Z

*Hkkfr es Hkkjre~^vL; ukVdL; fo"k;sizLrqrh fuekZ.ka dq#A

vifBr&vocks/kue~ & 1-okD;s drZ&fdz;k inp;ue~

2-dr`Z&fdz;k&vfUofr%

3-fo'ks"k.k&fo'ks";&p;ue~

4-loZukeiz;ksx%

5-i;kZ;&foyksein&p;ue~

vuqoknek/;esu$

O;kdj.k }kjk

87 | P a g e

jpukReda dk;Ze~&

1- vukSipkfjda i=ke~ 1-ladsrk/kfjre~ i=ka iwj;rA vuqoknek/;esu

2- fp=kk/kfjre~ o.kZue~vFkok vuqPNsnys[kue~ ok

1- ladsrk/kfjre~ ,oe~ fp=kk/kkfjre~okD; fuekZ.ka dq#A

fp=kek/;esu

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

88 | P a g e

Delhi Public School SonepatSyllabus for session 2012-13Subject: MathematicsClass: IXTeacher/Facilitator: Ms. Ekta MalhotraNo of Periods allotted per week: 4

No. of Total Period required in the session: 144

No. of total working days in the session:203

A. ANNUAL SYLLABUS

Serial no. Ist Term – April-SeptChapterwise Weightage

89 | P a g e

1 Number System 17

2 Polynomials 25

3 Coordinate Geometry 06

4 Introduction to Euclid’s Geometry

375 Lines and Angles

6 Triangles

7 Heron’s Formula 05

IInd Term- Oct-Mar

1 Linear Equations in two variables 16

2 Quadrilaterals

383 Areas of parallelograms and Triangles

4 Circles

5 Constructions

6 Surface Areas and Volumes 18

7 Statistics18

8 Probability

90 | P a g e

B. BROAD SPECTRUM SYLLABUS (MONTHLY BREAKUP)

Months No.of periods Topics No. of Periods(teaching+assessment)

April 16 1. Number System2. Polynomials

7+1

8

May 16 Polynomials(revision)3. Euclid’s Geometry4. Lines and Angles

1

2+1

11+1

July 9 5. Coordinate Geometry6 . Heron’s Formula

3+1

4+1

August 17 7. Triangles8. Areas of Parallelograms and Triangles

7+1

8+1

September 12 REVISIONHALF YEARLY EXAMS( SUMMATIVE ASSESSMENT I)

12

91 | P a g e

October 15 9. Linear Equations in two variables10. Surface Area and Volume

5+1

9

November 13 11. Quadrilaterals12. Circles

7

6

December 12 13. Probability14. Statistics

3+1

7+1

January 12 15. Constructions 10+2

February 22 REVISION 22

C. MICRO SPECTRUM SYLLABUS

Topics Name of Sub Topics Periodsdesignated

Method ofteaching – 1)Lecture

2) AV Method

3) Class project

4) Assessment

Project /Activity

NumberSystem

Irrational Numbers Real Numbers and their 1 Lecture method

92 | P a g e

decimal representation Representing real Numbersin the Number Line Operations of real numbers Laws of exponents for realnumbers

2

1

2

1

Details ofactivities givenin section G

Polynomials Polynomials in onevariable Zeroes of Polynomials Remainder Theorem Factorisation ofPolynomials Algebraic Identities

1

1

2

2

2

Lecture method

CoordinateGeometry

Cartesian System Plotting points in aCartesian plane 1

2

Graph Papers

Introductionto Euclid’s

Euclid’s Definitions,Axioms and Postulates Equivalent Versions of 1 Lecture method

93 | P a g e

Geometry Euclid’s Fifth Postulate1

Lines andAngles

Basic terms anddefinitions Intersecting lines andnon intersecting lines Pairs of Angles Parallel Lines and atransversal Lines parallel to thesame line Angle sum properties ofa triangle

1

1

2

2

2

2

Geo Box

Triangles Congruence of a triangle Criteria of congruencefor a triangle Some properties of atriangle Some more criteria of

2

2

Geo Box To show that thesum of any twosides of atriangle isalways greater

94 | P a g e

congruence Inequalities in a triangle 2

2

2

than the thirdside.

Heron’sFormula

Area of a triangle – byHeron’s Formula Application of Heron’sFormula in finding areasof a quadrilaterals

1

3

Lecture Method

LinearEquations intwo Variables

Linear Equations Solution of a LinearEquation Graph of a linearequation in TwoVariables Equation of linesparallel to x and y axis

1

2

2

2

Lecture Method

Graph Papers

95 | P a g e

Quadrilaterals Angle sum property of aquadrilateral Types of quadrilaterals Properties of aparallelogram Another condition for aquadrilateral to be aparallelogram The mid point theorem

1

2

2

1

1

Geo Box To show that thequadrilateralformed byjoining the midpoints of thesides of aquadrilateral is aparallelogram ora triangle.

