CBSE Course

Secondary School Certificate Examination (IX-X) Hindi B 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) Hindi B 2018-19

द् तीय भाषा के रप में ह दी (कोड स.िं
कक्षा 9िीिं – 10िीिं
– 085)
भारत एक बहुभाषी देश है जिसमें बहुत सी क्षत्रे
ीय भाषाएँ रची बसी हैं। भाषषक और साांस्कृ तिकतक ष्ज स से
भभन्न होने के बाविूद भारतीय परांपरा में बहुत कु छ ऐसा है िो एक दसू
रे को िोड़ता है। यही कारण है
कक मातभृ
ाषा के रूप में अलग भाषा को पढ़ने वाला षवद्यार्थी िब दसू
री भाषा के रूप में हहदां
ी का चुनाव
करता है तो उसके पास अभभव्यजतत का एक ष्  आधार पहली भाषा के रूप में पहले से ही मौिूद होता
है। इसभलए छठी से आठवीां कक्षा में सीखी हुई हहदां
ी का षवकास भी वह तिी से करने लगता है। आठवीां
कक्षा तक वह हहदां
ी भाषा में सनु
ने, पढ़ने, भलखने और कु छ-कु छ बोलने का अभ्यास कर चुका होता है।
हहदां
ी की बाल पत्रत्रकाएँ और तिकछसपसु
रचनाएँ पढ़ना भी अब उसे आ गया है। इसभलए िब वह नवीां एवां
दसवीां कक्षा में हहदी पढ़ेगा तो िहाँ एक ओर हहदी भाषा के माध्यम से सारे देश से  िुड़गे
ा वहीां दसू री
ओर अपने क्षेत्र और पररवेश को हहदी भाषा के माध्यम से िानने की कोभशश भी करेगा, तयोंकक
ककशोरवय के इन बच्चों के मानभसक धरातल का षवकास षवश्व स्तर तक पहुँच चुका होता है।
शिक्षण उद्देश्य
·  दैतिकनक िीवन में हहदी में समझन-े बोलने के सार्थ-सार्थ भलखने की क्षमता का षवकास करना।
·   हहदी के ककशोर-साहहत्य, अखबार व पत्रत्रकाओां को पढकर समझ पाना और उसका आनदां
की क्षमता का षवकास करना।
उठाने
·   औपचाररक षवषयों और सदां
भो में बातचीत में भाग ले पाने की क्षमता का षवकास करना।
·    हहदी के िररए अपने अनभु
व ससां
ार को भलखकर सहि अभभव्यजतत कर पाने में सक्षम बनाना।
·   सचार के षवभभन्न माध्यमों (षरसां
की योग्यता का षवकास करना।
और इलेतरॉतिकनक) में रयतु
त हहदां
ी के षवभभन्न रूपों को समझने
·  कक्षा में बहुभाषषक, बहुसाांस्कृ तिकतक सदभों के रतिकत सवेदनशील सकारात्मक सोच बनाना।
·    अपनी मातभृ
शिक्षण यक्ु ततयााँ
ाषा और पररवशे
गत भाषा को सार्थ रखकर हहदां
ी की सरां चनाओां की समझ बनाना।
·    द्षवतीय भाषा के रूप में पढ़ाई िा रही हहदी भाषा का स्तर पढ़ने और पढ़ाने दोनों ही ष्ज सयों से
मातभृ
ाषा सीखने की तलु
ना में कु छ मर्थां
र गतिकत से चलेगा। वह गतिकत धीरे-धीरे बढ़ सके , इसके
भलए हहदी अध्यापकों को बड़े धीरि से अपने अध्यापन कायक्रमों को तिकनयोजित करना होगा।
ककसी भी द्षवतीय भाषा में तिकनपणु
ता राप्त करन-े कराने का एक ही उपाय है – उस भाषा का
लगातार रोचक अभ्यास करना-कराना। ये अभ्यास जितने अधधक रोचक, सकक्रय एवां रासधगक
होंगे षवद्याधर्थयय
ों की भाषषक उपलजधध भी उतनी ही तिे
ी से हो सके गी। मखु
र भाषषक अभ्यास के
भलए वातायलाप, रोचक कहानी  सनु
ना-सनु
ाना,  घसना-वणनय
,  धचत्र-वणनय
, सवाद, वाद-षववाद,
अभभनय, भाषण रतिकतयोधगताएँ, कषवता पाठ और अत्ां याक्षरी िैसी गतिकतषवधधयों का सहारा भलया  िा
सकता है।
·    मध्यकालीन काव्य की भाषा के ममय से षवद्यार्थी का पररचय कराने के भलए िरूरी होगा कक
ककताबों में आए काव्याांशों की सगीतबद् ध रस्ततिकु तयों के ऑडियो-वीडियो कै सेस तयै
ार ककए िाएँ।
अगर आसानी से कोई गायक/गातिकयका भमले तो कक्षा में मध्यकालीन साहहत्य के अध्यापन-भशक्षण
में उससे मदद ली िानी चाहहए।
·   वत्ृ तधचत्रों और भसनेमा को भशक्षण-सामग्री के तौर पर इस्तमाल करने की िरूरत है। इनके रदशनय
के क्रम में इन पर लगातार बातचीत के िररए भसनेमा के माध्यम से भाषा के रयोग की
षवभश सता की पहचान कराई िा सकती है और हहदी की अलग-अलग छसा हदखाई िा सकती है।
·   कक्षा में भसर्य एक पाठ्यपस्ु
तक की भौतिकतक उपजस्र्थतिकत से बेहतर होगा कक भशक्षक के हार्थ में
तरह-तरह की पाठ्यसामग्री को षवद्यार्थी देखें और कक्षा में अलग-अलग मौकों पर भशक्षक उनका
इस्तमाल कर सकें ।
·   भाषा लगातार ग्रहण करने की कक्रया में बनती है, इसे रदभशतय
करने का एक तरीका यह भी है
कक भशक्षक खदु
यह भसखा सकें कक वे भी शधदकोश, साहहत्यकोश, सदां
भग्रय
र्थां
की लगातार मदद ले
रहे हैं। इससे षवद्याधर्थयय
ों में इनके इस्तमाल करने को लेकर तत्परता बढ़ेगी। अनमु
ान के आधार
पर तिकनकसतम अर्थय तक पहुँचकर सतां
 ु स होने की िगह वे अधधकतम अर्थय की खोि करने का अर्थय
समझ िाएँगे। इससे शधदों की अलग-अलग रांगत का पता चलेगा, वे शधदों के बारीक अतर के
रतिकत और सिग हो पाएँगे।
·   भभन्न क्षमता वाले षवद्याधर्थयय
ों के भलए उपयतु
त भशक्षण-सामग्री का इस्तमाल ककया िाए तर्था
ककसी भी रकार से उन्हें अन्य षवद्याधर्थयय
ों से कमतर या अलग न समझा िाए।
·   कक्षा में अध्यापन को हर रकार की षवभभन्नताओां (भलग, धम,य
िातिकत, वगय आहद) के  रतिकत
सकारात्मक और सवेदनशील वातावरण तिकनभमतय
करना चाहहए।
व्याकरण ब दिं ु
कक्षा 9िीिं
·   वण-य षवच्छे द, अनस्ु
वार, अननु
ाभसक, नतु
ता।
·    तरह-तरह के पाठों के सदभय में शधदों के अवलोकन द्वारा उपसग,य
·    वातय के स्तर पर षवराम धचह्नों का समधु चत रयोग।
कक्षा 10िीिं
सधां ध एवां रत्ययI
·    शधद, पद और पदबधां
में अतर।
·    रचना के आधार पर वातय रूपाांतर।
·   शधदों के अवलोकन द्वारा सामाभसक शधदों की पहचान और उनके अर्थय का अनमु
ान।
·    महु
ावरों और उनका रयोग।
·    वातय अशद्ु
धध शोधन।
श्रिण (सनु
ने) और िाचन ( ोलने) की योग्यताएाँ
·    रवाह के सार्थ बोली िाती हुई हहदी को अर्थबोध के सार्थ समझना। वातायओां या सवादों को
समझना।
·   हहदी शधदों का ठीक उच्चारण करना तर्था हहदां
ी के स्वाभाषवक अऩतु
ान का रयोग करना।
·    सामान्य षवषयों पर बातचीत करना और पररचचाय में भाग लेना।
·   हहदी कषवताओां को उधचत लय, आरोह-अवरोह और भाव के सार्थ पढ़ना।
·    सरल षवषयों पर कु छ तयै
ारी के सार्थ दो-चार भमनस का भाषण देना।
·    हहदी में स्वागत करना, पररचय और धन्यवाद देना।
·   हहदी अभभनय में भाग लेना।
श्रिण (सनु
ना) का परीक्षण : कु ल 2.5 अकिं
( ढाई अकिं  )
·   परीक्षक ककसी रासधां गक षवषय पर एक अनच्ु
छे द का स्प स वाचन करेगा। अनच्ु
छे द तथ्यात्मक या
सझु
ावात्मक हो सकता है। अनच्ु
या
छे द लगभग 150 शधदों का होना चाहहए।
परीक्षक 2-3 भमनस का श्रव्य अशां
(ऑडियो जतलप) सनु
वाएगा। अशां
रोचक होना चाहहए। कथ्य
/घसना पणू
य एवां स्प स होनी चाहहए। वाचक का उच्चारण शद्ु
ध, स्प स एवां षवराम धचह् नों के
उधचत रयोग सहहत होना चाहहए।
·   परीक्षक को सनु
सकें गे।
त-े सनु
ते परीक्षार्थी कागि पर हदए हुए श्रवण बोध के अभ्यासों को हल कर
·  अभ्यास ररतत स्र्थान पतिकू त,य
बहुषवकल्पी या सत्य/असत्य का चुनाव आहद षवधाओां में हो सकते हैं।
·  अतिकत लघत्ू तरात्मक 5 रश्न पछू
े िाएांग।े
िाचन ( ोलना) का परीक्षण : कु ल 2.5 अकिं
( ढाई अकिं  )
·   धचत्रों के क्रम पर आधाररत वणनय
भाषा का रयोग करें।
: इस भाग में अपेक्षा की िाएगी कक परीक्षार्थी षववरणात्मक
·  ककसी धचत्र का वणनय
(धचत्र व्यजतत या स्र्थान के हो सकते हैं)
· ककसी तिकनधायररत षवषय पर बोलना जिससे वह अपने व्यजततगत अनभु
व का रत्यास्मरण कर सके ।
·   पररचय देना। (स् / पररवार/ वातावरण/ वस्त/ु
व्यजतत/ पयायवरण/ कषव /लेखक आहद)      1 अकां
·    आधे-आधे अकां
के कु ल तीन रश्न पछू
ेिा सकते हैं।                      1.5 (िढ़े
अक)
कौिलों के अतिं
रण का मलू
यािंकन
श्रिण (सनु ना) िाचन( ोलना)
1 षवद्यार्थी में पररधचत सदां भों में रयतु त शधदों 1 षवद्यार्थी के वल अलग-अलग शधदों और पदों के
और पदों को समझने की सामान्य योग्यता है, रयोग की योग्यता रदभशतय  करता है ककां तु एक
ककां तु ससु बां द्ध आशय को नहीां समझ पाता। ससु बां द्ध स्तर पर नहीां बोल सकता।
2 छोसे ससु बां द्ध कर्थनों को पररधचत सदभों में 2 पररधचत सदभों में के वल छोसे ससु बां द् ध कर्थनों
समझने की योग्यता है। का सीभमत शद्ु धता से रयोग करता है।
3 पररधचत या अपररधचत दोनों सदभों में कधर्थत 3 अपेक्षक्षत दीघय भाषण में अधधक िहसल कर्थनों के
सचू ना को स्प स समझने की योग्यता है। रयोग की योग्यता रदभशतय  करता है अभी भी
अशद्ु धधयाँ करता है जिससे रेषण में रूकावस कु छ अशद्ु धधयाँ  करता  है।  जिससे  रेषण में
आती हैI रूकावस आती है।
4 दीघय कर्थनों की शखांृ ला को पयायप्त शद्ु धता से 4 अपररधचत जस्र्थतिकतयों में षवचारों को ताककय क ढांग
समझता है और तिकन कषय तिकनकाल सकता है। से सगां हठत कर धारा रवाह रूप में रस्ततु  कर
सकता है। ऐसी गलतिकतयाँ करता है जिनसे रेषण
में रूकावस नहीां आती।
5 िहसल कर्थनों के षवचार-त्रबदां ओु ां को समझने की 5 उद् देश्   और श्रोता के भलए उपयतु त शलै ी को
योग्यता रदभशतय  करता है, उद् देश्य के अनकु ू ल अपना सकता है के वल मामलू ी गलतिकतयाँ करता
सनु ने की कु शलता रदभशतय  करता है। है।
हिप्पणी
·   परीक्षण से पवू
य परीक्षार्थी को तयै
ारी के भलए कु छ समय हदया िाए।
·   षववरणात्मक भाषा में वतमय
ान काल का रयोग अपेक्षक्षत है।
·  तिकनधायररत षवषय परीक्षार्थी के अनभु
व ससार के हों, िैसे – कोई चुसकु ला या हास्य-रसगां
सनु
ाना,
हाल में पढ़ी पस्ु
तक या देखे गए भसनेमा की कहानी सनु
ाना।
·    िब परीक्षार्थी बोलना रारांभ करें तो परीक्षक कम से कम हस्तक्षेप करें।
पठन कौिल
पठन क्षमता का मख्ु
य उद् देश्य ऐसे व्यजततयों का तिकनमायण करने में तिकनहहत है िो स्वतत्रां
रूप से धचतां न
कर सकें तर्था जिनमें न के वल अपने स्वयां के ज्ञान का तिकनमायण करने की क्षमता हो अषपतु वे इसका
आत्मावलोकन भी कर सकें ।
पढ़ने की योग्यताएाँ
·  हहदी में कहानी, तिकनबध, यात्रा-वणनय
, िीवनी, पत्र, िायरी आहद को अर्थबोध के सार्थ पढ़ना।
·    पाठ्यवस्तु के सबां
धां
में षवचार करना और अपना मत व्यतत करना।
·    सदभय साहहत्य को पढ़कर अपने काम के लायक सचू
ना एकत्र करना।
·    पहठत वस्तु का साराांश तयै
ार करना।
शलखने की योग्यताएाँ
·   हहदी के पररधचत और अपररधचत शधदों की सही वतनय
·    षवराम धचह्नों का समधु चत रयोग करना।
·   भलखते हुए व्याकरण-सम्मत भाषा का रयोग करना।
ी भलखना।
·  हहदी में पत्र, तिकनबध, सकां
ेतों के आधार पर कहातिकनयाँ, वणनय
, साराांश आहद भलखना।
·     हहदां
ी से मातभृ
ाषा में और मातभृ
ाषा से हहदां
ी में अनवु
ाद करना।
रचनात्मक अशभव्यक्तत
·    िाद-वििाद
षवषय का चुनाव षवषय–भशक्षक स्वयां करेंI
आधार त्रबदां
ु– ताककय कता, भाषण कला, अपनी बात अधधकारपवू कय
कहनाI
·    कवि सम्मेलन
पाठ्यपस्ु
तक में सकां
भलत कषवताओां के आधार पर कषवता पाठ     या
मौभलक कषवताओँ की रचना कर कषव सम्मेलन या अत्ां याक्षरी
·    आधार ब दिं ु
Ø अभभव्यजतत
Ø गतिकत, लय, आरोह-अवरोह सहहत कषवता वाचन
Ø   मचां
पर बोलने का अभ्यास /या मचां
-भय से मजु तत
·    क ानी सनु
ाना/ क ानी शलखना या घिना का िणनण
/लेखन
Ø सवाद – भावानकु
ूल एवां पात्रानकु ू ल
Ø घसनाओां का क्रभमक षववरण
Ø रस्ततु
ीकरण
Ø उच्चारण
·    पररचय देना और पररचय लेना – पाठ्य पस्ु
तक के पाठों से रेरणा लेते हुए आधतिकु नक तरीके से
ककसी नए भमत्र से सवां
ाद स्र्थाषपत करते हुए अपना पररचय सरल शधदों में देना तर्था उसके षवषय
में िानकारी राप्त करना।
·   अशभनय कला – पाठों के आधार पर षवद्यार्थी अपनी अभभनय रतिकतभा का रदशनय
कर भाषा में
सवादों की अदायगी का रभावशाली रयोग कर सकते हैं। नासक एक सामहू हक कक्रया है, अतः
नासक के लेखन, तिकनदेशन सवाद, अभभनय, भाषा व उद्देश्य इत्याहद को देखते हुए भशक्षक स्वयां अको का तिकनधायरण कर सकता है।
·    आशभु
ाषण –   षवद्याधर्थयय
ों की अनभु
व पररधध से सबां
धां धत षवषय।
·    सामहू हक चचाय – षवद्याधर्थयय
ों की अनभु
व पररधध से सबां
धां धत षवषय।
मलू
यािंकन के सकिं
ेत ब दिं ओु
िं का वििरण
रस्ततु
ीकरण
Ø आत्मषवश्वास
Ø हाव-भाव
Ø रभावशीलता
Ø ताककय कता
Ø स्प सता षवषय वस्तु
Ø षवषय की सही अवधारणा
Ø तकय सम्मत भाषा
Ø अवसर के अनकु
उच्चारण
ूल शधद चयन व स्प सता।
Ø स्प स उच्चारण, सही अनतु
ान, आरोह-अवरोह।
कक्षा 9िीिं ह दी ‘ ’ – सकशलत परीक्षाओिं ेतु पाठ्यक्रम विननदेिन 2018-19
परीक्षा भार विभाजन
विषयिस्तु उप भार कु ल भार
1 पठन कौशल गद्याांश व काव्याांश पर शीषकय  का चनु ाव, षवषय-वस्तु का बोध, भाषषक त्रबदां ु /सरचना आहद पर लघु रश्न एवां अतिकत लघु रश्न 15
अ अपहठत गद्याांश (200 से 250 शधदों के ) (2×4) (1×1) 9
ब अपहठत काव्याांश लघु रश्न (100 से 150 शधदों के ) (2×3) 6
2 व्याकरण के भलए तिकनधायररत षवषयों पर षवषय-वस्तु का बोध, भाषषक त्रबदां ु
/सरचना आहद पर रश्न पछू े िाएांगे। (1×15)		 15
1 वणय षवच्छे द (2 अकां ) 02
2 अनस्ु वार (1 अकां ), अननु ाभसक (1 अकां ) 02
3 नतु ता (1 अकां ) 01
4 उपसग-य रत्यय (3 अक) 03
5 सधध (4 अकां ) 04
6 षवराम धचह्न (3 अक) 03
3 पाठ्यपस्ु तक स्पशय भाग – 1 व परू कपाठ्यपस्ु तक सचां यन भाग 1 25
अ गद्य खांि 10
1 षवद्याधर्थयय ों की साहहत्य को पढ़कर समझ पाने की क्षमता
के आकलन पर आधाररत पाठ्यपस्ु तक स्पशय के गद्य पाठों के आधार पर लघु रश्न । (2×2) (1×1)		 05
2 हहदी के माध्यम से अपने अनभु वों को भलखकर सहि अभभव्यजतत कर पाने की क्षमता का आकलन करने पर आधाररत पाठ्य पस्ु तक स्पशय के तिकनधायररत पाठों(गद्य) पर एक तिकनबधात्मक रश्न (5×1)
(षवकल्प सहहत)		 05
ब काव्य खांि 10
1 कषवताओां के षवषय, काव्य बोध, अर्थय बोध व सराहना को
सरल शधदों में अभभव्यजतत करने की क्षमता पर आधाररत पाठ्यपस्ु तक स्पशय के काव्य खांि के आधार पर लघु रश्न (2×2), (1×1)		 05
2 कषवताओां के अपने अनभु वों को भलखकर सहि अभभव्यजतत कर पाने की क्षमता का आकलन करने पर एक तिकनबधात्मक रश्न (5×1) (षवकल्प सहहत) 05
स परू क पाठ्यपस्ु तक सचां यन भाग – 1 05
परू क पाठ्यपस्ु तक ‘सचयन’ के तिकनधायररत पाठों से एक  रश्न (5×1) 05
4 लेखन 25
अ सकां े त त्रबदां ओु ां पर आधाररत षवषयों एवां व्यावहाररक िीवन से िुड़े हुए षवषयों पर 80 से 100 शधदों में अनच्ु छे द (5×1) (षवकल्प सहहत) 05
ब अभभव्यजतत की क्षमता पर कें हित एक अनौपचाररक षवषय पर पत्र।
(5×1) (षवकल्प सहहत)		 05
स धचत्र वणनय  (20-30 शधदों) (5×1) 05
द ककसी एक जस्र्थतिकत पर 50 शधदों के अतगतय सवाद लेखन (5×1) 05
इ षवषय से सबां धां धत 25-50 शधदों के अतगतय षवज्ञापन लेखन (5×1) 05
कु ल 80
नोस : तिकनम्नभलखखत पाठों से रश्न नहीां पछू
े िाएांगIे
स्पशय (भाग – 1) · धूल
· वज्ञै ातिकनक चेतना के वाहक चांिशखर वेंकस रामन
· गीत – अगीत
सचयन (भाग – 1) ·
·		 कल्लू कु म्हार की उनाकोसी
मेरा छोसा-सा तिकनिी पस्ु तकालय
कक्षा 10िीिं ह दिं
ी ‘  ’ परीक्षा ेतु पाठ्यक्रम विननदेिन 2018-19
परीक्षा भार विभाजन
विषयिस्तु उप भार कु ल भार
1 पठन कौशल गद्याांश व काव्याांश पर शीषकय  का चनु ाव, षवषय-वस्तु का बोध, भाषषक त्रबदां ु /सरचना आहद पर लघु एवां अतिकत लघु रश्न 15
अ अपहठत गद्याांश (200 से 250 शधदों के ) (2×4) (1×1) 9
ब अपहठत काव्याांश (2×3) 6
2 व्याकरण के भलए तिकनधायररत षवषयों पर षवषय-वस्तु का बोध, भाषषक त्रबदां ु
/सरचना आहद पर रश्न (1×15)		 15
1 शधद व पद में अतर ( 2 अक) 02
2 रचना के आधार पर वातय रूपाांतर (3 अक) 03
3 समास (4 अक) 04
4 अशद्ु धध शोधन (4 अक) 04
5 महु ावरे ( 2 अकां ) 02
3 पाठ्यपस्ु तक स्पशय भाग – 2 व परू क पाठ्यपस्ु तक सचां यन भाग 2 25
अ गद्य खांि 10
1 षवद्याधर्थयय ों की साहहत्य को पढकर समझ पाने की क्षमता के
आकलन पर आधाररत पाठ्यपस्ु तक स्पशय के गद्य पाठों के आधार पर लघु रश्न (2×2)    (1×1)		 05
2 हहदां ी  के  माध्यम  से  अपने  अनभु वों  को  भलखकर  सहि  अभभव्यजतत कर पाने की क्षमता का आकलन  करने पर आधाररत पाठ्य पस्ु तक स्पशय के तिकनधायररत पाठों (गद्य) पर एक तिकनबधात्मक रश्न (5 x1) (षवकल्प सहहत) 05
ब काव्य खांि 10
1 कषवताओां के षवषय, काव्य बोध, अर्थ,य बोध व सराहना को
सरल शधदों में अभभव्यजतत करने की क्षमता पर आधाररत पाठ्यपस्ु तक स्पशय के काव्य खांि के आधार पर लघु रश्न (2×2) (1x 1)		 05
2 कषवताओां के अपने अनभु वों को भलखकर सहि अभभव्यजतत कर पाने की क्षमता का आकलन करने पर एक तिकनबधात्मक रश्न (5 x1) (षवकल्प सहहत) 05
स परू क पाठ्यपस्ु तक सचां यन भाग – 2 05
परू क पाठ्यपस्ु तक सचां यन के तिकनधारय रत पाठों से एक रश्न(5 x1) 05
4 लेखन 25
अ सकां े त त्रबदां ओु ां पर आधाररत षवषयों एवां व्यावहाररक िीवन से िुड़े हुए षवषयों पर 80 से 100 शधदों में अनच्ु छे द (5×1) 5
ब अभभव्यजतत की क्षमता पर कें हित एक औपचाररक षवषय पर पत्र।
(5×1)		 5
स एक षवषय 20-30 शधदों में सचू ना लेखन (5×1) 5
द ककसी एक जस्र्थतिकत पर 50 शधदों के अतां गतय सवाद लेखन (5×1) 5
इ षवषय से सबां धां धत 25-50 शधदों के अतां गतय षवज्ञापन लेखन (5×1) 5
कु ल 80
नोस : तिकनम्नभलखखत पाठों से रश्न नहीां पछू
े िाएांगIे
स्पशय (भाग – 2) ·    मधुर मधुर मेरे दीपक िल
·    तीसरी कसम के भशल्पकार शलै ेंि
· धगरधगस
प्रश्नपत्र का प्रश्नानसु
ार विश्लेषण एििं प्राऱप
ननधाणररत समयािधध : 3 घििं
ह दी पाठ्यक्रम –
कक्षा – 9िीिं एििं 10िीिं
ेअधधकतम अकिं
: 80
क्र. प्रश्नों का प्राऱप दक्षता  परीक्षण  /अधधगम अनत लघत्ू तरात्मक नन धात्मक कु ल
स.िं पररणाम लघत्ू तरात्मक 2 अकिं 5 अकिं योग
1 अकिं
क अपहठत बोध अवधारणात्मक  बोध,  अर्थग्रय हण, अनुमान लगाना, षवश्लेषण करना, शधदज्ञान व भाषषक कौशल 01 07 15
ख व्यावहाररक व्याकरखणक सांरचनाओां का बोध 15 15
व्याकरण और रयोग, षवश्लेषण एवां भाषषक
कौशल
ग पाठ्य पस्ु तक रत्यास्मरण, अर्थग्रय हण (भावग्रहण)
लेखक के मनोभावों को समझना शधदों   का   रसांगानकु ू ल    अर्थय समझना, आलोचनात्मक   धचतां न, ताककय कता, सराहना,   साहहजत्यक परांपराओां के परररेक्ष्य में   मूल्याकां   न,   षवश्लेषण,          सिृ नात्मकता, कल्पनाशीलता,  काय-य कारण सांबांध स्र्थाषपत करना, साम्यता एवां अांतरों की   पहचान, अभभव्यजतत में मौभलकता  एवां  िीवन  मूल्यों  की पहचान।		 2 4 03 25
घ रचनात्मक सांके त त्रबदां ओु ां का षवस्तार,  अपने 5 25
लेखन   (लेखन मत की अभभव्यजतत, सोदाहरण
कौशल) समझना, औधचत्य तिकनधायरण, भाषा
में रवाहमयता, ससीक शैली, उधचत
रारूप का रयोग, अभभव्यजतत की
मौभलकता एवां िीवन मूल्यों की
पहचान।
कु ल 18×1=18 11×2=22 8×5=40 80