Constructions Basic Construction Some constructions oftriangles 1

2

Geo Box

Areas ofParallelogramsand Triangles

Figure between thesame base and betweensame parallel Parallelograms betweenthe same base andbetween same parallel Triangles between the

2 Daily use itemslike dice, duster,

Shape of room,

Geo Box

96 | P a g e

same base and betweensame parallel 2

3

Circles Circles and its relatedterms Angles subtended by achord at a point Perpendicular from thecenter to a chord Circle through the threepoints Equal chords and theirdistances from thecenter Angles subtended by anarc of a circle Cyclic Quadrilaterals

1

1

1

1

1

2

Geo Box

Black board

Circular objects

To find the areaof a circle

To verify thatthe angles in thesame segmentof a circle areequal.

To verify thatthe exteriorangle of a cyclicquadrilateral isequal to theinterior oppositeangle.

To verify thatthe anglesubtended by anarc at the centreof a circle istwice the angle

97 | P a g e

2 subtended bythe same arc atany other pointon theremaining partof the circle.

Surface Areasand Volumes

Surface area of a cuboidand cube Surface area of a RightCircular Cylinder Surface area of a RightCircular Cone Surface area of a sphere Volume of a Cuboid Volume of a cylinder Volume of a RightCircular Cone Volume of a sphere

1

2

2

2

1

1

2

2

Objects likeduster , book, dice, cap, ball,tableetc.

98 | P a g e

Statistics Collection of data Presentation of data Graphicalrepresentation of Data Measures of CentralTendency

1

1

2

2

Graph Papers

Probability Probability- AnExperimental Approach 3 Coins, Dice,Playing cards

D. FORMATIVE ASSESSMENTS :

F.A. 1 (30 Apr-30uly) : Pen-Paper test

F.A. 2 (15July-05Aug) : Project

F.A. 3 (26Nov-28Jan) : Pen-Paper test

99 | P a g e

F.A. 4 (15Jan-31Jan) : Project

NOTE

All the Formative Assessments carry 2 marks each for maintenance of notebooks.

E. SYLLABUS:

i) SUMMATIVE ASSESSMENT 1:

i. Number Systemii. Polynomials

iii. Coordinate Geometryiv. Introduction to Euclid’s Geometryv. Lines and Angles

vi. Trianglesvii. Heron’s Formula

ii) SUMMATIVE ASSESSMENT 2:

i. Linear Equation in Two Variablesii. Quadrilaterals

iii. Areas of Parallelograms and Triangles

100 | P a g e

iv. Circlesv. Constructions

vi. Probabilityvii. Statistics

viii. Surface areas and volumes

F. Marking Scheme/Question Paper Blue Print (Question wise marks distribution)

SUMMATIVE ASSESSMENT I and II :

Sl.No

Form ofQuestion

Marksfor eachquestion

No. ofQuestions

TotalMarks1. M.C.Q. 1 8 8

101 | P a g e

2. Shortanswertype- I 2 6 123 Shortanswertype- II 3 10 304 Longanswertype 4 10 40Total 34 90G. Maths Lab Experiments/ Activities :

102 | P a g e

1. To show that the area of a parallelogram is product of its base and the height.2. To show that the sum of any two sides of a triangle is always greater than the third side.3. To verify the mid point theorem for a triangle.4. To show that the quadrilateral formed by joining the mid points of the sides of a quadrilateral is a parallelogram.5. To verify that the angles in the same segment of a circle are equal.6. To verify that the exterior angle of a cyclic quadrilateral is equal to the interior opposite angle.7. To find the area of a circle.8. To verify that the angle subtended by an arc at the centre of a circle is twice the angle subtended by the same arc at any other point on the remaining

part of the circle.

------------------------------------------x-------------------------------------

103 | P a g e

SOCIAL SCIENCE SYLLABUS 2011 - 12Class – 9

BROAD SPECTRUM SYLLABUS MONTHLY BREAKUP:

Months Topics with sub topics Marksper topicfor exams

No. ofPeriods(teaching +project +assessment)

April Geo- Ch-1 India size and location

Location Size India and the World India’s Neighbors

History- Ch-1 The French Revolution French society Role of philosophers From monarchy to republic Jacobinism Legacy

Civics- Ch-1 Democracy in Contemporaryworld

Two tales of Democracy-Chile andPoland

The changing map of Democracy Phases in the expansion of Democracy

10

10

10

03

04

04

104 | P a g e

Democracy at the global level Democracy promotion

Eco-Ch-1 Story of village Palampur Organization of production Farming in Palampur Non-Farm activities in Palampur

Ch-2 People as a resource. Is population a resource How do people become a resource? What does the government do to

make population a resource?

10

12

02

02

July Geo- Ch-2 Physical features of India Major Physiographic divisions The Himalayan Mountain The Northern Plain The Peninsular Plateau The Indian Desert The coastal Plains The Islands

Geo-Ch-3 Drainage

History- Ch-3 Nazism and the rise ofHitler.

Birth of Weimar Republic The years of Depression Hitler’s rise to power

7

06

13

04

04

105 | P a g e

The Nazi worldview Youth in Nazi Germany Ordinary people and the crimes

against humanity

Civics-Ch-2 What is Democracy? Whydemocracy?