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Secondary School Certificate Examination (IX-X) Hindi A 2018-19

by

CBSE Curriculum for Secondary School Certificate Examination (IX-X) Hindi A 2018-19

ह दिं
ी मातभृ
ाषा (कोड 002)
कक्षा 9व िं–10व िं (2018-19)
नव ीं कक्षा में दाखिल होने वाले ववद्यार्थी की भाषा शलै
ी और ववचार बोध का ऐसा आधार बन चकु
ा होता
है कक उसे उसके दायरे के ववस्तार और वचै
ाररक समद्ृ
धध के ललए जरूरी ससीं
ाधन महु
ैया कराए जाएँ।
माध्यलमक स्तर तक आत-े आते ववद्यार्थी ककशोर हो चुका होता है और उसमें सनु
ने, बोलने, पढ़ने, ललिने
के  सार्थ-सार्थ आलोचनात्मक दृष्टि ववकलसत होने लगत  है। भाषा के  सौंदयाात्मक पक्ष,
कर्थात्मकता/ग तात्मकता, अिबारी समझ, शब्द की दसू
री शष्ततयों के ब च  अतीं
र, राजनतै तक  एवीं
सामाष्जक चेतना का ववकास, स्वयीं की अष्स्मता का सदभा और आवश्यकता के  अनसु
ार उपयतु
त भाषा-
प्रयोग, शब्दों के सधु चततत इस्तमाल, भाषा की तनयमबद्ध प्रकृ तत आदद से ववद्यार्थी पररधचत हो जाता है।
इतना ही नहीीं वह ववलभन्न ववधाओीं और अलभव्यष्तत की अनेक शललयों से भ वाककफ होता है। अब
ववद्यार्थी की पढ़ाई आस-पडोस, राज्य-देश की स मा को लाींघते हुए वष्ै श्वक क्षक्षततज तक फै ल जात है। इन बच्चों की दतु नया में समाचार, िेल, कफल्म तर्था अन्य कलाओीं के सार्थ-सार्थ पत्र-पत्रत्रकाएँ और अलग- अलग तरह की ककताबें भ प्रवेश पा चुकी होत हैं।
इस स्तर पर मातभृ
ाषा दहदीं
ी का अध्ययन सादहष्त्यक, साींस्कृ ततक और व्यावहाररक भाषा के रूप में कु छ
इस तरह से हो कक उच्चतर माध्यलमक स्तर पर पहुँचत-े पहुँचते यह ववद्याधर्थया
ों की पहचान, आत्मववश्वास
और ववमशा की भाषा बन सके । प्रयास यह भ होगा कक ववद्यार्थी भाषा के ललखित प्रयोग के सार्थ-सार्थ
सहज और स्वाभाववक मौखिक अलभव्यष्तत में भ सक्षम हो सके ।
इस पाठ्यक्रम के अध्ययन से –
(क) ववद्यार्थी अगले स्तरों पर अपन रूधच और आवश्यकता के अनरूु तर्था दहदी में बोलने और ललिने में सक्षम हो सकें गे।
प दहदीं
ी की पढ़ाई कर सकें गे
(ि) अपन भाषा दक्षता के चलते उच्चतर माध्यलमक स्तर पर ववज्ञान, समाज ववज्ञान और अन्य
पाठ्यक्रमों के सार्थ सहज सबद्धता (अतसबं
धीं
) स्र्थावपत कर सकें गे।
(ग) दैतनक व्यवहार, आवेदन पत्र ललिने, अलग-अलग ककस्म के पत्र ललिने और प्रार्थलमकी दजा
कराने इत्यादद में सक्षम हो सकें गे।
(घ) उच्चतर माध्यलमक स्तर पर पहुँचकर ववलभन्न प्रयष्ु ततयों की भाषा के द्वारा उनमें वतमा ान
अतसबं
धीं
को समझ सकें गे।
(ड.) दहदी भाषा में दक्षता का इस्तमाल वे अन्य भाषा-सरचनाओीं की समझ ववकलसत करने के ललए
कर सकें गेI
कक्षा 9व िं व 10व िं में मातभृ
ाषा के रूप में ह दिं
ी-शिक्षण के उद्देश्य :
·   कक्षा आठव ीं तक अष्जता
ववकास।
भावषक कौशलों (सनु
ना, बोलना, पढ़ना और ललिना) का उत् रोत् र
·    सजृ
नात्मक सादहत्य के आलोचनात्मक आस्वाद की क्षमता का ववकासI
·     स्वतत्रीं
और मौखिक रूप से अपने ववचारों की अलभव्यष्तत का ववकासI
·  ज्ञान के ववलभन्न अनशु
का बोध कराना।
ासनों के ववमशा की भाषा के रूप में दहदीं
ी की ववलशटि प्रकृ तत एवीं क्षमता
·  सादहत्य की प्रभावकारी क्षमता का उपयोग करते हुए सभ प्रकार की ववववधताओीं (राटट्रीीयता, धम,ा
ललगीं
एवीं भाषा) के प्रतत सकारात्मक और सवेदनश ल रवयै
ेका ववकास।
·   जातत, धम,ा
ललग, राटट्रीीयता, क्षेत्र आदद से सबीं
धीं धत पवू
ााग्रहों के चलते बन रूदढ़यों की भावषक
अलभव्यष्ततयों के प्रतत सजगता।
·   ववदेश भाषाओँ समते
अन्य भारत य भाषाओीं की सस्ीं
कृ तत की ववववधता से पररचय।
·  व्यावहाररक और दैतनक ज वन में ववववध ककस्म की अलभव्यष्ततयों की मौखिक व ललखित क्षमता
का ववकासI
·    सचार माध्यमों (वप्रिीं
और इलेतट्रीॉतनक) में प्रयतु
त दहदीं
ी की प्रकृ तत से अवगत कराना और नए-नए
तरीके से प्रयोग करने की क्षमता से पररचय।
·   सघन ववश्लेषण, स्वतत्रीं
अलभव्यष्तत और तका क्षमता का ववकास।
·    अमतू ना
की पवू
ा अष्जता
क्षमताओीं का उत्तरोत्तर ववकास।
·    भाषा में मौजूद दहसीं
ा की सरचनाओीं की समझ का ववकास।
·   मतभेद, ववरोध और िकराव की पररष्स्र्थततयों में भ भाषा को सवीं
ेदनश ल और तका पणू
ा इस्तमे ाल
से शाींततपणू
ा सवीं
ाद की क्षमता का ववकास।
·   भाषा की समावेश और बहुभावषक प्रकृ तत के प्रतत ऐततहालसक नजररए का ववकास।
·   शारीररक और अन्य सभ प्रकार की चुनौततयों का सामना कर रहे बच्चों में भावषक क्षमताओीं के ववकास की उनकी अपन ववलशटि गतत और प्रततभा की पहचान।
शिक्षण यक्ु ततयााँ
माध्यलमक कक्षाओीं में अध्यापक की भलू मका उधचत वातावरण के  तनमाणा
में सहायक की होन चादहए।
भाषा और सादहत्य की पढ़ाई में इस बात पर ध्यान देने की जरूरत होग कक –
·   ववद्यार्थी द्वारा की जा रही गलततयों को भाषा के ववकास के अतनवाया चरण के रूप में स्व कार ककया जाना चादहए ष्जससे ववद्यार्थी अबाध रूप से त्रबना खझझक के ललखित और  मौखिक
अलभव्यष्तत करने में उत्साह का अनभु
व करें। ववद्याधर्थया
ों पर शद्ु
धध का ऐसा दबाव नहीीं होना
चादहए कक वे तनावग्रस्त माहौल में पड जाएँ। उन्हें भाषा के सहज, कारगर और रचनात्मक रूपों
से इस तरह पररधचत कराना उधचत है कक वे स्वयीं सहजरूप से भाषा का सजृ
न कर सकें ।
·   गलत से सही ददशा की ओर पहुँचने का प्रयास हो। ववद्यार्थी स्वतत्रीं
और अबाध रूप से ललखित
और मौखिक अलभव्यष्तत करे। अगर कहीीं भलू
होत है तो अध्यापक को अपन अध्यापन शलै
ी में
पररवतना
की आवश्यकता होग ।
·  ऐसे लशक्षण-त्रबदीं ओु
ीं की पहचान की जाए ष्जससे कक्षा में ववद्यार्थी तनरींतर सकक्रय भाग दारी करें
और अध्यापक भ इस प्रककया में उनका सार्थ बने।
·   हर भाषा का अपना एक तनयम और व्याकरण होता है। भाषा की इस प्रकृ तत की पहचान कराने में पररवेशगत और पाठगत सदभों का ही प्रयोग करना चादहए। यह परू ी प्रकक्रया ऐस होन चादहए कक ववद्यार्थी स्वयीं को शोधकताा समझे तर्था अध्यापक इसमें के वल तनदेशन करें।
·  दहदी में क्षेत्रत्रय प्रयोगों, अन्य भाषाओीं के प्रयोगों के उदाहरण से यह बात स्पटि की जा सकत है कक भाषा अलगाव में नहीीं बनत और उसका पररवेश अतनवाया रूप से बहुभावषक होता है।
·   लभन्न क्षमता वाले ववद्याधर्थया
ों के ललए उपयतु
त लशक्षण-सामग्र का इस्तमाल ककया जाए तर्था
ककस भ प्रकार से उन्हें अन्य ववद्याधर्थया
ों से कमतर या अलग न समझा जाए।
·   कक्षा में अध्यापक को हर प्रकार की ववलभन्नताओीं (ललग, जातत, वग,ा
धमा आदद) के  प्रतत
सकारात्मक और सवेदनश ल वातावरण तनलमता
करना चादहए।
·    परींपरा से चले आ रहे महु
ावरों, कहावतों (जैसे रान रूठें ग तो अपना सहु
ाग लेंग ) आदद के जररए
ववलभन्न प्रकार के पवू
ााग्रहों की समझ पदै
ा करना चादहए और उनके प्रयोग के प्रतत आलोचनात्मक
दृष्टि ववकलसत करना चादहए।
·    मध्यकालीन काव्य की भाषा के ममा से ववद्यार्थी का पररचय कराने के ललए जरूरी होगा कक
ककताबों में आए काव्याींशों की सग तबद्ध प्रस्ततु तयों के ऑडडयो-व डडयो कै सेि तयै
ार ककए जाएँ।
अगर आसान से कोई गायक/गातयका लमले तो कक्षा में मध्यकालीन सादहत्य के अध्यापन-लशक्षण
में उससे मदद ली जान चादहए।
·    वत्ृ
धचत्रों और फीचर कफल्मों को लशक्षण-सामग्र के तौर पर इस्तमाल करने की जरूरत है। इनके
प्रदशना
के क्रम में इन पर लगातार बातच त के जररए लसनेमा के माध्यम से भाषा के प्रयोग कक
ववलशटिता की पहचान कराई जा सकत है और दहदी की अलग-अलग छिा ददिाई जा सकत है।
·   कक्षा में लसफा एक पाठ्यपस्ु
तक की भौततक उपष्स्र्थतत से बेहतर होगा कक लशक्षक के हार्थ में
तरह-तरह की पाठ्यसामग्र को ववद्यार्थी देिें और कक्ष में अलग-अलग मौकों पर लशक्षक उनका
इस्तमाल करें।
·   भाषा लगातार ग्रहण करने की कक्रया में बनत है, इसे प्रदलशता
करने का एक तरीका यह भ है
कक लशक्षक िदु
यह लसिा सकें कक वे भ शब्दकोश, सादहत्यकोश, सदभग्रा
र्थीं
की लगातार मदद ले
रहे हैं। इससे ववद्याधर्थया
ों में इनके इस्तमाल करने को लेकर तत्परता बढ़ेग । अनमु
ान के आधार
पर तनकितम अर्था तक पहुँचकर सतीं
टु ि होने की जगह वे अधधकतम अर्था की िोज करने का अर्था
समझ जाएँगे। इससे शब्दों की अलग-अलग रींगत का पता चलेगा, वे शब्दों के बारीक अतर के
प्रतत और सजग हो पाएँगे।
व्याकरण ब दिं ु
कक्षा 9व िं
·     उपसग,ा
·    समास
प्रत्यय
·   अर्था की दृष्टि से वातय भेद
·    अलकार : शब्दालकार – अनप्रु
ास, यमक एवीं श्लेष; अर्थाालकार – उपमा, रूपक, उत्प्रेक्षा,
अततशयोष्तत एवीं मानव करण I
कक्षा 10व िं
·    रचना के आधार पर वातय भेद
·    वाच्
·    पद-पररचय
·    रस
श्रवण (सनु
ना) कौिल
श्रवण व वाचन (मौखिक ोलना) स िं
ध  योग्यताएाँ
·     वखणता
या पदठत सामग्र , वाताा, भाषण, पररचचाा, वाताालाप, वाद-वववाद, कववता-पाठ आदद का
सनु
कर अर्था ग्रहण करना, मल्ू
याकन करना और अलभव्यष्तत के ींग को जानना।
·   वततव् के भाव, ववनोद व उसमें तनदहत सदीं
ेश, व्यग्य आदद को समझना।
·    वचै
ाररक मतभेद होने पर भ वतता की बात को ध्यानपवू का
, धैयपा वू का
व लशटिाचारानकु
ूल प्रकार
से सनु
ना व वतता के दृष्टिकोण को समझना।
·     ज्ञानाजना
मनोरींजन व प्रेरणा ग्रहण करने हेतु सनु
ना।
·   वततव्य का आलोचनात्मक ववश्लेषण करना एवीं सनु
कर उसका सार ग्रहण करना।
श्रवण (सनु
ना) का परीक्षण : कु ल 2.5 अकिं
(ढाई अक)
·  परीक्षक ककस प्रासधीं गक ववषय पर एक अनच्ु
छे द का स्पटि वाचन करेगा। अनच्ु
छे द तथ्यात्मक या
सझु
या
ावात्मक हो सकता है। अनच्ु
छे द लगभग 150 शब्दों का होना चादहए।
परीक्षक 2-3 लमनि का श्रव्य अशीं
(ऑडडयो ष्तलप) सनु
वाएगा। अशीं
रोचक होना चादहए। कथ्य
/घिना पणू
ा एवीं स्पटि होन चादहए। वाचक का उच्चारण शद्ु
ध, स्पटि एवीं ववराम धचह् नों के
उधचत प्रयोग सदहत होना चादहए।
·  परीक्षक को सनु
कर सकें गे।
त-े सनु
ते परीक्षार्थी अलग कागज पर ददए हुए श्रवण बोधन के अभ्यासों को हल
·  अभ्यास ररतत स्र्थान पतू त,ा
हैं।
बहुववकल्प अर्थवा सत्य/असत्य का चुनाव आदद ववधाओीं में हो सकते
·  अतत लघत्ू तरात्मक 5 प्रश्न पछू
े जाएँगे।
वाचन ( ोलना) कौिल
·   बोलते समय भली प्रकार उच्चारण करना, गतत, लय, आरोह-अवरोह उधचत बलाघात व अनतु ान
सदहत बोलना, सस्वर कववता-वाचन, कर्था-कहान अर्थवा घिना सनु
·  आत्मववश्वास, सहजता व धाराप्रवाह बोलना, कायक्रम-प्रस्ततु त।
ाना।
·   भावों का सष्ममश्रण जैसे – हष,ा
ववषाद, ववस्मय, आदर आदद को प्रभावशाली रूप से व्यतत
करना, भावानकु
ूल सवीं
ाद-वाचन।
·   औपचाररक व अनौपचाररक भाषा में भेद कर सकने में कु शल होना व प्रततकक्रयाओीं को तनयत्रीं त्रत व
लशटि भाषा में प्रकि करना।
·  मौखिक अलभव्यष्तत को क्रमबद्ध, प्रकरण की एकता सदहत व यर्थासभव सक्षक्षप्त रिना।
·  स्वागत करना, पररचय देना, धन्यवाद देना, भाषण, वाद-वववाद, कृ तज्ञता ज्ञापन, सवीं
बधाई इत्यादद मौखिक कौशलों का उपयोग।
ेदना व
·     मचीं
भय से मतु
त होकर प्रभावशाली ींग से 5-10 लमनि तक भाषण देना।
वाचन ( ोलना) का परीक्षण : कु ल 2.5 अकिं
(ढाई अकिं  )
·   धचत्रों के क्रम पर आधाररत वणना
भाषा का प्रयोग करें।
ः इस भाग में अपेक्षा की जाएग कक परीक्षार्थी वववरणात्मक
·  ककस धचत्र का वणना
(धचत्र व्यष्तत या स्र्थान के हो सकते हैं)
·  ककस तनधााररत ववषय पर बोलना ष्जससे वह अपने व्यष्ततगत अनभु
व का प्रत्यास्मरण कर सके ।
·    पररचय देना।                                                             1 अकीं
(स् / पररवार/ वातावरण/ वस्त/ु
व्यष्तत/ पयाावरण/ कवव /लेिक आदद)
·    आधे-आधे अकीं
के कु ल त न प्रश्न पछू
ेजा सकते हैं।                        1.5 (डढ़े
अक)
कौिलों के अतिं
रण का मलू
यािंकन
श्रवण (सनु ना) वाचन( ोलना)
1 ववद्यार्थी में पररधचत सदभों में प्रयतु त शब्दों और 1 ववद्यार्थी के वल अलग-अलग शब्दों और पदों
पदों को समझने की सामान्य योग्यता है, ककीं तु के प्रयोग की योग्यता प्रदलशता करता है ककीं तु
ससु बीं द्ध आशय को नहीीं समझ पाता। एक ससु बीं द्ध स्तर पर नहीीं बोल सकता।
2 छोिे ससु बीं द् ध  कर्थनों  को  पररधचत सदभों में 2 पररधचत सदीं भों में  के वल  छोिे  ससु बीं द् ध
समझने की योग्यता है। कर्थनों का स लमत शद्ु धता से प्रयोग करता
है।
3 पररधचत या अपररधचत दोनों सदभों में कधर्थत 3 अपेक्षक्षत दीघा भाषण में अधधक जदिल
सचू ना   को   स् टि समझने की योग्यता है। कर्थनों के प्रयोग की योग्यता प्रदलशता करता
अशद्ु धधयाँ  करता  है  ष्जससे प्रेषण में रूकावि है अभ  भ  कु छ  अशद्ु धधयाँ  करता है।
आत है ष्जससे प्रेषण में रूकावि आत है।
4 दीघा कर्थनों की शिींृ ला को पयााप्त शद्ु धता से 4 अपररधचत ष्स्र्थततयों में ववचारों को ताकका क
समझता है और तनटकषा तनकाल सकता है।  ींग से सगदठत कर धारा प्रवाह रूप में
प्रस्ततु कर सकता है। ऐस गलततयाँ करता
है ष्जनसे प्रेषण में रूकावि नहीीं आत ।
5 जदिल कर्थनों के ववचार-त्रबदीं ओु ीं को समझने की 5 उद् देश्   और श्रोता के ललए उपयतु त शलै ी
योग्यता प्रदलशता करता है, उद् देश्  के  अनकु ू ल को अपना सकता है के वल मामलू ी गलततयाँ
सनु ने की कु शलता प्रदलशता करता है। करता है।
हिप्पण
·   परीक्षण से पवू
ा परीक्षार्थी को तयै
ारी के ललए कु छ समय ददया जाए।
·   वववरणात्मक भाषा में वतमा
ान काल का प्रयोग अपेक्षक्षत है।
·  तनधााररत ववषय परीक्षार्थी के अनभु
व ससीं
ार के हों, जसै
े- कोई चुिकु ला या हास्य-प्रसगीं
सनु
ाना,
हाल में पढ़ी पस्ु
तक या देिे गए लसनेमा की कहान सनु
ाना।
·  जब परीक्षार्थी बोलना प्रारींभ करें तो परीक्षक कम से कम हस्तक्षेप करें।
पठन कौिल
पठन क्षमता का मख्ु
य उद् देश्य ऐसे व्यष्ततयों का तनमााण करने में तनदहत है जो स्वतत्रीं
रूप से धचतीं न
कर सकें तर्था ष्जनमें न के वल अपने स्वयीं के ज्ञान का तनमााण करने की क्षमता हो अवपतु वे इसका
आत्मावलोकन भ कर सकें ।
·   सरसरी दृष्टि से पढ़कर पाठ का कें द्रीय ववचार ग्रहण करना।
·   एकाग्रधचत हो एक अभ टि गतत के सार्थ मौन पठन करना।
·   पदठत सामग्र पर अपन प्रततकक्रया प्रकि करना।
·    भाषा, ववचार एवीं शली की सराहना करना।
·   सादहत्य के प्रतत अलभरूधच का ववकास करना।
·     सदीं
भा के अनसु
ार शब्दों के अर्थ–ा भेदों की पहचान करना।
·   ककस ववलशटि उद्देश्य को ध्यान में रिते हुए तत्सबीं
धीं
  ववशषे
स्र्थल की पहचान करना।
·  पदठत सामग्र के ववलभन्न अशों का परस्पर सबीं
धीं
समझना I
·   पदठत अनच्ु
छे दों के श षका
एवीं उपश षका
देना।
·   कववता के प्रमिु
उपादान – तकु
, लय, यतत आदद से पररधचत कराना।
हिप्पण : पठन के ललए सामाष्जक, साींस्कृ ततक , प्राकृ ततक, कलात्मक, मनोवज्ञै
ातनक, वज्ञै
ातनक तर्था
िेल-कू द और मनोरींजन सबीं
धीं
  सादहत्य के सरल अशीं
चुने जाएँ।
शलिने की योग्यताएाँ
·   ललवप के मान्य रूप का ही व्यवहार करनाI
·  ववराम-धचह्नों का सही प्रयोग करनाI
·   लेिन के ललए सकक्रय (व्यवहारोपयोग ) शब्द भडीं
ार की वद्ृ
धध करना।
·  प्रभावपणू
ा भाषा तर्था लिे
न-शली का स्वाभाववक रूप से प्रयोग करना I
·    उपयतु
त अनच्ु
छे दों में बािँ
कर ललिना।
·     प्रार्थना
ा पत्र, तनमत्रीं
ण पत्र, बधाई पत्र, सवेदना पत्र, आदेश पत्र, एस.एम.एस आदद ललिना और
ववववध प्रपत्रों को भरना।
·  ववववध स्रोतों से आवश्यक सामग्र एकत्र कर अभ टि ववषय पर तनबधीं
ललिना।
·   देि हुई घिनाओीं का वणना
करना और उन पर अपन प्रततकक्रया प्रकि करना।
·    पढ़ी हुई कहान को सवीं
ाद में तर्था सवाद को कहान में पररवततता
करना।
·    समारोह और गोष्टठयों की सचू
ना और प्रततवेदन तयै
ार करना।
·    सार, सक्षीं
ेप करण एवीं भावार्था ललिना।
·    गद्य एवीं पद्य अवतरणों की व्याख्या ललिना।
·    स्वानभु तू
ववचारों और भावनाओीं को स्पटि सहज और प्रभावशाली ींग से अलभव्यतत करना।
·    क्रमबद्धता और प्रकरण की एकता बनाए रिना।
·    ललिने में मौललकता और सजना
ात्मकता लाना।
रचनात्मक अशभव्यक्तत
·   वाद-वववाद
ववषय का चुनाव ववषय–लशक्षक स्वयीं करें।
आधार त्रबदीं
ु– ताकका कता, भाषण कला, अपन बात अधधकारपवू का
कहनाI
·   कवव सममेलनI
पाठ्यपस्ु
तक में सकीं
ललत कववताओीं के आधार पर कववता पाठ
या
मौललक कववताओँ की रचना कर कवव सममेलन या अत्ीं याक्षरी
आधार ब दिं ु
Ø अलभव्यष्तत
Ø गतत, लय, आरोह-अवरोह सदहत कववता वाचन
Ø   मचीं
पर बोलने का अभ्यास/या मचीं
भय से मष्ु तत
कहान सनु
आधार ब दिं
ाना/ कहान ललिना या घिना का वणना
ु
/लेिन
Ø सवाद – भावानकु
ूल एवीं पात्रानकु ू ल
Ø घिनाओीं का क्रलमक वववरण
Ø प्रस्ततु
 करण
Ø उच्चारण
·    पररचय देना और पररचय लेना – पाठ्य पस्ु
तक के पाठों से प्रेरणा लेते हुए आधतु नक तरीके से
ककस नए लमत्र से सवीं
ाद स्र्थावपत करते हुए अपना पररचय सरल शब्दों में देना तर्था उसके ववषय
में जानकारी प्राप्त करना।
·   अलभनय कला-पाठों के आधार पर ववद्यार्थी अपन अलभनय प्रततभा का प्रदशना
कर भाषा में
सवादों की अदायग का प्रभावशाली प्रयोग कर सकते हैं। नािक एक सामदू हक कक्रया है, अतः
नािक के लेिन, तनदेशन सवाद, अलभनय, भाषा व उद्देश्य इत्यादद को देिते हुए लशक्षक स्वयीं अकों का तनधाारण कर सकता है।
·    आशभु
ाषण – ववद्याधर्थया
ों की अनभु
व पररधध से सबीं
धीं धत ववषय।
·    सामदू हक चचाा – ववद्याधर्थया
ों की अनभु
व पररधध से सबीं
धीं धत ववषय।
प्रस्ततु
 करण
मलू
यािंकन के सकिं
ेत ब दिं ओु
िं का वववरण
· आत्मववश्वास
·    हाव-भाव
·  प्रभावश लता
·   ताकका कता
·    स्पटिता
ववषय वस्तु
·    ववषय की सही अवधारणा
·    तका सममत
भाषा
·    शब्द चयन व स्पटिता स्तर और अवसर के अनकु
उच्चारण
ूल।
·    स्पटि उच्चारण, सही अनतु
ान, आरोह-अवरोह पर अधधक बल।
ह दी पाठ्यक्रम – अ (कोड स.िं
– 002)
कक्षा 9व िं ह दी अ – सकिं
शलत परीक्षाओिं ेतु पाठ्यक्रम ववननदेिन 2018-19
परीक्षा भार ववभाजन
ववषयवस्तु उप भार कु ल भार
1 पठन कौशल गद्याींश व काव्याींश पर श षका  का चुनाव, ववषय-वस्तु का बोध, भावषक त्रबदीं ु /सरचना आदद पर अतत लघत्ू तरात्मक  एवीं लघत्ू तरात्मक प्रश्न 15
अ एक अपदठत गद्याींश (100 से 150 शब्दों के ) (1×2=2) (2×3=6) 8
ब एक अपदठत काव्याींश (100 से 150 शब्दों के ) (1×3=3) (2×2=4) 7
2 व्याकरण के ललए तनधााररत ववषयों पर ववषय-वस्तु का बोध,  भावषक त्रबदीं ु /सरचना आदद पर प्रश्न (1×15) 15
व्याकरण
1 शब्द तनमााण
उपसगा – 2 अक, प्रत्यय – 2 अक, समास – 3 अकीं		 7
2 अर्था की दृष्टि से वातय भेद – 4 अकीं 4
3 अलकार – 4 अकीं
(शब्दालकीं ार अनप्रु ास, यमक, श्लेष) ( अर्थाालकीं ार उपमा, रूपक, उत्प्रेक्षा, अततशयोष्तत, मानव करण)		 4
3 पाठ्यपस्ु तक क्षक्षततज भाग – 1 व परू क पाठ्यपस्ु तक कृ ततका भाग -1 30
अ गद्य िींड 13
1 क्षक्षततज से तनधााररत पाठों में से गद्याींश के आधार पर
ववषय-वस्तु का बोध, भावषक त्रबदीं ु /सरचना आदद पर प्रश्न
। (2+2+1)		 5
2 क्षक्षततज से तनधााररत गद्य पाठों के  आधार पर
ववद्याधर्थया ों की उच्च धचतन व मनन क्षमताओीं  का आकलन करने हेतु प्रश्न ।(2×4)		 8
ब काव्य िींड 13
1 काव्यबोध व काव्य पर स्वयीं की सोच की परि करने 5
हेतु क्षक्षततज से तनधााररत कववताओीं में से काव्याींश के आधार पर प्रश्न (2+2+1)
2 क्षक्षततज से तनधााररत कववताओीं के आधार पर ववद्याधर्थया ों
का काव्यबोध परिने हेतु प्रश्न । (2×4)		 8
स परू क पाठ्यपस्ु तक कृ ततका भाग – 1 4
परू क पष्ु स्तका कृ ततका के तनधााररत पाठों पर आधाररत एक प्रश्न पछू ा जाएगा (ववकल्प सदहत)। इस प्रश्न का कु ल भार चार अकीं होगा। (4×1) 4
4 लेिन 20
अ ववलभन्न ववषयों और सदभों पर ववद्याधर्थया ों के तका सगत ववचार
प्रकि करने की क्षमता को परिने के ललए सकीं े त त्रबदीं ओु ीं पर आधाररत समसामतयक एवीं व्यावहाररक ज वन से जुडे हुए ववषयों पर 200 से 250 शब्दों में ककस एक ववषय पर तनबधीं । (10×1)		 10
ब अलभव्यष्तत की क्षमता पर कें दद्रत औपचाररक अर्थवा
अनौपचाररक ववषयों में से ककस एक ववषय पर पत्र। (5×1)		 5
स ककस एक ववषय पर सवाद लेिन। (5×1) 5
कु ल 80
नोि : तनमनललखित पाठों से प्रश्न नहीीं पछू
ेजाएींगIे
क्षक्षततज (भाग – 1) · उपभोततावाद की सस्ीं कृ तत
· एक कु त्ता और एक मनै ा
· साखियाँ व सबद पाठ से सबद – 2 सतो भाई
आई..
· ग्राम श्र
कृ ततका (भाग – 1) ·
·		 इस जल प्रलय में
ककस तरह आखिरकार मैं		 दहदी में आया
ह दी पाठ्यक्रम – अ (कोड स.िं
002)
कक्षा 10व िं ह दी – अ परीक्षा ेतु पाठ्यक्रम ववननदेिन 2018-19
परीक्षा भार ववभाजन
ववषयवस्तु उप भार कु ल भार
1 पठन कौशल गद्याींश व काव्याींश पर श षका  का चुनाव, ववषय-वस्तु का बोध, भावषक त्रबदीं ु /सरीं चना आदद पर अतत लघत्ू तरात्मक एवीं लघत्ू तरात्मक प्रश्न 15
अ एक अपदठत गद्याींश (100 से 150 शब्दों के ) (1×2=2) (2×3=6) 8
ब एक अपदठत काव्याींश (100 से 150 शब्दों के ) (1×3=3) (2×2=4) 7
2 व्याकरण के ललए तनधााररत ववषयों पर ववषय-वस्तु का बोध, भावषक त्रबदीं ु
/सरचना आदद पर प्रश् (1×15)		 15
व्याकरण
1 रचना के आधार पर वातय भेद (3 अक) 3
2 वाच्य (4 अकीं ) 4
3 पद पररचय (4 अक) 4
4 रस (4 अक) 4
3 पाठ्यपस्ु तक क्षक्षततज भाग – 2 व परू क पाठ्यपस्ु तक कृ ततका भाग – 2 30
अ गद्य िींड 13
1 क्षक्षततज से तनधााररत पाठों में से गद्याींश के आधार पर ववषय-
वस्तु का बोध, भावषक त्रबदीं ु /सरचना आदद पर प्रश्न । (2+2+1)		 5
2 क्षक्षततज से तनधााररत गद्य पाठों के आधार पर ववद्याधर्थया ों की
उच्च धचतीं न व मनन क्षमताओीं का आकलन करने हेतु प्रश्न। (2×4)		 8
ब काव्य िींड 13
1 काव्यबोध व काव्य पर स्वयीं की सोच की परि करने हेतु क्षक्षततज से तनधााररत कववताओीं में से काव्याींश के आधार  पर प्रश्न (2+2+1) 5
2 क्षक्षततज से तनधााररत कववताओीं के आधार पर ववद्याधर्थया ों  का
काव्यबोध परिने हेतु प्रश्न । (2×4)		 8
स परू क पाठ्यपस्ु तक कृ ततका भाग – 2
परू क पष्ु स्तका कृ ततका के तनधााररत पाठों पर आधाररत एक प्रश्न पछू ा जाएगा (ववकल्प सदहत)। इस प्रश्न का कु ल भार चार अकीं   होगा। (4×1) 4
4 लेिन
अ ववलभन्न ववषयों और सदभो पर ववद्याधर्थया ों के तका सगत ववचार प्रकि
करने की क्षमता को परिने के ललए सकीं े त त्रबदीं ओु ीं पर  आधाररत समसामतयक एवीं व्यावहाररक ज वन से जुडे हुए ववषयों पर 200 से		 10 20
250 शब्दों में ककस एक ववषय पर तनबध। (10×1)
ब अलभव्यष्तत की क्षमता पर के ष्न्द्रत औपचाररक अर्थवा अनौपचाररक
ववषयों में से ककस एक ववषय पर पत्र। (5×1)		 5
स ववषय से सबीं धीं धत 25-50 शब्दों के अतगता ववज्ञापन लेिन। (5×1) 5
कु ल 80
नोि : तनमनललखित पाठों से प्रश्न नहीीं पछू
ेजाएींगIे
क्षक्षततज (भाग – 2) · देव
· जयशकर प्रसाद – आत्मकथ्य
· स्त्र लशक्षा के ववरोध कु तकों का िींडन
· सस्ीं कृ तत
कृ ततका (भाग – 2) ·
·		 एही ठै याँ झुलन हेरान हो रामा! मैं तयों ललिता हूँ?
प्रश्नपत्र का प्रश्नानसु
ार ववश्लेषण एविं प्रारूप
ननधाारितरत समयावधध : 3 घििं
ह दी पाठ्यक्रम – अ
कक्षा – 9व िं एविं 10व िं
ेअधधकतम अकिं
: 80
क्र प्रश्नों का दक्षता परीक्षण/ अधधगम अनत- लघूत्तरात्मक नन िंधात्मक नन िंधात्मक नन िंधात्मक कु ल
. प्रारूप परितरणाम लघूत्तरात्मक 2 अिंक -I -II -III योग
स.िं 1 अिंक 4 अिंक 5 अिंक 10 अिंक
क अपदठत अवधारणात्मक बोध, अर्थग्रा हण, 05 05 15
बोध अनुमान  लगाना,  ववश्लेषण
करना, शब्दज्ञान व भावषक
कौशल
ि व्यावहारर व्याकरखणक सींरचनाओीं का बोध 15 15
क और  प्रयोग,  ववश्लेषण  एवीं
व्याकरण भावषक कौशल
ग पाठ्य प्रत्यास्मरण,       अर्थग्रा हण 02 12 01 30
पस्ु तक (भावग्रहण) लेिक के मनोभावों
को   समझना,   शब्दों   का
प्रसींगानुकू ल  अर्था  समझना,
आलोचनात्मक       धचतन,
ताकका कता, सराहना, सादहष्त्यक
परींपराओीं  के  पररप्रेक्ष्य  में
मूल्याींकन,        ववश्लेषण,
सजृ नात्मकता,  कल्पनाश लता,
काय-ा कारण   सींबींध   स्र्थावपत
करना, सामयता एवीं अींतरों की
पहचान,   अलभव्यष्तत   में
मौललकता एवीं ज वन मूल्यों की
पहचान।
घ रचनात्म सींके त  त्रबदीं ओु ीं  का   ववस्तार, 02 01 20
क लेिन अपने मत की अलभव्यष्तत,
(लेिन सोदाहरण समझाना, औधचत्य
तनधाारण, भाषा में प्रवाहमयता,
कौशल) सिीक शैली, उधचत प्रारूप का
प्रयोग,    अलभव्यष्तत    की
मौललकता, सजृ नात्मकता एवीं
ताकका कता
कु ल 1×22
=22		 2×17
=34		 4×1
=4		 5×2
=10		 10×1
=10		 80