What is democracy? Definition of democracy Features of Democracy Merits and demerits of Democracy Broader meanings of Democracy

Eco-Ch-2 To be completed-

06 04

August Geo- Ch-2 Physical features of India Major Physiographic

divisions The Himalayan Mountain The Northern Plain The Peninsular Plateau The Indian Desert The coastal Plains The Islands

Geo-Ch-3 Drainage

History- Ch-3 Nazism and the rise ofHitler.

Birth of Weimar Republic The years of Depression

106 | P a g e

Hitler’s rise to power The Nazi worldview Youth in Nazi Germany Ordinary people and the crimes

against humanity

Civics-Ch-3 Constitutional Design

Eco-Ch-2 To be completedDM-Ch-2 Common hazards

06

04

September SA – I examination --- ---

OctoberHistory- ch-4 Forest, society and colonialism

Civics-Ch-Electoral politics. Why Elections? What makes an election democratic? Is it good to have political

competition? What is our system of elections? What makes elections in India

democratic? Independent Election Commission-its

10

10

04

05

107 | P a g e

role and powers Challenges to free and fair elections

Eco-Ch-3 Poverty as a challenge. Two typical cases of poverty-

Urban and rural Poverty as seen by social scientists Poverty line Poverty estimates Vulnerable groups Inter-state disparities Global poverty scenario Causes of poverty Anti-poverty measures

1002

November Geo-Ch-4 Climate Climatic Controls Factors Affecting India’s

Climate-Latitude-Altitude-Pressure & Winds

The Indian Monsoon The Onset of the Monsoon &

Withdrawal

10 05

108 | P a g e

The Seasons-The Cold Weather Season-The Hot Weather Season-Advancing Monsoon-Retreating Monsoon

Distribution of RainfallMonsoon as a Unifying Bond

History-Ch-6 Pastoralists in the modernworld

Pastoralists in India The impact of colonial rule. The changes How did pastoralists cope with

the changes Pastoralists of Africa

Eco-Ch-4 Food security in India. What is Food security? Why food security? Who is food insecure? What is Buffer stock? Public Distribution system Role of Cooperatives in Food security

07

12

04

02

December Geo-Ch-5Natural vegetation and wildlife Relief

07 05

109 | P a g e

Land Soil Climate Temperature Photoperiod Precipitation Ecosystem Types of Vegetation Tropical Rain Forest Tropical Deciduous

Forests The Thorn Forests and scrubs

Montane Forests Mangrove Forests Wild Life

History-Ch-8 Clothing a social history

Sumptuary laws and social hierarchy Clothing and notions of beauty New times Transformations in colonial India Designing the National dress Mahatma Gandhi’s Experiments with

clothing

Civics-Ch-5 Working of institutions. How is a major policy decision taken?

06

06

04

04

110 | P a g e

Need for political institutions Parliament Two houses of Parliament Political executive Permanent executive Power of the Prime Minister The President The Judiciary

Eco-Ch-5Food security in India.

09 02

JanuaryGeo-Ch-8 Population.

Population Size and Distribution-Census-India’s PopulationSize & DistributionBy Numbers

-India’s PopulationDistribution byDensity

Population Growth and Process ofPopulation Change-Population Growth-Process of PopulationChange/Growth

-Age Composition-Sex Ratio-Literacy Rates

06 04

111 | P a g e

-OccupationalStructure

-Health-AdolescentPopulation

-National PopulationPolicy

-NPP 2000 andAdolescents

History Ch-8 Clothing

Civics-Ch-6 Democratic rights

What are rights? -Why do we need rights Fundamental rights given in the

Constitution Comparison of rights with USA and

South Africa

06 04

February REVISION

112 | P a g e

113 | P a g e

Micro Spectrum

Months Topics with sub topics Method ofteaching

1) Lecture

2) AV Method

3) Class project

4) Assessment

Project

April Geo- Ch-1 India size and location

Location Size India and the World India’s Neighbors

History- Ch-1 The FrenchRevolution

French society Role of philosophers From monarchy to

republic Jacobinism Legacy

Lecture, E-beamInteract smartclass

Lecture, E-beam Interactsmart class

Find out latitudinal andlongitudinal extent andstandard meridian ofIndia and neighbouringcountries. Also Make 20MCQ’s from theChapter.

Find out latitudinal andlongitudinal extent andstandard meridian ofIndia and neighbouringcountries. Also Make 20MCQ’s from the Chapter

*Find out about the

114 | P a g e

Civics- Ch-1 Democracy inContemporary world

Two tales of Democracy-Chileand Poland

The changing map ofDemocracy

Phases in the expansion ofDemocracy

Democracy at the global level Democracy promotion

Eco-Ch-1 Story of village Palampur Organization of production Farming in Palampur Non-Farm activities in

Palampur

Ch-2 People as a resource. Is population a resource How do people become a

resource? What does the government

do to make population aresource?