To see the full specifications with in-depth details click here

Secondary School Certificate Examination (IX-X) e-Publishing and e-Office Class X Only 2018-19

by

CBSE Curriculum for Secondary School Certificate Examination (IX-X) e-Publishing and e-Office Class X Only 2018-19

CBSE Learning Outcomes
e- Publishing and e-Office (CBSE)
(For the Session 2018-19 only)
(Code No. 354/454)
•       Ability  to  demonstrate  creation  of  tables  and  integrating  with  (word  documents)  e-
publishing operations
•        Ability to use image creation and editing tools
•       Ability to demonstrate touch typing with speed and accuracy on different layouts, e.g. QWERTY and INSCRIPT
•       Ability to demonstrate conversions of various file format and creating UNICODE compliant documents
•       Understanding various components of computer system including peripherals of different types
•       Understanding of internet operations & Web applications
•       Awareness of Cyber Security and Netiquette
•       Awareness of ethical practices in computing
•       Awareness of software in open domain and their licensing Scheme
Note:
This Paper has been divided in two parts i.e. theory and practical. The division of marks of theory and practical is as given below:
Theory                                30 Marks
Practical                             70 Marks
Total                                   100 Marks
Class – X (for Session 2018-19 only)
Maximum Marks: 30                                             Time: 2 Hours                             Periods: 60
Unit No. Title of the unit Marks Periods Theory Periods Practical Periods
1. Internet as Web Resource & Network security 6 13 5 8
2. Word Processing-II 9 18 5 13
3. Working with Spreadsheet-II 5 10 3 7
4. Working with image and text document-II 6 12 3 9
5. E-publishing 4 7 2 5
Total 30 60 18 42
Theory
Maximum Marks: 30
S. No Marks
1.
1.1
1.2
1.3
1.4
1.5
1.6
1.7		 Internet as Web Resource & Network security
Browsers such as Chrome, Mozilla, Internet Explorer
Protocol such as TCP/IP, FTP, PPP, Remote Login Protocol (TELNET) Electronic Mail: Create and email, sorting email, attachments (Upload/download). Explore methods for e-mailing non-English documents Office Web Apps : Google docs/Sky drive Creation of (Folder, Document, Form, Spreadsheet)
Concepts: Cyber Law, Firewall, Cookies, Hackers and Crackers, Ethical Practices: Netiquettes
Practice in on-line transactions such as online registration, net-banking, e- purchasing etc.
Precautions in secured transactions		 6
2
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8		 Word Processing-II
Page-Setting (Size, Orientation and Margins), Setting Line Spacing & Paragraph Spacing, Inserting Special Characters and Symbols, Creating Bulleted & Numbered List, Inserting Pictures
Using Find & Replace, Using Superscript & Subscript, Writing mathematical formulas and equations
Creating a Table and Entering Data in it.
Using Spell Check and Grammar Check, Adding Header and Footer. Using Mail Merge
File Types in Writer/Clac Document Saving Writer/Clac as PdF
Import files frame call into Writer by using insert OLE objects.		 9
3.
3.1
3.2
3.3		 Working with Spreadsheet-II
Relative referencing, Absolute Referencing, Mixed Referencing Usage of simple Statistical Functions: SUM(), AVERAGE(), MAX(), MIN(), IF function with range of values
Embedding Charts of various types: Line, Pie, Scatter Bar and Area Chart.		 5
4.
4.1
4.2
4.3		 Working with image and text document-II
Transform Tool: Align, Move, Crop, Rotate, Scale, Shear, per- spective, Flip, The Cage Tool Color Tools: Color Balance.
Hue-Saturation, Colorize, Brightness-Contrast, Threshold, Levels, Curves,
Posterize, Desaturate
Other: Paths, Color Picker, Zoom, Measure, Text		 6
5.
5.1
5.2
5.3
5.4
5.5
5.6		 E-Publishing
e-publishing: Publishing in older days, e-magazine, e-book, e-book: Book marks, Search, Read from, Read to, Page count,
Indexing, Summary, Comparing two books, Book review.
Digital Library: TIFF, GIT, JPGE
e-office operations: Content capturing, Content Authoring, Work Flow, Archiving, Publishing, Indexing Searching & retrieval, Versioning, Aging & retention, security, compression, reporting, Appointment.
Collaborative Working e-office working etiquettes and ethical practices, advantages of e-office and application in e- governance.
Online tools for converting PDF of doc./.xls(such as www.zam-zar.com) Online tools to convert Scanned text document (JPEG) to Writer/Clac (such as www.onlineocr.net)		 4
PRACTICAL WORK Class X
1)     Internet as web resource:
70 marks
•       Create an email id on Google, upload an attachment and send email, download the
attachment from the received email
•       Demonstration of TCP/IP, FTP & Remote login Protocol.
•       Web Apps
•       Practice in online transaction e.g. Online registration, net banking, e-purchasing etc.
•       Demonstration of network security features and precautions regarding secured transaction.
Sample Case Studies
a.      Write a Document on Google drive with a notice for cancellation of winter vacation and opening of school and share it with 5 students of your class.
b.      Create  an  online  registration  form  in  Google  drive  to  register  the  students  for  the competition to be held in school with the following information
S. No.: Text
Name of the Student: Text Date of Birth: Date
School  Name:  Paragraph  Text Tel. No.: Texts
Event Name: Check Boxes Gender: Choose from List
Participation in Surprise Event: Multiple Choices
Share it with the students of your class (using email IDs). Print the Spread sheet is created after filling the form.
c.       Practice in online transaction e.g. online registration, net banking etc.
d.       Demonstration of network security features and precautions regarding secured transaction.
2)     Document Preparation:
Layout are required to be created with the following features:
1.  Page-Setting, Setting Line Spacing & Paragraph Spacing.
2.  Inserting Special Characters and Symbols inserting Pictures
3.  Creating a Table and Entering Data in it
4.  Adding Header and Footer, Creating Bulleted & Numbered List.
5.  Spell check and grammar check of a document.
6.  Save the document created in the above specified lab activity in 4(a) and 4(b) in pdf.
Open the documents thus saved and observe the associated software.
7.  Import spreadsheet file into document file
Sample Case Studies
a.  Create a newsletter for your school
b.  Your school has organized Annual Function, Create a report that includes the highlights of
the day.
c.  Using Mail Merge replicate a birthday invitation letter with five different addresses.
[Students may be encouraged to work on a case study with entries in an Indian language.]
3)     Spreadsheet Preparation:
Use simple Statistical Functions: SUM (), AVERAGE (), MAX (), MIN (). IF function with range of values, embedding Charts of various types: Line, Pie,
Scatter Bar and Area in a Worksheet
Sample Case Studies
a)      Create a worksheet to organize your monthly expenses and calculate the balance for you. You can use fictitious data for this assignment!
Your worksheet should include the following data:
a.      A title such as “ My Monthly Expenses”
b.      Expenses: At least four items (e.g. rent, utilities, food , parking, payroll, phone bill, etc.) during a period of four months
c.      Income: At least two sources (e.g. Loan, Family Support, Student Work, Other, etc.) during a period of four months
Follow the instructions below and complete a personal work sheet for the expenses you spent in the past 4 months.
(i)      Set up the table. Plan how you would like the table to look like. The following is an example.
My Monthly Income
Expenses September October November December Total Average Check
Housing
Phone
Tuition
Utilities
Food
Total Expenses
Income
Work sutdy
Loan
Total Income
Balance
4.      Input raw data
5.      Compute the date
Compute the total
·    Compute the total expense for each of the months
·    Compute the total expense for each of the items across the four moths
·    Compute the total income for each of the months
·    Compute the total income for each of the sources across the four months
Compute the average
·    Compute the average for each of the items across the four months
·    Compute the average income for the different sources
·    Compute the average monthly income
Compute the balance: difference between income and expense
For each of the months, between the total income and the total expense for the four months and the difference between the total income and the total expense during the four months.
Multiply the average by four to double-check the average operation. In other words see if the result of the multiplication matches the total.
iv. Create graphs.
•      Create a column chart on monthly expenses in the worksheet, including a chart title,and axes titles. Your legend must have specific labels instead of “series 1,
Series 2… and Series 5”
•       Create a second graphic (of your chosen style) on the monthly balance during the past four months.
v. Header/footer
Add a header to the worksheet that displays your name, email address, class & section, and a footer that displays the number of pages.
vi. Print it
4.    Image and Text Editing:
Transform Tools: Align, Move, Crop, Rotate, Scale, Shear, Perspective,
Flip, The Cage Tool, Color Tools: Color Balance, Hue*Saturation, Colorize, Brightness- Contrast, Threshold.
Sample Case Studies
1)      Create a collage from the pics of any event held in school
2)      Create a logo of school magazine.
5.    E-Publishing
•       Preparing e-book in PDF format
•       Convert scanned document into word/spreadsheet format.
•       Prepare a write up on difficulties faced in e-publishing and precautions you suggest.
Project Work:
Sample Project-I:
ABC Company is planning to establish a publishing House. They have asked you to explore the market and submit the report that should have
•       Hardware requirement and estimated cost
•       Software requirement and estimated cost
•       Infrastructure requirement
•       Manpower
•       Electricity
•       Other expenses
•       Expected market
•       Profits etc.
The report should have
•       A letter head having company’s logo and name
•       Advertisement in pdf format
•       Brochure having details of Publishing House
Use mail merge feature to send the report to various banks for sanctioning of loans.
Sample Project-II:
Given a bilingual document in Unicode, work out the procedure for E-publishing it.
Note:  Computing is easy in Hindi and Other Indian Languages also. An example case study is
given in Hindi.Students may prepare similar case-studies in respective regional languages also.
Sample Project-III:
Filter command
Practical File Hands on Experience, Project Report & Viva Total
20 50 70
QUESTIONS PAPER DESIGN 2018–19
CLASS–X
e-Publishing and e-Office                                                                                                    Marks: 30
S.
No.		 Typology of Questions Very Short Answer (VSA) (1
Mark)		 Short Answer- I (SA) (2
Marks)		 Short Answer- II (SA) (3
Marks)		 Long Answer (LA) (4
Marks)		 Total Marks %
Weightage (approx.)
1 Remembering-(Knowledge based- Simple recall questions, to know specific facts, terms, concepts, principles or theories; Identify, define, or recite, information) 2 1 – – 4 14%
2 Understanding- (Comprehension- to be familiar with meaning and to understand conceptually, interpret, compare, contrast, explain, paraphrase, or interpret information) 1 3 – – 7 23%
3 Application (Use abstract information in concrete situation, to apply knowledge to new situation; Use given content to interpret a situation, provide an example, or solve a problem) 1 1 1 1 10 33%
4 Higher Order Thinking Skills (Analysis & Synthesis- Classify, compare, contrast, or differentiate between different pieces of information; Organize and /or integrate unique pieces of information from variety of sources ) – – 1 1 7 23%
5 Evaluation ( Judge, and/or justify the value or worth of a decision or outcome, or to predict outcomes based on values) – 1 – – 2 7%
Total 4×1=4 6×2=12 2×3=6 2×4=8 30 100%

To see the full specifications with in-depth details click here

Secondary School Certificate Examination (IX-X) FIT Curriculum (2018-19) for X only 2018-19

by

CBSE Curriculum for Secondary School Certificate Examination (IX-X) FIT Curriculum (2018-19) for X only 2018-19

FOUNDATION OF INFORMATION TECHNOLOGY (FIT) (CBSE)
(CODE No. 165)
(For Session 2018-19 only)
Learning Outcomes:
•        Understanding organization of a computer system and networking.
•        Basic understanding of database design.
•        Ability to work on office tools such as word processor, spreadsheet and presentation.
•        Ability to apply knowledge and practice on office tools to develop IT applications.
•        Ability to use Indian languages in developing an IT application.
•        Ability to design HTML webpage.
•        Appreciation/awareness of societal impacts of information technology in business. Public services, education, health etc.
•        Awareness of basic information security issues.
Job Opportunities:
•        Upon completion of this optional course on FIT at secondary level, one will be able to assist in IT-enabled office work.
CBSE CLASS X
Theory: 40 Marks                                                                                        Practical: 60 Marks
Unit Description Marks
Theory Practical
Unit I Basics of Information Technology 10 –
Unit II Information Processing Tools 25 30
Unit III Societal Impacts of IT 05 –
Unit IV IT Applications – 30
Total 40 60
CBSE CLASS X : (THEORY)
Time: 2½hours                                                                                                           Marks : 40
Unit I: Basics of Information Technology
Internet: World Wide Web, Web servers, Web Clients, Web sites, Web Pages, Web Browsers, Blogs, News groups, HTML, Web address, E-mail address, URL, HTTP, FTP, downloading and uploading files from remote site;
Services available on Internet: Information Retrieval, Locating sites using search engines and finding people on the net;
Web Services: Chat, email, Video Conferencing, e-Learning, e-Banking, e-Shopping, e-Reservation,  e-Governance, e-Groups, Social Networking.
Unit II: Information Processing Tools
Office Tools
Database Management Tool: Basic Concepts and need for a database, Creating a database, DataTypes-Text, Number, Date, Time, Setting the Primary Key, Entering data into a
database, Inserting and deleting Fields, Inserting and deleting Records, Field Size, Default
Value, Creating Query using Design view.
Information Representation Methods Hyper Text Markup Language
Introduction to Web Page Designing using HTML, Creating and saving an HTML document, accessing a web page using a web browser (Google Chrome, Internet Explorer, Mozilla Firefox, Opera, Apple Safari, Net scape Navigator);
Elements in HTML: Container and Empty elements, Designing web pages using the following elements:
HTML, HEAD, TITLE, BODY (Attributes: BACKGROUND, BGCOLOR, TEXT, LINK, ALINK, VLINK, LEFTMARGIN, TOPMARGIN), FONT(Attributes: COLOR, SIZE, FACE),   BASEFONT(Attributes:   COLOR,   SIZE,   FACE),   CENTER,   BR   (Break),
HR(Horizontal Rule, Attributes: SIZE, WIDTH, ALIGN, NOSHADE, COLOR) inserting comments, H1..H6 (Heading), P (Paragraph), B (Bold), I (Italics), U (Underline), UL & OL (Unordered List & Ordered List Attributes: TYPE, START), LI (List Item)
Insertion of images using the element IMG (Attributes: SRC, WIDTH, HEIGHT, ALT,
ALIGN), Super Script SUP, Subscript SUB, Creating Table using the element TABLE (BACKGROUND,     BGCOLOR,     WIDTH,     CELLSPACING,     CELLPADDING,
BORDER), TR, TH, TD, ROWSPAN, COLSPAN, Internal and External Linking between Web Pages:
Significance of linking, A – Anchor Element (Attributes: NAME, HREF, TITLE, MAILTO)
XML (Extensible Markup Language)
Introduction to XML, Difference between XML and HTML with respect to the following: Data separation, data sharing, document structure, tags, nesting of elements, attributes, values. XML Elements – Defining own tags in XML, root elements, child elements and their attributes; Comments in XML, White space and new line in XML, well formed XML documents, validating XML documents, XML Parser, Viewing XML documents in a web browser.
Unit III: Societal Impacts of IT
Information  Security:  Virus,  Worms,  Trojans  and  Anti-Virus  Software,  Spyware,  Malware, Spams,  Data  Backup  and  recovery tools  and  methods,  Online  Backups,  Hacker  and Cracker with regard to Computer Data and Applications, Social Networking Information security provisions in e-commerce, Benefits of ICT in Education, Healthcare, Governance, Virtual, School, emergence of Knowledge economy, Impact of ICT on Society: Knowledge based society, Infomania, Digital Unity and Digital Divide.
Unit IV: IT Applications
Students are suggested to work on the following suggestive areas using Database Management Tool and HTML on topics implementing the tools/elements covered in the course.
Domains: Database Design:
•      Personal Data Record File
•      School/Class Result Record
•      Employee Payroll
•      Stock Inventory
•      Vehicle Parking Record File
Webpage Design:
•      My Home Page
•      My School
•      My Family
•      Personal Blog with Name, Photo, Areas of Interest, School, State, Country
•      School   Website   –   Infrastructure,   Facilities,   Uniform,   Motto,   School   Pictures, Extra-Curricular Activities, Subject and Language Options
•      Travel and Tourism
•      Statistics on India – State wise Area, Population, Literacy (Enrolment in Primary, Middle, Secondary, Senior Secondary), Gender Ratio
•      Environment (Save Energy) and Pollution (Global Warming)
CLASS X : (Practical)
Time : 4 hours                                                                                                              Marks : 60
(A)      HANDS ON EXPERIENCE                                                                       30 Marks
1.         Database Design:*
•      Creating and entering data into a database
•      Setting the primary key
•      Inserting meaningful data and organising
•      Creating Query with the same design view of the table.
2.        Webpage Designing *
•      Adding a title to webpage
•      Formatting Text
•      Adding Ordered/Unordered Lists
•      Writing Text in Paragraphs
•      Inserting Image
•      Adding content in Tabular Form
•      Adding Internal / External links.
The students are supposed to know the tools and style for designing domain specific web pages from real life applications and the topics mentioned in the syllabus.
3.       XML Assignment*
Students to be asked to create an XML document on the lines of XML concepts covered in theory syllabus.
*Printouts of the document(s) should be attached with the answer sheet.
(B)     IT APPLICATIONS REPORT FILE                                                         15 Marks
Students are supposed to make an IT Application Report File containing real life assignments using a Database Management Tool and HTML
•  5 Database Solutions
•   8 HTML source code along with browser view
•   2 XML Documents Source Code and View
(C)    IT Application project using database and website design in a domain such as School
Management, Public Services Computing, Business Computing.                               10 Marks
(D)         VIVA VOCE                                                                                               05 Marks
Viva based on IT applications report file.

To see the full specifications with in-depth details click here

Secondary School Certificate Examination (IX-X) Elements of Business 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) Elements of Business 2018-19

Objective:
(I) ELEMENTS OF BUSINESS (CODE NO. 154) (CBSE)
(2018-19)
The objective of this paper is to provide elementary knowledge of the different aspects of business.
CLASS-IX
Marks: 100                                                                                                                            3 Hours
Theory: 70 Marks           Practical/ Project: 30 Marks
Unit Marks
I Fundamentals of Business Activities 20
II Operative Activities in Business 20
III Steps Involved in Establishing Business 15
IV Fundamental Areas of Business 15
Practical / Project 30
Total 100
CBSE UNIT – I: Fundamentals of Business Activities
(a)  Characteristics of Business Activities
(b)  Business as an Activity – How it is different from
(i)   Profession           (ii) Employment
(c)  Business includes vocation – characteristics of vocational activities
(d)  Business as an economic activity
(i)   Profit orientation
(e)  Factors affecting business
(i)   Economic            (ii) Social            (iii) Political
UNIT – II: Operative Activities in Business
(a) Industries – concept
(b) Commerce – concept
(c) Industries
(i)   Characteristics (ii) Types & Nature (iii) Manufacturing
(iv) Capital Intensive (v) Labour Intensive
(d) Commerce
(i)    Banking (ii) Insurance (iii) Transportation
(iv)  E-Commerce (v) M-Commerce (vi) Trade
(vii) Other Services
UNIT – III: Steps Involved in Establishing Business
(a)  Nature & forms of Business Organization
(b)  Sole Proprietorship
(c)  Partnership
UNIT – IV: Fundamental Areas of Business
(a)  Production
(b)  Finance
(c)  Marketing
(d)  Human Resources
CBSE GUIDELINES FOR PRACTICAL
Project/ chart should be brief and should be of 20-30 pages, preferably handwritten. The project will be evaluated on the following parameters:
·     Prepare a chart / Project on any one topic from syllabus                         (20 Marks)
·     Viva                                                                                                           (10 Marks)
Study Material:
Study Material for Syllabus of Elements of Business (0154) class IX is available on CBSE website.
ELEMENTS OF BUSINESS (154)
CLASS-X (2018-19)
100 Marks                                                                                                                             3 Hours
Theory: 70 Marks           Practical/ Project: 30 Marks
Unit Marks
I Company 10
II Sources of Business Finance 10
III Communication in Business Organisations 15
IV Selling and Distribution 15
V Large Scale Retail Trade 10
VI Selling 10
Practical / Project 30
Total 100
Contents
I Company
Private and Public company: meaning and Features. Multinational companies: meaning and features
II Sources of Business Finance
Sole proprietor, partnership firm: sources Company: Owners funds and borrowed funds
III Communication in Business Organisations
Meaning and methods: letter, e-mail, video conferencing, telephonic conversation
IV Selling and Distribution
(a) Concept of purchase and sale
(b) Types – Cash, Credit, Hire Purchase System and Installment Payment System
(c) Documents used in the process of purchase and sale – quotation, invoice, debit note, credit note, accounts sales, delivery note.
V Large scale Retail Trade
(a) Forms of large scale retail trade – Departmental Store and Multiple shops
(b) Non-store retailing- Mail order business, tele-shopping, automated vending machines, selling through internet.
VI Selling
(a) Personal Selling – meaning and importance
(b) Sales promotion – meaning and techniques
(c) Advertising – meaning, importance and media of advertising
GUIDELINES FOR PRACTICAL
Project/ chart should be brief and should be of 20-30 pages, preferably handwritten. The project will be evaluated on the following parameters:
·     Prepare a chart / Project on any one topic from syllabus                         (20 Marks)
·     Viva                                                                                                           (10 Marks)

To see the full specifications with in-depth details click here

Secondary School Certificate Examination (IX-X) English – Communicative (only class X) 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) English – Communicative (only class X) 2018-19

ENGLISH COMMUNICATIVE (Code No. 101) (CBSE)
CBSE SYLLABUS CLASS – X (2018-19)
SECTION – WISE WEIGHTAGE IN ENGLISH COMMUNICATIVE
Section Total Weightage 80
A Reading Skills 20
B Writing Skills with Grammar 30
C Literature Textbook and Extended Reading Text 30
TOTAL 80
Note: The Board examination will be of 80 marks, with a duration of three hours.
SECTION A: READING                                     20 Marks                             50 Periods
This section will have two unseen passages of a total of 700-750 words as per the
details below :
Q.1:         A Factual passage 300-350 words with eight Very Short Answer Type (VSA)
Questions.                                                                                     8 marks
Q. 2:        A Discur sive passage of 350-400 words with four Short Answer Type Questions
of eight marks to test inference, evaluation and analysis and four VSA to
test vocabulary and comprehension (two VSA for vocabulary and two for
comprehension)                                                                           12 marks
SECTION B: WRITING AND GRAMMAR              30 Marks                             60 Periods
Writing :-
Q. 3: Formal Letter (Complaints / Inquiry / Placing order / letter to the editor) in about 100-120 words. The questions will be thematically based on the Main Course Book.                                                                                  8 marks
Q.4:         Writing a short Story based on a given outline or cue/s in about  200-250 words.                                                                                         10 marks
Grammar :-
The Grammar syllabus will include the following areas in class X.
1.      Tenses
2.      Modals
3.      Use of passive voice
4.      Subject – verb concord
5.      Reporting
(i)      Commands and requests
(ii)     Statements
(iii)    Questions
6.      Clauses:
(i)      Noun clauses
(ii)     Adverb clauses
(iii)    Relative clauses
7.      Determiners
8.      Prepositions
The above items may be tested through test types as given below:
Q. 5: Gap filling with one or two words to test Prepositions, Articles, Conjunctions and Tenses .                                                                                             4 marks
Q. 6: Editing or Omission                                                                         4 marks
Q. 7: Sentences Re-ordering or Sentence Transformation in context.         4 marks
SECTION C: LITERATURE TEXTBOOK AND EXTENDED READING TEXT :30 Marks 60
Periods
Q. 8. One out of two extracts from prose / poetry / play for reference to context. Four Very Short Answer Questions: Two questions of one mark each for global comprehension and two questions of one mark each on interpretation.
4 marks
Q. 9. Four Short Answer type Questions from the Literature Reader to test local and global comprehension of theme and ideas (30-40 words each)       2×4 = 8 Marks
Q.10. One out of two long answer type questions to assess creativity, imagination and extrapolation beyond the text and across the  texts.  (100-120  words). 8marks
Q.11. One out of two Very Long Answer Question on theme or plot involving interpretation, inference and character, in about 200-250 words based on prescribed novel text
for extended reading.                                                                 10 Marks
Prescribed Books: Published by CBSE, New Delhi
CBSE INTERACT IN ENGLISH SERIES
1.      Main Course Book .
2.      Workbook .
3.      Literature Reader .
EXTENDED READING TEXTS (either one):
a. The Diary of a Young Girl (1947) by Anne Frank ( uploaded on CBSE  website)
b. The Story of My Life (1903) by Helen Keller ( unabridged edition)
NOTE: Teachers are advised to:
(i)     Encourage  classroom interaction among peers, students and teachers through activities such as role play, group work etc.
(ii)     reduce teacher-talk time and keep it to the minimum,
(iii)    take up questions for discussion to encourage pupils to participate and to marshal their ideas and express and defend their views, and
Besides measuring attainment, texts serve the dual purpose of diagnosing mistakes and areas of non- learning. To make evaluation a true index of learners’ attainment, each language skill is to be assessed through a judicious mixture of different types of questions.
Reading Section: Reading for comprehension, critical evaluation, inference and analysis are skills to be tested.
Grammar: Grammar items mentioned in the syllabus will be taught and assessed over a period of time. There will be no division of syllabus for Grammar.
Listening and Speaking Skills.                                                 50 Periods
Textbooks
Literature Reader
CBSE PROSE
1. Two Gentlemen of Verona 4. A Shady Plot
2 Mrs. Packletide’s Tiger 5. PatolBabu
3. The Letter 6. Virtually True
CBSE POETRY
1. The Frog and the Nightingale 2. Ozymandias
3 . The Rime of Ancient Mariner
4. Not Marble, nor the Gilded Monuments 5. Snake
CBSE DRAMA
1. The Dear Departed 2. Julius Caesar
Main Course Book
1. Health and Medicine 4. Environment
2. Education 5. Travel and Tourism
3. Science 6. National Integration
Extended Reading Texts – (either one)
Diary of a Young Girl – 1947 June 12, 1942 to March 14, 1944 By Anne Frank (unabridged edition uploaded on CBSE website )
The Story of My Life – 1903, Chapters
1-14 By Helen Keller (unabridged edition)		 Diary of a Young Girl – 1947 March 16, 1944 to August 01, 1944 By Anne Frank (unabridged edition , uploaded on CBSE website)
The Story of My Life – 1903 Chapters 15-23 By Helen Keller (unabridged edition)
WORK BOOK* – Suggested Break-up of Units for the purpose of classroom teaching
only – NOT FOR TESTING (see the following note).
1 Determiners 8 Comparison
2 Tenses
3 Subject-Verb Agreement 10 Nominalization
4 Non-Finites 11 Modals
5 Relatives 12 Active and Passive
6 Connectors 13 Reported Speech
7 Conditionals 14 Prepositions
epetition
Class – X
English Communicative 2018-19 (Code No. 101)
SAQ 30-40 LAQ-II VLAQ
Testing competencies/ VSAQ 1 100-120 200-250
words
Typology words Marks
learning outcomes Mark Words (HOTS)
2 marks
8 marks 10 marks
Reading Conceptual understanding,
Skills decoding, analyzing, 12 04 — — 20
inferring, interpreting and
Vocabulary
Creative Expressing an opinion,
Writing reasoning, justifying,
Skills and illustrating, appropriacy
Grammar of style and tone, using
appropriate format 12 — 01 01 30
and fluency. Applying
con¬ventions, using inte-
grated structures with
accuracy and fluency
Literature Recalling, reasoning,
Textbook appreciating, applying
and literary conventions,
Extended extrapolating, illustrating
Reading and justifying etc.
Texts Extracting relevant 04 04 01 01 30
information, identifying
the central theme and
sub themes, understanding
the writer’s message and
writing fluently.
Total 28 x 01 08 x 02 02 x 08 = 02 x 10 = 80
= 28 marks = 16 marks 16 marks 20 marks marks

CBSE Syllabus, CBSE Course, CBSE Text Books, CBSE Books, NCERT Books

Secondary School Certificate Examination (IX-X) Elements of Book Kepping and Accountancy 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) Elements of Book Kepping and Accountancy 2018-19

(II) ELEMENTS OF BOOK-KEEPING AND ACCOUNTANCY (CBSE)
(CODE NO. 254) CLASS-IX
Objective : The main objective of this paper is to enable the students to understand the
fundamental principles and to develop skills of preparing and maintaining simple books of accounts from given details.
One Paper                        3 Hours                            70 Marks                    210 Periods
Unit Contents Marks Periods
1 Introduction to Book Keeping and Accounting 8 25
2 Accounting Equation effects 8 25
3 Nature of Accounts and Rules for debit and credit 8 25
4 Journal 12 35
5 Ledger 11 35
6 Recording and posting of cash transactions 12 35
7 Trial balance 11 30
Total 70 210
Project 30 30
CBSE Unit 1 : Introduction to Book keeping and Accounting         25 Periods    08 Marks
Content Learning Outcomes
Introduction to Book Keeping and Accounting : Need, objectives, advantages The learners would be able to :
● Identify the need of Book Keeping.
● Understand the Objectives of Book Keeping.
● Appreciate the advantages of Book Keeping.
● Describe the meaning, objectives and advan- tages of accounting.
CBSE Unit 2 : Accounting Equation effects                                   25 Periods    08 Marks
Content Learning Outcomes
Accounting Equation effects : Business entity Concept, dual aspect of transaction and the accounting    equation,    effect of transactions on accounting equation. The learners would be able to :
● Understand the importance of business entity concept
● Explain the concept of accounting equation and appreciate that every transaction affects the accounting equation
CBSE Unit 3 : Nature of Accounts and Rules of Debit and Credit    25 Periods    08 Marks
Content Learning Outcomes
Nature of Accounts and Rules of debit and credit : Classification of accounts, rules debit and credit, preparation of accounting vouchers and supporting documents (Bills, cash memo, debit note, credit note) The learners would be able to :
● Understand the Classification of accounts
● Explain the rules of debit and credit
● Apply the rules of debit and credit
● Prepare the accounting vouchers with the help of supporting documents
CBSE Unit 4 : Journal                                                        35 Periods    12 Marks
Content Learning Outcomes
Journal : Need for journal, journal entries (no compound entries), subsidiary books (Cash book, purchase book, sales book, purchase return book, sales return book and journal proper) The learners would be able to :
● Understand the need for journal
● Develop the understanding of recording of transactions in journal
● Explain the importance of preparing subsidiary books.
CBSE Unit 5 : Ledger                                                         35 Periods    11 Marks
Content Learning Outcomes
Ledger :
Definition and importance, relation between journal and ledger. Meaning of posting, guiding rules procedure of posting transactions from journal  to ledger and balancing of accounts.		 The learners would be able to :
● Explain the concept of ledger and its impor- tance in accounting process.
● Appreciate the relationship between journal and ledger.
● Develop the understanding for posting of transactions and balancing of accounts.
● Explain the meaning of ledger posting
● Understand the procedure of ledger posting
Unit 6 : Recording and Posting of Cash Transactions   35 Periods    12 Marks
Content Learning Outcomes
Recording and posting of cash transactions : Necessity of cash book and its preparation. Simple cash book and cash book with cash and discount column. Petty cash book with imprest system. The learners would be able to :
● Explain the purpose of maintaining a cash book
● Develop the skill of preparing the format of different types of cash books
● Understand the method of recording cash transactions in simple cash book, double column cash book (cash book with cash and discount column) and petty cash book
● Understand the concept of imprest system
● Develop the skill of maintaining petty cash book on imprest system
CBSE Unit 7 : Trial Balance                                                          30 Periods    11 Marks
Content Learning Outcomes
Trial Balance : Purpose and Preparation (Only Balance Method; No suspense Account) The learners would be able to :
● State the need and objective of preparing trial balance
● Develop the skill of preparing trial balance by balance method
Project  Work
Project – I                                                                       15 Periods                15 Marks
Prepare a pictorial/verbal dictionary of accounting terms
Or
Prepare subsidiary books
Or
Diagrammatic presentation of principles of accounting
(Or any other topic related to the course content)
Project – II                                                                      15 Periods                15 Marks
Preparation of a Cash Book of ;
i. Your pocket money
ii. Help your parent to maintain one month cash statement
(OR any other topic related to the course content)
(II) ELEMENTS OF BOOK-KEEPING AND ACCOUNTANCY
(CODE NO. 254) CLASS-X
Objective : The main objective of this paper is to enable the students to understand the
fundamental principles and develop skills of preparing and maintaining simple books of accounts from given details.
One Paper                        3 Hours                  70 Marks                    210 Periods
Unit Contents Marks Periods
1 Capital and Revenue 8 25
2 Depreciation 12 35
3 Bank Reconciliation Statement 14 45
4 Bills of Exchange 10 25
5 Final Accounts 14 45
6 Accounting from Incomplete Records 12 35
Total 70 210
Project 30 30
Unit 1 : Capital and Revenue                                               25 Periods    08 Marks
Content Learning Outcomes
Capital and revenue : Capital and revenue receipts, capital and rev- enue expenditure and deferred revenue expenditure The learners would be able to :
● Recapitulate the meaning of the terms ‘Capi- tal’ and ‘Revenue’
● Appreciate the difference between capital and revenue receipts and capital and revenue expen- diture
● Acquire the knowledge about deferred revenue expenditure
Unit 2 : Depreciation                                                          35 Periods    12 Marks
Content Learning Outcomes
Depreciation : Need and methods of charging depreciation-straight line and Diminishing balance method (no change in the method) The learners would be able to :
● Explain the necessity of providing depreciation on fixed assets
● Develop the skill of using the different meth- ods i.e. straight line and diminishing balance for computing depreciation
● Prepare fixed assets accounting using straight line and diminishing balance method of charging depreciation
Unit 3 : Bank Reconciliation Statement                               45 Periods    14 Marks
Content Learning Outcomes
Bank Reconciliation Statement : Meaning Preparation of BRS with the given cash book / pass book balance The learners would be able to :
● Understand the concept of bank reconciliation statement
● Appreciate the need of preparing bank recon- ciliation statement
● Develop understanding of preparing bank rec- onciliation statement
Unit 4 : Bills of Exchange                                                    25 Periods    10 Marks
Content Learning Outcomes
Bill of Exchange  :  Nature  and use of Bills  of Exchange, Terms used in Bills of Exchange. simple transactions related to bills of exchange (No dishonour, retiring & renewal of the bill) The learners would be able to :
● Acquire the knowledge of using bills of ex- change for financing business transactions
● Understand the need of Bills of exchange in business
● State the meaning of different terms used in bills of exchange and their implication in accounting
● Develop in the skill of journalising simple bill transactions in the book of creditor and debtor
Unit 5 : Final Accounts                                                        45 Periods    14 Marks
Content Learning Outcomes
Final Accounts : Preparation of Trading and Profit & loss Account and Balance Sheet of Sole trader. Adjustment for closing stock only. [amount of closing stock to be given] The learners would be able to :
● State the meaning of financial statements & the purpose they serve for a sole proprietor.
● Develop the skill of preparing Trading Account and calculating gross profit.
● Develop the skill of preparing Profit & Loss Account and calculating the net profit
● Explain the need for preparing ‘Balance Sheet’.
● Understand the techniques of preparing the ‘Balance Sheet’.
● Develop the understanding to the simple adjustment for closing stock
Unit 6 : Accounting from Incomplete Records                      35 Periods    12 Marks
Content Learning Outcomes
Accounting from Incomplete Records : Meaning; preparation of statement of Profit, statement of affairs. [statement of affairs method only] The learners would be able to :
● State the meaning of incomplete records
● Understand the uses and limitations of incom- plete records
● Develop the skill of computation of profit / loss by preparing Statement of Profit
● Develop the skill of preparing ‘Statement of Affairs’ and ascertain the position of the busi- ness on a particular date.
Project  Work
Project – I                                                                       15 Periods                15 Marks
Identify  20  items  and  classify  them  as  capital  and revenue  receipts,  capital  and  revenue
expenditure and deferred revenue expenditure (OR any other topic related to the course content)
Project –II                                                                       15 Periods                15 Marks
Make a statement of affairs for incomplete records of a small shop.
(OR any other topic related to the course content)