.

countries which aredemocratic and non-democratic in the world

*Picture interpretationfrom the textbook basedon the chapter

*Comprehension of thepassage from the text eg.China’s government

Conduct a survey innearby village to find outthe income disparities andstandard of living of thepeople and compare withthose living in cities

115 | P a g e

July Geo- Ch-2 Physical features of India Major Physiographic divisions The Himalayan Mountain The Northern Plain The Peninsular Plateau The Indian Desert The coastal Plains The Islands

History- Ch-3 Nazism and the riseof Hitler.

Birth of WeimarRepublic

The years of Depression Hitler’s rise to power The Nazi worldview Youth in Nazi Germany Ordinary people and the

crimes against humanity

Civics-Ch-2 What is Democracy?Why democracy?

What is democracy? Definition of democracy Features of Democracy Merits and demerits of

Democracy Broader meanings of

Democracy

Lecture, E-beam Interactsmart class Draw various physical

features of India ondifferent Political Mapsof India. Also find out 20MCQ’s from the chapter

A look into the history andprogression ofAUSCHWITZ.We will tryand investigate into thesource of funding for theconstruction of the ‘killingchambers’

Develop a case study onthe evolution ofdemocratic set up in anyone of the followingcountries :

Chile/Poland/China/Pakistan-Group activity

116 | P a g e

Eco-Ch-2 To be completed

-

117 | P a g e

August Geo- Ch-2 Physical features of India Major Physiographic

divisions The Himalayan Mountain The Northern Plain The Peninsular Plateau The Indian Desert The coastal Plains The Islands

Geo-Ch-3 Drainage

History- Ch-3 Nazism and the riseof Hitler.

Birth of WeimarRepublic

The years of Depression Hitler’s rise to power The Nazi worldview Youth in Nazi Germany Ordinary people and the

crimes against humanityCivics-Ch- Constitutional DesignEco-Ch-2 To be completed

Lecture, E-beam Interactsmart class Discuss this Chapter with

the help of local riversystem existing in yourregion or pictures or avisit can be organizednear a river side. Alsodraw important riversand lakes on the map ofIndia. Also find out 20MCQ’s from the chapter.

September SA – I examination

118 | P a g e

October Geo-Ch-4 Climate Climatic Controls Factors Affecting

India’s Climate-Latitude-Altitude-Pressure & Winds


Withdrawal The Seasons

-The Cold Weather Season-The Hot Weather Season-Advancing Monsoon-Retreating Monsoon


Lecture , E-beam Interactsmart class

Students will be asked tocorroborate what we

119 | P a g e

History- ch-4 Forest, society andcolonialism

Civics-Ch-Electoral politics. Why Elections? What makes an election

democratic? Is it good to have political

competition? What is our system of

elections? What makes elections in India

democratic? Independent Election

Commission-its role andpowers

Challenges to free and fairelections

Eco-Ch-3 Poverty as a challenge. Two typical cases of

study in the chapter withthe story of landacquisition in Orissa bythe Korean giant POSCOin the year 2010.A casestudy has to be prepared.

120 | P a g e

poverty-Urban and rural Poverty as seen by social

scientists Poverty line Poverty estimates Vulnerable groups Inter-state disparities Global poverty scenario Causes of poverty Anti-poverty measures

November Geo-Ch-4 Climate Climatic Controls Factors Affecting

India’s Climate-Latitude-Altitude-Pressure & Winds


Withdrawal The Seasons

-The Cold Weather Season-The Hot Weather Season-Advancing Monsoon-Retreating Monsoon


Lecture , E-beam Interactsmart class

Compare the climatic orweather conditionsmentioned in the chapterwith your surroundingsand clear all doubts.Make minimum threemaps discussed in thechapter.

Also find out 20 MCQ’sfrom the chapter.

A case study of the Gujjars

121 | P a g e

History-Ch-6 Pastoralists in themodern world

Pastoralists in India The impact of colonial

rule. The changes How did pastoralists

cope with the changes Pastoralists of Africa

Eco-Ch-4 Food security in India. What is Food security? Why food security? Who is food insecure? What is Buffer stock? Public Distribution system Role of Cooperatives in Food

security

DM –Ch-4 specific hazards andmitigation

Lecture, E-beam Interactsmart class

and their constant tusslewith state govts in northIndia.A field study couldbe undertaken in andaround Khewra tounderstand the lives ofpastoralists

December Geo-Ch-5Natural vegetation andwildlife

Relief Land Soil

Maps,Lecture Comparison can be madewith the vegetation existingin our surroundings and ofother regions seen by uswith the types mentioned

122 | P a g e

Climate Temperature Photoperiod Precipitation Ecosystem Types of Vegetation Tropical Rain Forest Tropical Deciduous

Forests The Thorn Forests and

scrubs

Montane Forests Mangrove Forests Wild Life

History-Ch-8 Clothing a socialhistory

Sumptuary laws and socialhierarchy

Clothing and notions of beauty New times Transformations in colonial

India Designing the National dress Mahatma Gandhi’s

Experiments with clothing

,Lecture,E beamInteract smartclass

Lecture,Presentation

in the Chapter. Pictures &internet can be used. A tripto a Wild Life Sanctuary orNational Park can also beorganized. Also find out20 MCQ’s from thechapter.