To see the full specifications with in-depth details click here

Secondary School Certificate Examination (IX-X) Computer Applications (for class IX only) 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) Computer Applications (for class IX only) 2018-19

COMPUTER APPLICATIONS(CBSE)
CLASS IX
(Code No.165)
Effective from the session 2018-19
1. Prerequisites
No background in computer science is required.
2. Learning Outcomes
1.   Familiarity with basics of computers.
2.   Ability to navigate the file system.
3.   Create and edit rich text documents, spreadsheets, and presentations.
4.   Perform basic data manipulation using spreadsheets.
5.   Use Indian languages in documents.
6.   Send and receive emails, follow email etiquette, and communicate over the internet.
7.   Create and upload videos.
8.   Safe and correct usage of websites, social networks, chat sites, and email.
3. Distribution of Marks
Unit No. Unit Name Marks
1. Basics of Information Technology 5
2. Cyber safety 10
3. Office Tools 5
4. Scratch/Python 10
5. Lab Exercises 70
Total 100
4.1. CBSE Unit 1: Basics of Information Technology
·     Familiarity   with   the   basics   of   computers:   design   of   computers,   and   overview   of
communication technologies
·    Computer Systems: characteristics of a computer, components of a computer system – CPU, memory, storage devices and I/O devices
·    Memory: primary (RAM and ROM) and secondary memory
·    Storage devices: hard disk, CD ROM, DVD, pen/flash drive, memory stick
·    I/O devices: keyboard, mouse, monitor, printer, scanner, web camera
·     Types  of  software:  system  software  (operating  systems),  application  software,  mobile applications
·    Operating systems: kernel, device drivers, and file systems (very basic idea)
·    Computer networking: wired/wireless communication, common protocols: Wi-Fi, Bluetooth, cloud computers (private/public)
·    Multimedia: images, audio, video, animation
·     Chat sites, and social networks.
4.2. Unit 2: CBSE Cyber-safety
·     Safely browsing the web and using social networks: identity protection, proper usage of passwords, privacy, confidentiality of information, cyber stalking, reporting cybercrimes
·    Safely accessing websites: viruses and malware
4.3. Unit 3: CBSE Office tools
·     Introduction to a word processor: create and save a document.
· Edit and format text: text style (B, I, U), font type, font size, text colour, alignment of text. Format paragraphs with line and/or paragraph spacing. Add headers and footers, numbering pages, grammar and spell check utilities, subscript and superscript, insert symbols, use print preview, and print a document.
· Insert pictures, change the page setting, add bullets and numbering, borders and shading, and insert tables – insert/delete rows and columns, merge and split cells.
· Use auto-format, track changes, review comments, use of drawing tools, shapes and mathematical symbols.
· Presentation tool: understand the concept of slide shows, basic elements of a slide, different types of slide layouts, create and save a presentation, and learn about the different views of a slide set – normal view, slide sorter view and hand-outs.
· Edit and format a slide: add titles, subtitles, text, background, and watermark, headers and footers, and slide numbers.
·    Insert pictures from files, create animations, add sound effects, and rehearse timings.
·    Spreadsheets: concept of a worksheet and a workbook, create and save a worksheet.
· Working with a spreadsheet: enter numbers, text, date/time, series using auto fill; edit and format a worksheet including changing the colour, size, font, alignment of text; insert and delete cells, rows and columns. Enter a formula using the operators (+,-,*, /), refer to cells, and print a worksheet.
· Use simple statistical functions: SUM (), AVERAGE (), MAX (), MIN (),  IF  ()  (without compound statements); embed charts of various types: line, pie, scatter, bar and area in a worksheet.
4.4. Unit 4: Scratch or Python
Alternative 1: Educational programming language – Scratch
·     Introduction to Scratch.
·    Drag and drop commands, creating simple scripts, repeating blocks of commands.
·     Discuss x-y plane, create scripts to move the cat (Scratch mascot).
·     Create a script to draw diagrams using the pen feature.
Alternative 2: Python – (provided as an option to children with special needs)
·     Introduction to Python
·     A simple “Hello World” program
·     Running a Python program
·    The notion of data-types and variables: integer, float, string
·     Arithmetic operations: +, -, *, /
5. CBSE Lab Exercises
·     Basic I/O devices: use the mouse and keyboard, draw a figure.
·     Working  with  the  operating  system:  Navigation  of  the  file  system  using  a  mouse  and keyboard, and then doing the same with shell commands.
·    Word processing: create a text document, create a letter, report, and greeting card.
·     Create a text document with figures in it. It should describe a concept taught in another course.
·     Discuss the following in a text document about the basic organisation of a computer: CPU, memory, input/output devices, hard disk.
·     Create a text document in an Indian language other than English.
·     Create a presentation.
·     Create a presentation with animation.
·    Create and edit existing images, and then include them in a presentation.
·     Animate pictures and text with sound effects in a presentation
·     Create a simple spreadsheet and perform the following operations: min, max, sum, and average.
·     Create different types of charts using a spreadsheet: line, bar, and pie.
·     Send an email to your friends. Attach some documents that you have prepared earlier. Put some friend in the CC and BCC list. Interact with friends to find out who was in the BCC list.
·    Do an online chat with multiple friends. Transmit documents using the chat platform.
·     Create a video and upload it on YouTube.
·    Write basic Scratch/Python programs.
Breakup of marks for the Practicals:
S.No. Unit Name Marks
1. Lab Test (30 marks)
Proficiency with the OS 2.5
Word processing 5
Handling spreadsheets 7.5
Creating presentations 7.5
Writing basic Python/Scratch programs 7.5
2. Report File + viva (25 marks)
Report file:4 documents each with a word processor, spreadsheet, and presentation tool 20
Viva voce (based on the report file) 5
3. Project (that uses most of the concepts that have been learnt) 15

To see the full specifications with in-depth details click here

Secondary School Certificate Examination (IX-X) Carnatic Music Percussion 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) Carnatic Music Percussion 2018-19

CARNATIC MUSIC Percussion – Theory (Code No. 033)(CBSE)
CBSE Syllabus for Class – IX
Periods : 135                                                                                    Max. Marks : 25
1.      Definition of the following terms :
Tala, Laya, Avartana, Kala, Kaala, Graha (Atita – Anagata – Sama), Nada, Sangeetam, Svara, Sthay Raga, Alankara, Arohana, Avarohana, Uttaranga and Purvanga.
2.      Brief history of Carnatic music with reference to Purandara Dasa, Tyagaraja, Muthuswamy, Dikshitar and Syama Sastry.
3.      Basic knowledge of opted instrument.
4.      Description and writing notation of sollukattus in Adi, Rupakam and chapu talas (all varieties).
5.      Brief lakshanas of musical forms – Geetam Svarajati, Varnam.
CARNATIC MUSIC – Percussion Theory (Code No. 033)
CBSE Format for Theory Examination for Class – IX
Max. Marks : 25
1. Life and constribution of any one of the compsers mentioned in topic II. 5 marks
2. Construction and playing techniques of opted percussion instrument 5 marks
3. Writing in notation, the Sollukattus for Adi/Roopakam/Chapu Talas 5 marks
4.      Briefly explaining the lakshanas of any one of the Musical Term from topic V
5 marks
5.      Writing short – notes on five technical terms from the syllabus               5 marks
Note : Examiner should give internal choice for all the question set up.
109
CBSE CARNATIC MUSIC – Percussion Practical (Code No. 033)
CBSE Syllabus for Class – IX
Periods : 405                                                                                    Max. Marks : 75
1.      Ability to recite Sollukattus for the prescribed talas with varieties and in at-least three speeds.
2.      Ability to play Sollukattus (simple) in Adi, Rupaka and Chapu Tala varieties.
3.      Reciting the Sapta Tala Alankaras in three degrees of speed.
4.      Questions based on the construction and playing techniques adopted for Kanjira
and Ghatam.
5. Basic technical knowledge adopted for Mridangam play and short bouts of accompanying in the format of Tattakaramas for Janta Svaras, Patterns, alankarams, geetam, svarajatis.
CBSE CARNATIC MUSIC – Percussion Practical (Code No. 033)
Format for Practical Examination for Class – IX
Max. Marks : 75
1.      Reciting of Sollukattus for the prescribed talas with varities at-least in three speeds.                                                                                               15 marks
2.      Ability to paly simple Sollukattus for Adi, Roopaka and Chapu tala varieties.
15 marks
3.      Reciting the Sapta tala alankaras in three degrees of speed.                 15 marks
4.      Questions based on the construction and playing techniques adopted in Khanjira
and Ghatam.                                                                                       10 marks
5. Ability to explain the special technical knowledge, employed in Mridangam and following it up with Tattakaram accompariment for Janta Swaras, Alankaras, Geetam and Swarajatis.                                                                     20 marks
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CBSE CARNATIC MUSIC – Percussion Theory (Code No. 033)
Syllabus for Class – X
Periods : 135                                                                                    Max. Marks : 25
I.       Knowledge about the structure and components of the instruments opted for.
II.      Playing techniques adopted for Sapta tala alankaras in three speeds.
III.     16 Angas of Talas, Korvai, Koraippu etc.
IV.      Basic knowledge of Jaati and Gati Bhedas or Variations.
V.       A brief outline of different schools of playing Mridangam.
VI.     Life sketch and contribution of
a.      Palghat Mani Iyer and
b.      Plani Subramania Pillai
VII.    A short outline knowledge of principles of practical performance.
CARNATIC MUSIC – Percussion Theory (Code No. 033)
Format for Theory Examination for Class – X
Max. Marks : 25
I.       Illustration of the structure and components of the instruments with the help of a diagram.
II.      Explanation of the playing techniques adopted for Sapta Tala alankaras in three speeds.
III.     Knowledge of Shodasanga, Korvai, Kuraippu etc.
IV.      Knowledge of Jaati and Gati bhedas.
V.       Brief knowledge of different schools of Mridangam playing.
VI.     Knowledge of life and contribution of Palghat Mani Iyer and Palani Subramaniam
Pillai.
VII.    Outline knowledge of principles of Practical Performance.
Note : Examiners can put seven questions from the above topics and the candidates
should attempt five questions in all. All the questions carry equal marks.
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CARNATIC MUSIC – Percussion Practical (Code No. 033)
Syllabus for Class – X
Periods : 405                                                                                    Max. Marks : 75
I.       Knowledge of tuning Mridangam.
II.      To prepare and play Sollukattu for Adi, Rupaka, Triputa and Khanda Chapu talas.
III.     Accompaniment for musical form like Varnam, Kriti, jatiswaram, Padam and
Tillana.
IV.      Knowledge to prepare Mohra and Morvai in Adi, Rupaka, Chapu and Triputa talas.
V.       Play “Tani Avartanam” for at-least 6 to 8 avartanas in simple talas.
CARNATIC MUSIC – Percussion Practical (Code No. 033)
Format for Practical Examination for Class – X
Max. Marks : 75
I.       Ability to tune Mridangam.                                                                  10 marks
II.      Ability to prepare and recity Sollukattu for Adi, Rupaka, Triputa and Khanda
Chapu talas.                                                                                       20 marks
III.     Knowledge about the way of accompaniment for musical froms like Varnam, kriti, Jatiswaram, Padam and Tillana.                                                          15 marks
IV.      Preparation of Mohra and Korvai in Adi, Rupaka, Triputa and Chapu talas.
20 marks
V.       Ability to play “Tani Avartanam” for at-least 6 to 8 avartanas in simple talas.
10 marks
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Secondary School Certificate Examination (IX-X) CARNATIC MUSIC Melodic Instrument 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) CARNATIC MUSIC Melodic Instrument 2018-19

CARNATIC MUSIC Melodic Instrument – Practical (Code No. 032) (CBSE)
Syllabus for Class – IX
Periods : 405                                                                                    Max. Marks : 75
I.       Introduction of Svara exercises and Sapta Tala alankaras in two speeds.
II.      Learning of 02 Pillari Geetams, 02 Sadharana Geetams/Sanchari Geetams, 01
Svarajati, 02 Adi Tala Varnams in one speed.
III.     Brief   outline   of   Ragas   –   Mayamalavagoula,   Kalyani,   Kharaharapriya, Sankarabharanam, Hamsadhvani, Mohanam & Suddha Dhanyasi.
IV.      Basic techniques and construction of any one of the chosen instrument.
a.       Violin
b.      Veena
c.       Flute
d.      Mandolin
V.       Rendering of any two of the following :
a.      Devotional Song
b.      Folk Song
c.       Patriotic Song
CARNATIC MUSIC Melodic Instrument – Practical (Code No. 032)
CBSE Format for Practical Examination for Class – IX
Max. Marks : 75
I.       Questions based on the rendering of Swara Execises and Sapta Tala alankaras in two speeds.                                                                                        15 marks
II.      Questions based on Gitams, Swarajati and Varnam                               20 marks
III.     Brief explanation of Ragas from the syllabus.                                       15 marks
IV.      Questions based on the chosen instrument.                                          10 marks
V.       Rendering in part or full of the compositions from the topic V.             10 marks
VI.     Reciting the Sahitya or lyric of the compositions learnt.                       05 marks
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I.       Brief history of Carnatic music with special reference to Saint Purandara Dasa, Saint
Tyagaraja, Muthuswamy Dikshitar, Syama Sastry, Swati Tirunal, Annamacharya and Bhadrachala Ramadasa.
II.      Brief lakshanas of the following ragas :
Mayamalavagoula, Kalyani, Sankarabharanam, Hamsadhavani, Mohanam, Kharaharapriya and Suddha Dhanyasi.
III.     Definitions of the following terms :
Sangeetam, Nada, Arohana, Avarohana, Dhatu, Mathu, Sruti, Sthayi, Alankara, Poorvanga, Uttaranga Laya – Vilamba, Madhya, Dhruta, Svara – Suddha & Vikrita, Raga, Tala, Graha – (Sama, Atita, Anagata), Anya Svara.
IV.      Knowledge of Musical Forms :
Svaravalis – Sarali, Jantai, Dattu, Hechchusthayi – Taggu Sthayi, Alankaras,
Geetam and Svarajati.
V.       Ability to describe the following Talas : Adi, Roopakam and Sooladi Sapta Talas
VI.     Notation of Gitams in Rupaka and Triputa Tala.
CARNATIC MUSIC Melodic Instrument – Theory (Code No. 032)
CBSE Format for Examination for Class – IX
Max. Marks : 25
I.       Notation of any one Gitam                                                                    5 marks
II.      Brief lakshanas of any one of the ragas learnt.                                      5 marks
III.     Life and contribution of any one composer from the syllabus                 5 marks
IV.      Brief description of two musical forms from the syllabus                       5 marks
V.       Ability to describe any tala from the syllabus                                        5 marks
VI.     Brief description about the construction of any chosen melodic instrument
5 marks
VII.    Short notes of not less than five technical terms from the syllabus         5 marks
Note : Examiners should set minimum seven questions based on the pattern given
above and the candidates are expected to answer five questions in all.
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1.      Raga classification in General.
2.       Raga lakshanas of Suddha Saveri, Sriranjani, Kambhoji, Abhogi, Nata, Hindolam and Hari Kambhoji.
3.      Writing notations of Adi tala Varna in two speeds and Kirtanas set in Adi and
Rupaka tala.
4.      An outline knowledge of 72 Melakartas.
5.       Detailed knowledge of musical forms Kriti, Kirtana, Jatisvaram and Varnam.
CARNATIC MUSIC Melodic Instrument – Theory (Code No. 032)
Format for the Examination for Class – X
I.       Long answer – Briefly write the Raga classification in general.
II.      Writing the scheme of 72 Melakarta in detail.
Max. Marks : 25
III.     Knowledge of writing detailed description about any one musical forms mentioned
in topic V.
IV.      Writing Ragalakshanas briefly about any one of the Raga mentioned in topic II.
V.       Knowledge of writing notation of Adi Tala Varna or any Kirtana covered in syllabus.
Note : Examiners should set at-least seven questions in total and the students should answer five questions from them, including essay, short answers including Ragalakshana, Musical Forms etc. Topic number II & III are compulsory.
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I.       Four Adi tala Varnam in two speeds.
II.      Six Keertanas in the prescribed ragas – Sriranjani, Suddha Saveri, kambhoji,
Abhogi, Nata, Hindolam and Harikambhoji.
III.     At-least one Jatisvaram and one Svarajati.
IV.      Explanation of the details of the ragas prescribed.
V.       Tuning of the instrument opted for.
VI.     Reciting the Sahitya of the compositions learnt.
CBSE CARNATIC MUSIC Melodic Instrument – Practical (Code No. 032)
Format of the Examination for Class – X
I. Playing any part of the Varnam learnt in two speeds Max. Marks : 75
15 marks
II. Rendering of the Keertanas from the prescribed syllabus 18 marks
III. Questions based on jatiswaram and Swarajati learnt 10 marks
IV. Explanation of Raga details prescribed 10 marks
V. Tuning of Instrument opted for 12 marks
VI. Reciting the Sahitya (or) Lyric for the compositions learnt 10 marks
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Secondary School Certificate Examination (IX-X) Carnatic Music (only vocal) 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) Carnatic Music (only vocal) 2018-19

CARNATIC MUSIC (VOCAL) Theory (CBSE)
Syllabus for Class IX
Periods: 135
Marks: 25
I.          Brief history of Carnatic Music with special reference to Saint Purandara dasa, Annamacharya,
Bhadrachala  Ramadasa,  Saint  Tyagaraja,  Muthuswamy  Dikshitar,  Syama  Shastry  and  Swati Tirunal.
II.         Definition of the following terms:
Sangeetam, Nada, raga, laya, Tala, Dhatu, Mathu, Sruti, Alankara, Arohana, Avarohana, Graha (Sama, Atita, Anagata), Svara – Prakruti & Vikriti Svaras, Poorvanga & Uttaranga, Sthayi, vadi,
Samvadi, Anuvadi & Vivadi Svara – Amsa, Nyasa and Jeeva.
III.       Brief raga lakshanas of Mohanam, Hamsadhvani, Malahari, Sankarabharanam, Mayamalavagoula,
Bilahari, khamas, Kharaharapriya, Kalyani, Abhogi & Hindolam.
IV.        Brief knowledge about the musical forms.
Geetam, Svarajati, Svara Exercises, Alankaras, Varnam, Jatisvaram, Kirtana & Kriti.
V.         Description of following Talas:
Adi – Single & Double Kalai, Roopakam,
Chapu – Tisra, Misra & Khanda and Sooladi Sapta Talas.
CARNATIC MUSIC (VOCAL) Theory (CBSE)
CBSE Format of Written Examination for Class IX
25 Marks
1.   Long Answer (Essay)
a.    Biography                                                                                                                     05 Marks
b.   Musical Forms                                                                                                              05 Marks
Short Answers with Examples
c. Writing of minimum three Raga-lakshana from prescribed list in the syllabus. 05 Marks
d. Description of talas, illustrating with examples. 05 Marks
e. Short notes of minimum 05 technical terms from the topic II. 05 Marks
Note: – Examiners should set atleast seven questions in total and the students should answer five questions
from them, including two Essays, two short answer and short notes questions based on technical terms (topic
– II) will be compulsory.
CARNATIC MUSIC (VOCAL) Practical
Syllabus for Class IX
Periods: 405
Marks: 75
I.    Vocal exercises – Svaravalis, Hechchu  and Taggu Sthayi, Alankaras in three degrees of speed.
II.   Simple Geetams – Two Pillari Gitams, two Sadharana Geetams or Sanchari Geetams.
III.  Simple Svarajatis in Khamas and Bilahari raga.
IV.  Four Adi tala Varnams in two degrees of speed.
V.   6 Keertanas in the ragas prescribed.
VI.  Svarajnanam test in the prescribed ragas and learnt compositions.
VII. Singing of one Devarnama, one Patriotic song, one Tiruppugazh and one folk song.
CARNATIC MUSIC (VOCAL) Theory
Format of Practical Examination for Class IX
1. Questions based on vocal exercises in three degrees of speed. Marks: 75
10 Marks
2. Geetam – At least two from the syllabus 10 Marks
3. Questions based on Swarajatis taught. 10 Marks
4. Singing of Varnams in two degrees of speed. 15 Marks
5. Questions based on Keertanas learnt. 20 Marks
a.    Rendering of Kirtana
b.   Swarajnanam test
c.   Details of the ragas
6.   Singing of one or two item from the topic VI                                                            10 Marks
CARNATIC MUSIC (VOCAL) Theory
Syllabus for Class X
I.    Brief knowledge of Raga classification.
II.   Brief knowledge of scheme of 72 Melakarta.
Periods: 135
Marks: 25
III.  Knowledge  of  Ragas  Prescribed  –  Suddha  Dhanyasi,  Sriranjani,  Suddha  Saveri,  Bhairavi
Keeravani, Kambhoji, Ananda Bhairavi.
IV.  Detailed knowledge of Kriti with explanation of decorative angas, Varnams – Tana Varnam & Pada Varnam.
V.   Rudiments of notation & writings of notations of Varnamas and Geetams.
VI.  Life and contribution of the following 20th Century Composers:
a.    Kotisvara Iyer
b.   Papanasam Sivan
c.   Balamurali Krishna
d.   G.N. Balasubramaniam
e.    Lalgudi Jayaraman
CARNATIC MUSIC (VOCAL) Theory
Question Format for Class X
25 Marks
1. Knowledge of writing notations of varnams & Gitams (compulsory)
2. Knowledge of Ragas prescribed (compulsory)
3. Long Answer (Essay) 72 Melakarta Scheme.
4. Long answer (Essay) Classification of Ragas.
5. Long Answer (Essay) based on the musical forms prescribed.
6. Short Answer or short notes based on whole syllabus.
7. Life and contribution of anyone composer mentioned in topic – VI.
Note: – Question Paper should contain at least seven questions, out of which candidates are expected to
answer five in all. In which questions based on Notation & Raga-lakshanas are compulsory. All questions carry equal marks.
CBSE CARNATIC MUSIC (VOCAL) Practical 
Practical Format for Class X Examination
Marks: 75
1.   Singing of Alankaras and Swara Exercise in a raga other than Mayamalava Goula in three degrees of
speed.                                                                                                                                     10 marks
2.   Rendering of at least four Varnams learnt in two degrees of speed.                                        20 marks
3.   Question based on kriti.                                                                                                         20 marks
a.    Rendition of Kriti learnt in Adi, Roopak and Chapu talas.
b.   Swaragyanam test based on the compositions learnt.
4.   Short bout of Kalpana Swaras in 1st speed for the compositions mentioned in the syllabus.
10 marks
5.   Any one item from Topic IV                                                                                                 05 marks
6.   Tuning of Tanpura.                                                                                                                10 marks
CBSE CARNATIC MUSIC (VOCAL) Practical
Practical Syllabus for Class X Examination
Marks: 75
I.    Singing of Alankaras and Svaravalis in a Raga other than Mayamalavagaula.
II.   Rendering of taught Varnams (at least four) in two degrees of speed.
III.  Eight Kritis in total using Adi tala, Rupaka and Chapu Tala and at least one in slow tempo Adi tala.
IV.  At least one Devarnama, Bhajan, Tiruppugazh, Patriotic song and one folk song.
V.   Svarajnanam test based on the prescribed ragas and taught compositions.
VI.  Singing  Svarakalpana  in  first  speed  for  the  compositions  taught  in  Mohanam,  Hamsadhvani,
Kharaharapriya, Sankarabharanam, Suddha Saveri, Kalyani and Suddha Dhanyasi.

 

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Secondary School Certificate Examination (IX-X) Art Education 2018-19

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CBSE Curriculum forSecondary School Certificate Examination (IX-X) Art Education 2018-19

ART EDUCATION (CBSE)
Rationale
Art education constitutes an important area of curricular activity for the development of the wholesome personality of the learners. Art is a process of fulfilment running through every aspect of life and it goes on in a creative, productive and joyful manner. Art education helps to explore various means of communication (verbal and non- verbal). It encourages to develop creative expression and sharpens senses through keen observation of the environment. It helps to discover preferences through exposition to variety of material and identify the personal form and style of expression. It develops awareness of various art forms in and around the environment and locality and develops skills in the use of various tools, instruments and other art materials in the process of experimentation and exploration. In the process of discovering space, organization, colours, forms, lines, texture, movement, sound, etc., learners develop a sense of organization and design which inculcates in them a sense of order with regard to their personal appearance, home, school and community. It also develops aesthetic sensibilities and respect for social values and cultural heritage.
The idea of creative art involves all the elements of commonly known art forms visual, performing and language arts, namely music, dance, drama, drawing and painting, modelling and sculpture, or construction work, pottery and ceramic work, poetry and creative writing and other connected craft forms.
Objectives
The objectives of art education are to :
•      help learners to consolidate past experiences and knowledge;
•      introduce learners to different media and techniques and their use for creative
and productive expression for common use;
•     provide opportunities for development of awareness about folk arts, local specific
arts and other cultural components leading to an appreciation of national heritage;
•      assist learners to use artistic and aesthetic sensibility in day-to-day life situation;
•      enable learners to achieve a balanced growth as a social being in tune with our
culture through project work.
•      get acquainted with the life and work of the local artists/artistes;
•      use resourcefully locally available material to make different products (objects)
with the help of the community;
•     refine the sense of appreciation of the beauty of nature through the basic elements
of art forms.
Approach to Art Activities
At the secondary stage, art education is closer to the local folk art and craft and folk theatre. Art is not only to always blindly copy the old masters or copying the teacher’s work in a rigid manner but to help learners express themselves in creative and imaginative ways. Creative arts cannot be a substitute of Work Education under
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which a few artistic activities may be conducted but the approach and product would
be different.
In the interest of the learner, as far as possible, all the media of creative arts may be placed before them to facilitate selection of one form or a combination of art forms. These are :
CBSE Visual Arts
1.    Two-dimensional or Pictorial
–      Drawing and Painting
–      Collage Making
–      Printing
–      Photography
–      Computer graphics
2.    Three-dimensional
–      Clay modelling and pottery
–      Carving and sculpture
–      Construction
Art is about creative expression of the learners, uniquely contributed by each one. Studying the works of famous artists of the past or present is undertaken to orient the learners to varied expressions. Replicating or copying either the Master or the teacher’s work will check the imagination of the students and therefore must be avoided in all cases.
Performing and Language Arts
•      Music (Vocal, Instrumental)
•      Movement and Dance
•      Creative Drama and Puppetry
•      Creative Writing and Poetry
Sources for Art Teaching
The arts programme in schools must reflect the ethos of the region. Artistic expression in music, poetry, dance theatre and in the creation of forms have been part of human life from the very beginning. It is an integral part of human existence. Exposure to the local environment and arts must be treated as an essential activity of the school art programme.
Besides individual expression, the arts provide an opportunity to the learners to study and appreciate the contributions made in the past and present. By learning to appreciate music, painting, dance and theatre, students develop aesthetic sensibility and sensitivity to understand people from other cultures. To build a harmonious society, a productive nation or a world, requires to make learners familiar with the tradition of arts of the local region. The strength and confidence gained from the familiar, will make it possible for her to respect and appreciate the culture and contribution made by others.
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A creative expression essentially depends on the approach to create opportunities
for learners to explore, imagine and communicate the same in an art form they feel confident to use. Availability of material and experts closer to the school or community can be accented.
A.    VISUAL ARTS
CBSE SYLLABUS
When the school(s) can provide art teachers in different media the following syllabus
may be adopted. Activities in terms of Materials/Media and Techniques.
Two-dimensional or Pictorial Activities
•      Study of visual resources and means of creative expression.
–  Study of lines, strokes, colours, shades, tones, textures, etc. while organizing two dimensional space with two dimensional and three dimensional shapes and forms.
–      Sketching from nature and surrounding.
–      Creative use of colours to show space, atmosphere, subjective moods.
–      Creative use of perspective in spatial relationship.
–      Study of calligraphic strokes of Devnagari and Roman alphabet (Scripts).
–      Use of contrast as an expressive element of art.
– Study and use of various media and techniques to the extent of their availability.
– Pencil, charcoal, water colour, crayon, oil colours, poster colour and gouache, acrylic colour and other unconventional sources of colours such as vermillion, yellow and red earth, rice flour, and tools like painting brushes for water colours and oil colours, Painting surfaces such as papers of various kinds and quality, like smooth, rough, thick, thin, etc., canvas, hardboard, simple marking cloth pasted on paper, etc.
–      Collage and mosaic work with a variety of coloured papers and coloured
printed  pictures/photographs from magazines and newspapers.
–  Printing : Mono printing, Printing with wood-cut blocks, lino-cut and metal foil : serigraphy (silk screen), self-made stencil, etc.
–      Basic knowledge of computer graphics.
Three-dimensional or sculptural activities
•      Study of basic forms in clay
– Study of various materials such as clay, plaster of paris, soft-stone, wood (blocks, twigs and branches, roots, etc.), metal scraps, plastic sheets, wire thread, papers and cardboards, vegetables and other throw-away available materials.
– Study of natural and man-made forms, human figures, birds, animals, vegetation and other objects like household items, buildings or as desired by the students.
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– Objects of day-to-day use in groups and in different settings and arrangements.
CBSE Assignments
Assignments in two and three-dimensional subjective forms and utility and functional art and craft forms in different media and techniques. Painting, murals, graphics, clay modelling, wood-carving, soft-stone, plaster of paris, block of brick constructions, collage mobils, applique, pottery and ceramics, masks, and puppets, textile designing (including tie-dye and batik, and block printing) poster designing, lay-out illustrations and photography, etc.
Correlating Art Activities with Other School Activities
•      Construction of puppets and their costumes and improvised puppet stage or
theatre, correlation with Home Science and Arts (Drama) subjects.
• Aesthetic organization of the physical environment by enhancing the surrounding area, i.e., landscaping including plantation of trees and other flowering plants and vegetables, etc., correlating with Agriculture, Home Science and Environment Studies activities.
• Constructing stage setting props such as curtain, backdrops, stage lighting, improvised furniture sets, etc., designing utility (crafts) items; correlating with Work Education activities.
• Designing the school magazine and bulletin boards, making posters for school functions, and greeting/invitation cards, stage scenes for music, dance, drama performances, etc., correlating with applied Art activities.
Note: These activities and other group activities may emerge in project form at individual levels also.
Group Activities
•      Organization, display and exhibitions of students’ periodical and sessional work.
•      Organizing inter school art exhibitions to widen their interaction and horizon.
• Planning and organizing festivals and celebrations of the community, cultural evenings, musical concerts, film shows and other performances including regional and folk (traditional art forms).
• Participating in study visits to museums, botanical gardens, zoological garden, art galleries and art institutions, etc., for greater awareness of the environment and cultural variations.
Theoretical Understanding of Art and Culture
•      Short notes on important aspects of Indian art and culture based on Social Science.
Such writing may be based on reproduction of art work printed in Textbooks.
•      Contribution made by any one contemporary artist.
• Knowledge of terms : Contour, texture, graphic, form, volume, space, tone, printmaking, collage, amateur, modelling in relief, mobil construction, applique, calligraphy, layout, poster and composition.
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B.    Performing Arts
Music (Vocal)
•     Theory
– Knowledge of the terms: Sangeet, Nad, Swar, Shudh, Komal, Teevra, Saptak, Mandra, Madhya Tar, Aroha Avaroha, Raga, Laya, Matra, Tal, Avartan, Sam Tal.
–      Basics knowledge of notation systems.
–      A brief introduction of Indian music
•      Practical Activities
–      National Anthem
–      Songs for community singing
a) Five folk or tribal songs of different regions, indicating time of the year, occasion and the function with which they related. Writing down the same with its meaning and knowledge of its rhythm.
b)    Five devotional songs (Bhajans, Shlokas, Hymns, Sufiana Kalam and Shabad Kirtan)
c)    Three songs in regional languages other than mother tongue.
d)    Three patriotic songs on the theme of universal love and amity.
To create proper sense of swara and laya through Talabadh and Alankaras.  Introduction to the structure of any four of the following Ragas with : Bilawal, Yaman,
Kafi, Bhairav, Shankarabharan, Kalyani, Mayamalav gaud, Todi (accompaniment of
Tanpura and Tabla or Mrudang). The Teacher should communicate the characteristic features of the raga and its swaras pattern. The teacher may use references of popular songs for Raga association.
The following tals and their thekas-Kaharva, Dadra, Trital, Jhaptal & Aditala, Alankar
Talas.
CBSE Project Work
• To collect photographs of great musicians, with a write-up on their introduction, and all types of musical instruments (photographs/illustrations) and the artists who play them. (To be pasted in the scrap-book).
•      To listen to music programme on Radio or T.V. and to write short description of the
performances (To be written in the scrap-book).
Music (Melodic Instrument)
•      Theory
– Knowledge of the terms : Sangeet, Dhwani, Nad, Swar (Shudha, Komal, Teevra) Saptak (Mandra, Madhya, Tar) Aroha, Avaroha, Raga, Gat, Laya Matra, Tal, Avartan, Sam Tal, Khali, Laghu Dhrutham, Anu Dhrutham.
–      Basic Knowledge of notation systems.
–  Short notes on at least four musical instruments, their main components and the characteristics of the sound (music) they produce.
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•      Practical Activities
– Tuning and playing of any one of the following instruments: Sitar, Sarod, Violin, Flute, Veena, Mandolin, Guitar (accompaniment of Tabla).
• The candidates playing musical instruments may be allowed to opt for community singing or for instrumental assemble based either on the ragas from the syllabus or light and folk dhun (Melodies).
•      To create proper sense of swaras and layas through Talabadh Alankaras.
• The following ragas with descriptive details : Bilawal, Yaman, Kafi, Bhairav, Sharkarbharanam, Kalyani, Mayamalav gaud, Todi, Saveri (accompaniment of Tanpura and Tabla).
•     The following five talas and their thekas : Kaharva, Dadra, Trital, Jhaptal, Adi Tala,
Alankar Tala
Creative Drama
This is the stage at which young people are to be introduced to theatre and related crafts to broaden their understanding of drama through literature. Their previous experience of creative drama will help in exploring the area as under:
•      Theory
– Knowledge of the terms: Mime, play script, movement, characterization, stage, stage props, stage costumes, stage movements, stage lighting, one- act play, etc.
•      Practical Activities
–      Warming-up freeing activity in rhythmic movement and pantomime.
–      Exercises in characterization.
–      Exercises in speech dialogue delivery.
–    Exercises in creation of plot and conflict based on: (i) episodes and happenings in day-to-day life situations: (ii) episodes from stories from textbooks or story books; (iii) short scenes from classical dramas.
–    Stage Craft : Planning a stage with props and lighting placement, movement of character of a given play in drawing form or model form.
–      designing of costumes for the characters of the play.
– Play-writing: unscripted play to be written down in the form of a script to be acted.
Note : Formal performance before an audience can be an incentive to good work at this stage.
Dance & Movement
Movement and rhythm, as expressed through dance, have long been the heart and soul of all cultures. Dance allows people to discover, explore and develop their natural instincts for movement, enabling students of dance to develop not only their motor skills but also their mental and emotional personalities. The purpose of this course is to enhance the appreciation and understanding of the different forms of dance and movement as practiced across cultures today, with specific reference to Indian context.
230
•      Theory
i.     Dance as a form of nonverbal communication, exhibited through Gymnastics,
figure skating, synchronized swimming and martial arts as well.
ii.    Reasons for people to move and Dance: (include visual references)
a.    for personal expression and social connection,
b.    as a medium for sensing, understanding, and communicating ideas, feelings, and experiences,
c.    a means to mourn, to celebrate, to heal, to give thanks,
d.    to preserve cultural heritage and treasured legends,
e.    demonstrate physical prowess, to assert individuality, to provoke and to entertain.
iii.   Forms of movement and dance :
a.    Formal, exhibitionistic dance with trained dancers (Classical traditions)
b.    Reflections of or challenge to the social, cultural, religious traditions and
values (Folk or semi-classical or dance drama formats)
c.    Various forms now seen in a theatrical context that have their roots in ancient temple dances (Ritualistic or festive dancing)
d.    Entertainment (Cinematic/social)
iv. Definitions of dance through social, cultural, aesthetic, artistic and moral contexts. (participatory, social, performed for an audience, ceremonial, competitive or erotic, classical, folk or experimental)
v.     Dance as a means of communication: elements of dance (content, vocabulary, skills and technique)
vi.    Brief history of the evolution of dance (Indian/Western, Mythology/history, regional
differences, major exponents)
Practical
Introduction to the elements of costume, music form, instruments, distinguishing features, region and language of the following:
i.     Major styles of classical dance – Bharatnatyam, Kathakali, Kuchipudi, Kathak,
Mohiniattam, Manipuri, Odissi, chhau and Sattriya.
ii.    Tribal and folk dances of India: region-wise samples (need not to be exhaustive)
iii.   Modern experimental dance (Indian and Western)
iv.    Western styles: Ballet, Jazz, Salsa, Street, Funk
The teacher must use as much visual material in the form of videos, pictures, slide- shows etc as possible to impart the training.
Assignments:
i.     Creation of a scrap book that documents the different dance styles
ii.    Chart tabulation of music, costume, region, language association
iii.   Identification of dance styles/exponents in quiz format
iv.    Writing creative pieces (prose/poetry/drama) on dance
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Correlating Dance Activities with other school subjects
Understanding dance and its elements helps develop cultural sensitivity in students (Values Education)
Appreciation of the traditional forms of dance and movement enhance the capacity of preserving heritage (Heritage and Culture)
Delving into Dance history helps understand the period and context of society related to the art form (Social Sciences)
CBSE Hints for the Teachers
•      Students should be encouraged to work individually as well as in small groups, girls
and boys working together.
•  Learners should be encouraged to enquire about the technique, procedures and the work of master artists/artistes.333
• Students should be encouraged and helped in handling new media and tools and meeting the new challenges in various problem-solving situations encountered by them
•      Students should be encouraged to take the initiative and to critically evaluate
their work.
• Since the adolescents are prone to adult influence, adult activities and methods working, she starts imitating and idealizing the adult approach and attitude to her work. The teacher, at this stage should try to make the adolescent child aware of the originality and uniqueness of her own work and encourage her to develop her own methods and style of working as there exists a large variety and divergence in adults’ work.
• The teacher should develop friendly and empathetic relations with the students and should encourage them to know about the artistic activities of the local community.
•      The teacher should organize studio/art room/theatre/stage with the help of
students.
• The teacher should organize visits of museums, historical places, exhibitions, botanical and zoological gardens, theatre and local drama activities, music and dance concerts, film shows, etc.
• The teacher should help children in the planning and organization of display and exhibitions, musical and other performances of master artists/artistes.
•      The teacher should develop projects correlating art activities with other subjects
with the cooperation of other subject teachers.
•      The teacher should encourage the use of improvised instruments and tools by the
students locally available.
• The teaching approach should be inductive and students should be encouraged to mobilize their own resources to solve their problems. Direct instructions in the techniques should be avoided. They should be encouraged to develop techniques and styles of their own through exploration of discovery of materials, media, tools and techniques.