Find out about the nationaldresses of other countriesand make a collage.`Howdo clothes reflect ourideologies- this would bediscussed in class andstudents would be expectedto write about it.

Poster Making

-Discrimination on thebasis of sex in terms ofrepresentation of women

123 | P a g e

Civics-Ch-5 Working of institutions. How is a major policy decision

taken? Need for political institutions Parliament Two houses of Parliament Political executive Permanent executive Power of the Prime Minister The President The Judiciary

Eco-Ch-5Food security in India.

in Lok Sabha and otherlocal bodies

-Increasing economicinequality and effect onelection

Students would be askedto visit a Ration shop andfind out at what price arethey selling wheat andrice, whether they openthe ration shop regularlyand then through anactivity in the class thestudents will bringnewspapers in the classand find out the rates ofvarious commodities inopen market.

JanuaryGeo-Ch-8 Population.

Population Size andDistribution-Census

Collect latest data ofpopulation from varioussources of census 2011and make comparisonwith diagram of data of

124 | P a g e

-India’s PopulationSize & DistributionBy Numbers

-India’s PopulationDistribution byDensity

Population Growth andProcess of Population Change-Population Growth-Process of PopulationChange/Growth

-Age Composition-Sex Ratio-Literacy Rates-OccupationalStructure

-Health-AdolescentPopulation

-National PopulationPolicy

-NPP 2000 andAdolescents

History Ch-8 Clothing

Civics-Ch-6 Democratic rights

What are rights? -Why do we need rights Fundamental rights given in

2001. Make MCQ’s basedon data 2011 census.

125 | P a g e

Blue Print for examinations

Formative Assessment –I

MCQ

Total Marks-10 (8+2)

Project – 8 Marks

Maintenance of Notebooks – 2 Marks

Syllabus for Formative assessment I

S. No. TOPICS Marks

1 The French Revolution (Ch-1 History) ½ x 4 = 2

2 India-Size and Location (Ch-1 Geog) ½ x 4 = 2

the Constitution Comparison of rights with

USA and South Africa

February

March

REVISION

SA II Examinations

126 | P a g e

3 Democracy in the Contemporary world (Ch-1 Civics) ½ x 4 = 2

4 The story of village Palampur (Ch-I, Economics) ½ x 4 = 2

Formative Assessment –II

Total Marks- 10 (8+2)

Paper –pen test – 8 Marks


Formative Assessment –III


Paper- pen test 8 Marks


127 | P a g e

Formative Assessment –IV


Practical of Maps (Geography) – 8 Marks


Term I/Term II Examination

The Unit-wise distribution of marks over the two terms for Summative assessment will be as follows:

Units Term I Term II

India and Contemporary World I 23 23

India-Land and People 23 23

128 | P a g e

Democratic Politics I 22 22

Understanding Economic Development I 22 22

Total 90 90

The prescribed syllabus will be assessed using Formative and Summative assessments in the following manner:

Term I Term II Total

Formative Assessment 1, 2, 3 and 4 20% 20% 40%

Summative Assessment 1 and 2 30% 30% 60%

Total 50% 50% 100%

129 | P a g e

Delhi Public School Sonepat

Syllabus

2012 - 2013

Subject : Information Technology

Class : IX

Teacher/Facilitator : Divya Magan

No. of Periods allotted per week : 2 (Theory=1 + Practical = 1)

No. of Total Period allotted in the session : 54 (approx.)

No. of total working days in the session : 203

ANNUAL SYLLABUS

130 | P a g e

Topics Term (Ist Term – April-Sept)

(2nd Term – Oct-March)

No. ofPeriods pertopic

OPEN OFFICE.ORG CALC-I Ist Term –April to Sept 5

OPEN OFFICE.ORG CALC-II 6

COMPUTER SYSTEM-AN OVERVIEW 5

COMPUTER COMPONENTS 4

COMPUTER SOFTWARE 4

OPEN OFFICE.ORG WRITER-I 2nd Term- Oct to March 5

OPEN OFFICE.ORG WRITER-II 5

OPEN OFFICE.ORG IMPRESS 6

COMMUNICATION TECHNOLOGY 4

GNU LINUX BASED OPERATING SYSTEM 4

SOCIETAL IMPACT OF IT 4

BROAD SPECTRUM SYLLABUS MONTHLY BREAKUP

Months Topics with sub topics No. of Periods (

131 | P a g e

teaching+Labactivity+project+assessment)

April OPEN OFFICE.ORG CALC-I 1+1+2+1

April+May OPEN OFFICE.ORG CALC-II 1+2+2+1

May COMPUTER SYSTEM-AN OVERVIEW 2+0+2+1

July COMPUTER COMPONENTS 2+1+0+1

August COMPUTER SOFTWARE 2+0+2+1

September OPEN OFFICE.ORG WRITER-I 1+2+2+0

October OPEN OFFICE.ORG WRITER-II 1+1+2+1

November OPEN OFFICE.ORG IMPRESS 1+2+2+1

November +December COMMUNICATION TECHNOLOGY 2+1+0+1

December GNU LINUX BASED OPERATING SYSTEM 1+1+1+1

January SOCIETAL IMPACT OF IT 1+1+1+0

MICRO SPECTRUM SYLLABUS

132 | P a g e

Topics No. of Sub Topic with perioddesignated

Method of teaching –1) Lecture

2) AV Method

3) Class project

4) Assessment

Project / Activity

Open Office.org Calc-I Calc Spreadsheet basics

Editing Cell Contents

Copying a Range

Moving Range Deleting Contents Naming a Range Filling a Range Fill Handle

Commands forWorksheet/Workbook

Saving Workbook Retreiving Workbook Erasing Worksheet Quitting from

Workbook Inserting

cell/column/row Deleting

cell/column/row

AV Method+LabActivity+Project+Assessment

Project-

Create “WeatherForecasting Report”