 

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Secondary School Certificate Examination (IX-X) ENGLISH LANGUAGE AND LITERATURE 2018-19

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CBSE Curriculum for Secondary School Certificate Examination (IX-X) ENGLISH LANGUAGE AND LITERATURE 2018-19

ENGLISH  LANGUAGE AND LITERATURE (CBSE)
(Code No. 184)
Background
Traditionally, language-learning materials beyond the initial stages have been sourced from literature: prose,  fiction  and  poetry. While  there is a  trend  for inclusion  of a wider   range   of   contemporary   and   authentic   texts,   accessible   and   culturally appropriate pieces of literature should play a pivotal role at the secondary stage of education. The English class should not be seen as a place merely to read poems and stories in, but an area of activities to develop the learner’s imagination as a major aim of language study, and to equip the learner with communicative skills to perform various language functions through speech and writing.
Objectives
The general objectives at this stage are:
•    to build greater confidence and proficiency in oral and written communication
•    to develop the ability and knowledge required in order to engage in independent reflection and inquiry
•    to use appropriate English to communicate in various social settings
•    equip learners with essential language skills to question and to articulate their point of view
•    to build competence in the different registers of English
•    to develop sensitivity to, and appreciation of, other varieties of English, like Indian English, and the culture they reflect
•    to enable the learner to access knowledge and information through reference skills (consulting a dictionary / thesaurus, library, internet, etc.)
•    to develop curiosity and creativity through extensive reading
•    to facilitate self-learning to enable them to become independent learners
•    to review, organise and edit their own work and work done by peers
At the end of this stage, learners will be able to do the following:
•    give a brief oral description of events / incidents of topical interest
•    retell the contents of authentic audio texts (weather reports, public announcements, simple advertisements, short interviews, etc.)
•    participate in conversations, discussions, etc., on topics of mutual interest in non-classroom situations
•    narrate the story depicted pictorially or in any other non-verbal mode
•    respond in writing to business letters, official communications
•    read and identify the main points / significant details of texts like scripts of audio-video interviews, discussions, debates, etc.
•    write without prior preparation on a given topic and be able to defend or explain the position taken / views expressed in the form of article, speech, or a debate
•    write a summary of short lectures on familiar topics by making / taking notes
•    write an assessment of different points of view expressed in a discussion / debate
•    read poems effectively (with proper rhythm and intonation)
•    transcode information from a graph / chart to a description / report and write a dialogue, short story or report
Language Items
In addition to consolidating the grammatical items practised earlier, the courses at the secondary level seek to reinforce the following explicitly:
•    sequence of tenses
•    reported speech in extended texts
•    modal auxiliaries (those not covered at upper primary)
•    non-finites (infinitives, gerunds, participles)
•    conditional clauses
•    complex and compound sentences
•    phrasal verbs and prepositional phrases
•    cohesive devices
•    punctuation (semicolon, colon, dash, hyphen, parenthesis or use of brackets and exclamation mark)
Methods and Techniques
The methodology is based on a multi-skill, activity-based, learner-centred approach. Care is taken to fulfil the functional (communicative), literary (aesthetic) and cultural (sociological) needs of the learner. In this situation, the teacher is the facilitator of learning, S/he presents language items, contrives situations which motivates the child to use English for the purposes of communication and expression. Aural-oral teaching and testing is an integral feature of the teaching-learning process. The electronic and print media could be used extensively. A few suggested activities are:
•    Role play
•    Simulating real-to-life situations
•    Dramatising and miming
•    Problem solving and decision making
•    Interpreting information given in tabular form and schedule
•    Using newspaper clippings
•    Borrowing situations from the world around the learners, from books and from other disciplines
•    Using language games, riddles, puzzles and jokes
•    Interpreting pictures / sketches / cartoons
•    Debating and discussing
•    Narrating and discussing stories, anecdotes, etc.
•    Reciting poems
•    Working in pairs and groups
•    Using media inputs – computer, television, video cassettes, tapes, software packages
ENGLISH LANGUAGE AND LITERATURE (Code No. 184)
CBSE SYLLABUS CLASS – IX (2018-19)
SECTION – WISE WEIGHTAGE
Section Total Weightage 80
A Reading Skills 20
B Writing Skills with Grammar 30
C Literature Textbook and Supplementary  Reading
Text		 30
Total 80
The annual examination will be of 80 marks, with a duration of three hours.
SECTION A: READING                                      20 Marks                              50 Periods
This section will have two reading passages.
Q.1: A Factual passage 300-350 words with eight Very Short Answer type Questions.
8 marks
Q. 2: A Discursive passage of 350-400 words with four Short Answer type Questions
to test inference, evaluation and analysis with four Very Short Answer
Questions to test vocabulary. 12 marks
SECTION B: WRITING AND GRAMMAR 30 Marks 60 Periods
Q. 3: Writing an Article/ Descriptive Paragraph( person/ place/ event/diary entry)
in about 100-150 words based on visual or verbal
cue/s. The questions will be thematically based on the prescribed books.
8 marks
Q. 4: Writing a short story based on a given outline or cue/s in about 150 – 200
words. 10 marks
3.      Use of passive voice
4.      Subject – verb concord
5.      Reporting
Commands and requests
(ii)     Statements
(iii)    Questions
6.      Clauses:
(i)      Noun clauses
(ii)     Adverb clauses of condition and time
(iii)    Relative clauses
7.      Determiners
8.      Prepositions
The above items may be tested through test types(grammar in context) as given below:
Q. 5: Gap filling with one or two words to test Prepositions, Articles, Conjunctions and Tenses.                                                                                                     4 marks
Q. 6: Editing or omission                                                                                4 marks
Q. 7: Sentences reordering or sentence transformation in context.                  4 marks
SECTION C: LITERATURE TEXTBOOKS                        30 Marks                   60 Periods
Q. 8. One out of two extracts from prose/poetry/play for reference to the context. Four Very Short Answer Questions: two questions of one mark each on global comprehension and two questions of one mark each on interpretation. (1×4=4 marks)
Q.9.   Five  Short  Answer  Type  Questions  from  BEEHIVE  AND  MOMENTS  (3  questions from  BEEHIVE  and  2  questions  from  MOMENTS)  to  test  local  and  global comprehension of theme and ideas (30-40 words each) 2×5 = 10 marks
Q.10.  One  out  two  long  answer  type  questions  from  the  book  BEEHIVE  to  assess Creativity, imagination and extrapolation beyond the text and across the texts.
(100-150 words) 8 marks
Q.11.  One  out  of  two  Long  Answer  Questions  from  the  book  MOMENTS  on  theme  or  plot
involving interpretation, extrapolation beyond the text and inference or character sketch in about 100-150 words.
8 marks
Prescribed Books: Published by NCERT, New Delhi
•        BEEHIVE – Textbook for class IX
•        MOMENTS – Supplementary Reader for Class IX
NOTE: Teachers are advised to:
(i)      encourage classroom interaction among peers, students and teachers through activities such as role play, group work etc.
(ii)     reduce teacher-talk time and keep it to the minimum,
(iii)    take up questions for discussion to encourage pupils to participate and to marshal their ideas and express and defend their views.
Besides  measuring  attainment,  texts  serve  the  dual  purpose  of  diagnosing mistakes  and  areas  of  non-learning.  To  make  evaluation  a  true  index  of learners’ attainment, each language skill is to be assessed through a judicious mixture of different types of questions.
Reading Section: Reading for comprehension, critical evaluation, inference and analysis are skills to be tested.
Writing Section: All types of short and extended writing tasks will be dealt with.
Grammar: Grammar items mentioned in the syllabus will be taught and assessed.
Listening and Speaking Skills                                                           50 Periods
ENGLISH LANGUAGE AND LITERATURE (Code No. 184)
CBSE Course (2018-19) CLASS – IX
Textbooks
Literature Reader
PROSE (Beehive)
1. The Fun They Had 7. Packing
2. The Sound of Music 8. Reach for the Top
3. The Little Girl 9. The Bond of Love
4. A Truly Beautiful Mind 10. Kathmandu
5. The Snake and the Mirror 11. If I were you
6. My Childhood
POETRY
1. The Road Not Taken 6. No Men Are Foreign
2. Wind 7. The Duck and the Kangaroo
3. Rain on the Roof 8. On Killing a Tree
4. The Lake Isle of Innisfree 9. The Snake Trying
5. A Legend of the Northland 10. A Slumber did My Spirit Seal
SUPPLEMENTARY READER (Moments)
1. The Lost Child 6. Weathering the Storm in Ersama
2. The Adventures of Toto 7. The Last leaf
3. Iswaran the Storyteller 8. A House is Not a Home
4. In the Kingdom of Fools 9. The Accidental Tourist
5. The Happy Prince 10. The Beggar
Class – IX
English Language and Literature 2018-19 (Code No. 184)
Typology Testing competencies/ Short Long Very Long Total
answer answer Answer
VSAQ 1 Questions Ques- Question
mark 30-40 tion-II 150-200
words 2 100-150 words
marks Words (HOTS) (HOTS)
8 marks 10 marks
Reading Conceptual un- 12 04 — — 20
Skills derstanding, decoding,
analyzing, inferring,
interpreting and
vocabulary.
Writing Creative expression of an
an opinion,		 12 — 01 01 30
Skills and reasoning, justifying,
Grammar illustrating, ap-
propriacy of style and
tone, using appropriate
format and fluency.
Applying conventions,
using integrated
structures with
accuracy and flu-ency.
Literature Recalling, rea-soning, 04 05 02 —- 30
Textbook appreciating, ap-
and plying literary conventions, extrapolating, illustrating and justifying etc.
Extracting relevant information, identifying the central theme and sub- themes, understanding the writers’ message and
writing fluently
Supplemen tary Reading Text
Total 28 x 01 09 x 02 = 03 x 08 = 01×10 = 80
= 28
18 marks 24 marks 10 marks marks
marks
CBSE ENGLISH LANGUAGE AND LITERATURE (Code No. 184) SYLLABUS CLASS – X 2018-19
SECTION – WISE WEIGHTAGE IN ENGLISH LANGUAGE AND LITERATURE
Section Total Weightage 80
A Reading Skills 20
B Writing Skills with Grammar 30
C Literature Textbooks and Extended Reading
Text/s		 30
TOTAL 80
Note :
The Board examination will be of 80 marks, with a duration of three hours.
SECTION A: READING                                      20 Marks                             50 Periods
This  section  will  have  two  unseen  passages  of  a  total  length  of  700-750.  The arrangement within the reading section is as follows:
Q.1: A Factual passage of 300-350 words with eight Very Short Answer type
Questions. 8 marks
Q. 2: A Discursive passage of 350-400 words with four Short Answer type Questions
to test inference, evaluation and analysis and four MCQs to test vocabulary.
12 marks
SECTION B: WRITING AND GRAMMAR 30 Marks 60 Periods
Q 3: Formal letter complaint / Inquiry / placing order / Letter to the editor /
article in about 100-120 words. The questions will be thematically based on
the prescribed books. 8 marks
Q. 4: Writing a short story based on a given outline or cue/s in about 150-200
words. 10 marks
The Grammar syllabus will include the following areas in class X.
1.      Tenses
2.      Modals
3.      Use of passive voice
4.      Subject – verb concord
5.      Reporting
(i)      Commands and requests
(ii)     Statements
(iii)    Questions
6.      Clauses:
(i)      Noun clauses
(ii)     Adverb clauses
(iii)    Relative clauses
7.      Determiners
8.      Prepositions
The above items may be tested through test types as given below:
Q.5: Gap filling with one or two words to test Prepositions, Articles, Conjunctions and
Tenses. 4 marks
Q. 6: Editing or omission. 4 marks
Q. 7: Sentences Reordering or Sentence Transformation in context. 4 marks
SECTION C: LITERATURE TEXTBOOKS AND EXTENDED READING TEXT
30 Marks 60 Periods
Q.8:   One out of two extracts from prose/poetry/drama for reference to context.
Four very Short Answer  Questions : Two questions of one mark each on global comprehension and two questions of 1 mark each on interpretation.         4
marks
Q.9:   Four Short Answer type Questions from FIRST FLIGHT and   FOOTPRINTS WITHOUT FEET  (  two  from  each  to  test  local  and  global  comprehension  of  theme  and ideas)(30-40 words each)   4×2=8 marks
Q.10: One out of two Long Answer type Questions from FIRST FLIGHT and FOOTPRINTS WITHOUT  FEET  in  about  100-120  words    to  assess  creativity,  imagination  and extrapolation        beyond        the        text        and        across        the        texts. 8 marks
Q.11: One out of two   very Long Answer Questions from the extended reading texts on theme, plot or character involving interpretation and inference in about 200-250 words.10 marks
Prescribed Books: Published by NCERT, New Delhi
•        FIRST FLIGHT – Text for Class X
•        FOOTPRINTS WITHOUT FEET – Supplementary Reader for Class X
EXTENDED READING TEXTS (either one):
a. The Diary of a Young Girl  (1947) by Anne Frank ( uploaded on CBSE  website)
b. The Story of My Life (1903) by Helen Keller ( unabridged edition)
Note: Teachers are advised to:
(i)      encourage classroom interaction among peers, students and teachers through activities such as role play, group work etc.
(ii)     reduce teacher-talking time and keep it to the minimum,
(iii)    take up questions for discussion to encourage pupils to participate and to marshal their ideas and express and defend their views, and
(iv)    continue the Speaking and Listening activities given in the NCERT books.
Besides  measuring  attainment,  texts  serve  the  dual  purpose  of  diagnosing mistakes  and  areas  of  non-learning.  To  make  evaluation  a  true  index  of learners’ attainment, each language skill is to be assessed through a judicious mixture of different types of questions.
Reading Section: Reading for comprehension, critical evaluation, inference and analysis are skills to be tested.
Writing Section: All types of short and extended writing tasks will be dealt with.
Grammar: Grammar items mentioned in the syllabus will be taught and assessed over a period of time. There will be no division of syllabus for Grammar.
Listening and Speaking Skills                                                           50 Periods
ENGLISH LANGUAGE AND LITERATURE (Code No. 184)
Course (2018-19) CLASS – X
CBSE Textbooks
Literature Reader (First Flight)
PROSE (First Flight)
1. A Letter to God 7. Glimpses of India
2. Nelson Mandela 8. Mijbil the Otter
3. Two Stories about Flying 9. Madam Rides the Bus
4. From the Diary of Anne Frank 10. The Sermon at Benares
5. The Hundred Dresses –I 11. The Proposal
6. The Hundred Dresses –II
POETRY
1. Dust of Snow 7. Animals
2. Fire and Ice 8. The Trees
3. A Tiger in the Zoo 9. Fog
4. How to Tell Wild Animals 10. The Tale of Custard the Dragon
5. The Ball Poem 11. For Anne Gregory
6. Amanda
SUPPLEMENTARY READER (Footprints without Feet)
1. A Triumph of Surgery 6. The Making of a Scientist
2. The Thief’s Story 7. The Necklace
3. The Midnight Visitor 8. The Hack Driver
4. A Question of Trust 9. Bholi
5. Footprints without Feet 10. The Book that Saved the Earth
Extended Reading Texts – (either one)
Diary of a Young Girl – 1947 June 12, Diary of a Young Girl – 1947 March 16,
19

42 to March 14, 1944 By Anne Frank

 1944 to August 01, 1944 By Anne Frank
(unabridged edition uploaded on  CBSE website ) (unabridged edition uploaded on  CBSE website)
The Story of My Life – 1903, Chapters The Story of My Life – 1903 Chapters
1-14 By Helen Keller (unabridged edition) 15-23 By Helen Keller (unabridged
edition)
ENGLISH LANGUAGE AND LITERATURE CLASS X 2018-19
Typology Short Long Very Long Total
answer answer Answer
Testing competencies/ VSAQ 1 Questions Ques- Question
mark 30-40 tion-II 150-200
learning outcomes
words 2 100-150 words
marks Words (HOTS) (HOTS)
8 marks 10 marks
Reading Conceptual un- 12 04 — — 20
Skills derstanding, decoding,
analyzing, inferring,
interpreting and
vocabulary.
Writing Creative expression of an
an opinion,		 12 — 01 01 30
Skills and reasoning, justifying,
Grammar illustrating, ap-
propriacy of style and
tone, using appropriate
format and fluency.
Applying conventions,
using integrated
structures with
accuracy and flu-ency.
Literature Recalling, reasoning, 04 04 01 01 30
Textbook appreciating, ap-
and plying literary conven-
Extended Reading Text tions, extrapolating,
Reading illustrating and
Texts justifying etc.
Extracting relevant
information, identifying
the central theme and
sub themes, under-
standing the writer’s
message and writing
fluently.
Total 28 x 01 08 x 02 = 02 x 08 = 02×10 = 80
= 28
16 marks 16 marks 20marks marks
marks

 

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