133 | P a g e

Calc Functions

Open Office.org Calc-II Formatting Data

Numbers Text

Charts in OOo Calc

Chart Types Chart Components

Printing Worksheets/Charts

Sheets Range Workbook Charts

AV Method+LabActivity+Assessment

Project-

Create your own“Progress Report”.

Compare your result byplotting suitable type ofchart.

Computer System-AnOverview

What is Computer?

Functioning of Computer

Functional components ofcomputer system

Basic Applications

Characteristics of Computers

Types of Computers

Convergence of Technologies

Lecture+AVMethod+Activity

Activity-

Create a Poster in Writeron following topic-

Characteristics ofComputer

134 | P a g e

ComputerComponents

Input Unit

Keyboard Mouse Joystick OCR MICR BCR Light Pen Microphone Digital Camera

Processing Unit

Output Unit

Monitors Printers Plotters Speakers

Memory Devices

Units of memory Types of Main Memory Storage Devices

New Age Memories

Flash Memories Blu Ray disc Memory Stick

Lecture+AV Method+Activity+Assessment

Activity-Create charts on followingtopics-

IPO cycle Types of

Memories Secondary

storage devices.

Computer Software Types of Software Lecture+AV Method+ Activity-

135 | P a g e

System S/w Operating System Language Processor Device Drivers Utility S/w Application S/w General purpose S/w Specialist S/w Customised S/w

Programming Languages

1 GLs 2 GLs 3 GLs 4 GLs

Activity+Assessment Visit All Programsoption in your computersystem and make a list ofall softwares installed.

Open Office.orgWriter-I

Word Processors

Features of Word Processors

Getting started with OOoWriter

Word Processing Terminology

Margins Word Wrapping Indentation Fonts, Styles,Sizes Alignments Line Spacing Orientation

Lecture+AVMethod+ClassProject+Assessment

Activity-

Create a text documenton “Environment” andpractice various pagesetting options-margins,orientation,multiple columns,headers &footers,pagenumbers,borders.

Project-

136 | P a g e

Headers & FootersEditing Document

Find and Replace

Formatting documents

Inserting Symbols

Create a Poster onSummer Camp

Open Office.orgWriter-II

Creating Bulleted or NumberedLists

Nested Lists Formatting Lists

Insering Graphics in Writer

AutoShapes FontWork Pictures from

File/GalleryTables

Printing

MailMerge

Data Source

AV Method+LabActivity+ClassProject+Assessment

Activity-

Design the book cover ofyour Computer ScienceAssignment Booklet.

Project-

In the upcoming summervacation you areorganizing a trip toShimla.You have to plan anice layout of the trip inOOo Writer and send it to5 of your friends usingMail Merge.

Create a Multi –LingualGreeting Card

137 | P a g e

Open Office.orgImpress

Presentation GraphicsS/WStarting Impress

Presentation Tips

Aspects of Presentation

Slide Elements Components for

ReferenceCreating New Presentation

Empty Presentation Design Template

Views in Impress

Adding new Slides

Editing & Formatting Slides

Selecting New Design Background colour and

shading Text font & style Header & Footer

Adding Illustrations

Picture AutoShape Music/Sound

Creating Slide Shows

Transitions

AV Method+LabActivity+Project+Assessment

Project-

Create a thoughtprovoking presentationon “Global Warming”

138 | P a g e

Animations Slide Timings View slide show

CommunicationTechnology

What is network/

Networking

Need for networkingComponents of Network

Networking TransmissionMedia

Wired Media Wireless Media

Modem

Types of Networks

LAN MAN WAN

Intro. To Internet

Lecture+AVMethod+LabActivity+Assessment

Project-

Create a collage of variousnetworktechnologies(wired orwireless media) OR Typesof networks using Paintprogram or any photoeditor tool.

GNU Linux BasedOperating System

What is an Operating System?

Functions of Operating System

Intro . to Linux

Desktop

AV Method+Activity+Assessment

139 | P a g e

Workspace Window Icons

Know-Abouts of Linux

Directory structure of Linux

Starting and Closing Programs

Managing Files and Folders

Societal Impact of IT Major Issues

Plagiarism Right to Privacy Intellectual Rights Security of Information Hacking & Piracy

Careers in IT

Lecture +ClassActivity+Assessment

FA – 1

Based on Open Office Calc Projects and Activities.

FA--2

Chapter – 1 Computer system –An Overview

Chapter---2 Computer Components

140 | P a g e

SA—1

SA-- 1 Total Marks - 80

Theory - 80 marks Chapters Marks

OPEN OFFICE.ORG CALC-I 19

OPEN OFFICE.ORG CALC-II 19

COMPUTER SYSTEM-AN OVERVIEW 07

COMPUTER COMPONENTS+SOFTWARE 10

IT APPLICATIONS 25

Total 80

SA-- 2 Total Marks - 80

Theory - 80 marks Chapters Marks

OPEN OFFICE.ORG WRITER-I 09

141 | P a g e

OPEN OFFICE.ORG WRITER-II 09

OPEN OFFICE.ORG IMPRESS 09

COMMUNICATION TECHNOLOGY 04

SOCIETAL IMPACT OF IT 13

IT APPLICATIONS 36

Total 80

FA--3

Chapter – 6 Open Office.org Writer-I

Chapter---7 Open Office.org Writer-II

FA—4

Based on Open Office Impress Projects and Activities

MARKING SCHEME / QUESTION PAPER BLUE PRINT (Question Wise Marks Distribution)

142 | P a g e

FA

Paper/pencil Assessment

Sl. No. Form of Question Marks for eachQuestion

No. ofQuestions

TotalMarks

1. High Order Thinking Questions 1 10 10

Total : 10

SA THEORY

Sl. No. Form of Question Marks for eachQuestion

No. ofQuestions

TotalMarks

1. Multiple Choice Questions 1 16 16

2. High Order Thinking Questions 1 14 14

3. Short Answer Questions 2 10 20

3. Long Answer Type 3 5 15

4. Application based Questions 5 3 15

Total : 80

143 | P a g e

COURES OF STUDIES IN TABLA

PRARAMBHIKA PART-I

April/May

Do practice on TABLA with simple lyrics?

Knowledge of SAM, Lay, and Matra.

June Summer holidays

July/August

Do practice of Karvaha taal and Teen taal on TABLA with NAGMA?

September/October

Theory-Vibhag, Tali, Awartan, and Khali

Do Practice of Teen taal with two simple kayada.

November/December

Theory-Counting rhythmical on the figures from one to eight.

Teen Taal and the hand clapping to understand the beats.

Practical-do the practice the teen taal in way of two simple tukras with daily practice in with tabla two simple tihais.

144 | P a g e

Knowledge of ekgun and dwigun.

Rhythm method of writing a ekgun and twogun.

January/February

Theory-Description of tabla.

Practical-keharva and teen taal play with (nagma) stage performance with a solo performance playing with teen taal including nagma .

The methods of writing talo and nagma with taal mark.

March Revision

Revision of Total syllabus. Full Practice of course verbally and practically, Which we have done in this Year

Courses of studies in Tabla

Prarambhika part-2

April/May

1-Last year the work purnawati.

2-Practice of left hands techniques.

July/august

The following definition of-

Tihai, Ekgun, Dwigun, chaugun, Laya, Kala, and Rela.

145 | P a g e

September/October

Knowledge of following:

Dadra, Keharva, Teen taal, Jhaptaal in Ekgun and dwigun.

November/December

Teen laggiyeian in Tall dadra and Teen laggiyeian in keharva.

Art of playing deferent beets.

Practical knowledge and classical knowledge of every parts of Tabla

Verbal practice of previous year course playing on the Tabla.(Verbally and practically)

January/February

DO kaydey and DO Rela in Teen Taal.

Few simple tukrase and teehaiya in jhaptaal.

One kayda with tihais in Jhaptaal.

Process of making Palta.

March

Revision of Total syllabus. Full Practice of course verbally and practically, Which we have done in this Year

146 | P a g e

S a l l y a b u s f o r c l a s s e s f o r 9 t o 1 0

P r a r a m b h i k a P a r t - I(According to prachin kala Kendra)

Oral :25

Practical :75

Total Marks:100

147 | P a g e

Syllabus

For

Kathak Dance

Pracheen kala Kendra

Prarambhika part-1

Junior Diploma

Class-6 to 10 Total marks:100

Oral :25

Practical :75

APR-

PRACTICAL SECTION-

Physical exercises for following body parts:-

1.Head movements

2.Shoulder movements

148 | P a g e

THEORY SECTION-

1.basic knowledge of taal teentaal

2.notation of taal teentaal

MAY-

PRACTICAL SECTION-

1.teentaal tatkar(footwork)

2.variation of tatkar

THEORY SECTION-

1.definations of taali,kali,sam,bhag,vibhag and tatkar.

JUL-

PRACTICAL SECTION-

1.introduction to taal kehrva

2.to walk and clap with rhythm and laya

149 | P a g e

THEORY SECTION-

1.defination of laya, avartan,theka,

2.notation of taal kehrva.

AUG-

PRACTCAL SECTION-

1. tukra no.1 in taal teental

2. tehai no.1 in teentaal

THEORY SECTION-

1.defination of tukra and tehai

2.notation of taught tukra and tehai

150 | P a g e

SEP-OCT-

PRACTCAL SECTION-

1.tukra no. 2 in teentaal

2.tehai no. 2 in teental

THEORY SECTION-

1.notation of taught tukra and tehai

2.layakari of taal teentaal

NOV-DEC-

PRACTCAL SECTION-

1 guru vandana

2.laya baat

THEORY SECTION-

1.notation of laya baat

151 | P a g e

2.padant of taught lessons

JAN-FEB-

PRACTCAL SECTION-

1.one thematic dance in kehrva taal

2.hand gestures(mudra)

THEORY SECTION-

1.life sketch of pt.brijmohan mishra(birju maraj)

2.defination of mudra

MAR-

Revision and exam

152 | P a g e

DELHI PUBLIC SCHOOL SONEPATSYLLABUS FOR SESSION 2012-2013

Subject: ArtClass: IXBroad Spectrum Syllabus

Month No. ofPeriodspecify

Topic Teaching Aids used

April 2 1. How to cover the art file. (Colour – Green anddecoration with waste material)

2. Drawing – Knowledge of Colors3. Drawing – Primary colors & Secondary colors

Art file and poster colours

May 3 4. Drawing – Own Choice painting Any medium

June 0 Art Practice/ Holiday Homework

July 2 5. Drawing – Perspective Drawing (Composition) Art file and poster colours

August 3 6. Drawing – Pencil Shading (2B,4B,6B) Art file and shading pencils(2B, 4B,

153 | P a g e

6B and 8B)

September 3 7. Drawing – Sketching with shading Art file and shading pencils(2B, 4B,6B and 8B)

October 2 8. Drawing – Landscape (with different textures) Art file and poster colours

November 3 9. Drawing - Poster Designing Art file and poster colours

December 1 10. Drawing - Composition Art file and poster colours

January 1 11. Drawing – Outdoor Sketching Art file and shading pencils(2B, 4B,6B and 8B)

February 2 12. Craft Work – “Folder Design” Handmade sheet

March 1 13. Art File Checking

154 | P a g e

Syllabus For classes 9th to 10th class according to pracheen kala kendra

Prarambhika Part-1

Total marks - 100 Oral - 25 Practical – 75

April 2012- Definition of Sangeet,Swar,Saptak.

May 2012- Definition of Shudh Swar and Vikrit Swar.

June 2012- Summer Vacation.

July 2012 - Definition of Aroh,Avroh,Sam,Tali and Khali.

August 2012- Knowledge of the basic techniques of their respective

instruments and five simple Alankars of Raag Yaman.

Sept & Oct 2012- Description of Raag Yaman,(Sthai-Antra,Aroh-Avroh).

Nov & Dec 2012- Description of Raag Bhupali,(Aroh-Avroh,sthai-Antra)and five

Alankars of raag Bhupali.

January 2013 - Description of Taal Dadra and Teen taal.

February 2013- Practice of playing Arohi and Avrohi in Ekgun and Dwigun

155 | P a g e

Laykaries in the Raagas.

March 2013- Revision and Examination.

Prarambhika Part-2.

Total marks - 100 Oral - 25 Practical – 75

April 2012- Definition and explanation of Sthai,Antra,Sanchari,Abhog,Vadi,

Samvadi,Taal and Matra.

May 2012- Knowledge of Pt. Vishnu Narayan Bhatkhande Notation System.

June 2012- Summer Vacation.

July 2012- Practice of playing Alankar in Ekgun and Dwigun laykaries in

Raag Kafi and Sthai-Antra Gat of Raag Kafi.

August 2012- Two toras of Raag Kafi and Description of Raag Bhairav.

September 2012- Sthai-Antra and two toras of Raag Bhairav.

Oct & Nov 2012- Description of Taal Keharava and Teevrataal,Revision of

Raag Kafi.

December 2012- Revision of Raag Bhairav.

156 | P a g e

January 2013- Revision of Raag Bhairav.

February 2013- Toras Practice of Raag Bhairav and Kafi.

March 2013- Examination.

157 | P a g e

( WESTERN MUSIC ANNUAL SYLLABUS )Class’s 6th to 8th

1-April/May-How to read bar and how to play bar.

2-June/July-How to basking notes and how to used holding notes.

3-August/September-Song’s and harmonic notes.

4-October/November-How to use western classical style.

5-December –Solo Guitar notes.

6-January/February-How to use Gadget and how to use copo.

7-March-All Syllabus Revision.

158 | P a g e

( WESTERN MUSIC ANNUAL SYLLABUS )Class’s-9th and 10th

1-April/May-How to read bar and how to play bar.

2-June/July-How to basking notes and how to used holding notes.

3-August/September-Song’s and harmonic notes.

4-October/November-How to use western classical style.

5-December –Solo Guitar notes.

6-January/February-How to use Gadget and how to use copo.

7-March-All Syllabus Revision.

DELHI PUBLIC SCHOOL ENGLISH SYLLABUS - DPSdps.in/pages/uploads/Files/PRABHUJI from...

Documents

Transcript of DELHI PUBLIC SCHOOL ENGLISH SYLLABUS - DPSdps.in/pages/uploads/Files/PRABHUJI from...