WHY LEARNING OUTCOMES · 2017-06-15 · losing the final match of an inter school tournament, ......

VIII – 1

WHY LEARNING OUTCOMES

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

outcomes specify not only knowledge but also attitude and skills to

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

to contemplate certain changes in their thinking.

Learning outcomes lay the groundwork for students to know what they

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

know where to direct their attention. Learning outcomes reduce the

uncertainty that causes unnecessary anxiety.

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

education. It further includes desirable characteristics of learners,

learning processes, facilities, learning materials, contents, governance

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

have opportunities to acquire the transferable skills needed to become

global citizens. This demands setting goals that are clear and

measurable.

Learning outcomes enable monitoring of quality through assessments

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

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

learning in the desired manner but make all stakeholders responsible

and alert towards their role for ensuring quality education.

VIII – 3

Warm-up

Reading

Vocabulary

Life Skill

Comprehension

Grammar

Listen for information

– Read sports news from newspaper(NIE)

– Identify sports personalities– Discuss sporting phrases like

bowled over, keep an eye on theball etc.

– Read with proper pause andpronunciation

– Explore the meaning of unfamiliarcricket metaphors

– Construct sentences using newExpressions

– Analyse the qualities required in agood player

– Answer factual and reference tocontext questions with precision

– Use articles like a, an and the,correctly to complete the quotes.

– Frame rules of two games.– Use conjunctive adverbs (however,

therefore, infact, nonetheless, onthe other hand etc) to makecomparisons of the rules of twogames.

– Fill details to complete a passagewhile hearing a dialogue on thegame of kabbadi.

Brainstorm,Critical Thinking,Express

Reading, VoiceModulation

Deduce, Explore

Explore, identify

Evaluate, recollect,problem solvingAnalyse, apply

Listening,comprehension,write, synthesize,recollect

Content Learning Outcome Skill

Lesson : The Wall’s Address Month : April

ENGLISHPRE-MID TERM

VIII – 4


– Write a speech for the schoolassembly, sharing your experiencesand feelings as the captain of theschool basket ball team aboutlosing the final match of an interschool tournament, even afterpracticing very hard the whole year

– Revise the structures of grammar– Correctly answer questions asked

in the quiz

– Correlate factual informationcollected from a research toexamples from the environment.

– Write some descriptiveexpressions on a picture displayed.

– Compile information about theauthor

– Outline the life of people in the hills

– Find words from the poem used torecreate the feel of the mountains.

(Group work)– Express opinion on the need to

conserve trees.

– Critically appreciate the poem tojustify the use of images in thepoem.

– Identify the rhyme scheme used

Research,Analyze, synthesize ,write

Research,memorization,engagement,cooperation, teamspirit

Research,Brainstorm, Express,

Research,summary reproduce

locate, analyze

Critical Thinking,Express, Empathise,sensitivity towardsnature/environment

Identify, Apply,analyse

Writing

Quiz on Parts of Speech

Warm up exercise:Compare the environment ofhills with city life.

About the poet

Vocabulary

Life Skill (Speaking)

Poetic Devices

Lessson : Living with Mountains Month : April

VIII – 5

– Analytically answer the inferentialand reference to context questions.

– Analyze the situation and probablequestions to be asked.

– Read about aliens and formopinions

– Name a few movies or books onaliens.

– Answer factual, inferential andreference to content question

– Find similarities and differencesbetween the Professor and theMartian.

– Find the difference in meaning forthe pair of words provided.

– Deduce the use of modals (can,could, might)

– Use the suitable modals to makemeaningful sentences

– Mark true or false while listeningto a report about India’s MarsOrbiter Mission.

– Describe the incident when an alienvisited your home.

– Read and collect information onIndian dance forms

Analyze, express,give reasons

Recall, Research,Brainstorm, Express,Analyse

Analyse, infer,Express, compare,characterise

Deduce, demonstrate

Analyse,demonstrate, apply

Listen, comprehend,recollect.analyze

Compile, express,collect/assimilateideas, organize,draft

Research, analyze,express

Comprehension

Warm up – Show pictures ofaliens for visual stimulus

Comprehend the text

Vocabulary

(Grammar (Modal Auxiliaries)


Writing (Essay)

Warm up Research onvarious forms of Indian dance


Lessson : What’s he doing in there ? Month : May

Lessson : Everybody is doing it Month : July (1-15)

VIII – 6


– Analyze the role of dance in thesociety

– Analyze the title of the poem

– Recite the poem with proper stressand intonation

– List words relating to the themeand find their meaning

– Identify the images used todescribe the international danceforms

– Identify the rhyme scheme of thepoem

– Analytically answer factual,inferential and reference to contextquestion with precision

– Draft an advertisement to open adance academy

– Talk to their mother or an elderlywoman and ask them to share theirexperiences of gender discrimination

– Discuss in class about what theywould have done if they had beenin a similar situation.

– Read about the author and herworks

Analyse, explain,justify

Recite, voicemodulation

Deduce,demonstrate

Identify, Apply,analyse

Explain, infer

Research, create

Brainstorm, Coordinate,express, analyze, relate,opine

Research, analyze,discuss

Brainstorm

Recite

Vocabulary

Appreciation

Comprehension

Life Skill

Warm up – Discussion ongender sensitivity

About the author

Lessson : Lady candidates need not apply MID TERM Month : July (16-31)

VIII – 7


– Read with proper pause andintonation

– Answer factual and inferentialquestion

– Interpret the moods and thoughtsof the narrator.

– Create a flow chart on the causesand effects of actions taken by thenarrator.

– Use for and since to indicate timecorrectly

– Use the correct form of phrasalverbs

– Match the phrases about parts ofbody with their meanings.

– Tick the correct sentences afterlistening to a text.

– Design a poster on “ Educate Girls.Empower Girls”

– Write a notice inviting students foran event

– Analyse difficult situations givenand how they would be handled.

– List the qualities required to handlea tricky situation

– Substantially answer factual,inferential and reference to contextquestion with precision

Voice modulation,punctuation, fluency

Identify, infer,Express, create,analyze

Identify, apply,interpret, choose,associate

Listen, comprehend,respond, analyze,recollect

Sensitize, Express,create

Format, collect,draft, synthesize

Brainstorm, Express,list

Explain, Deduce,create, characterize,locate

Reading

Comprehension

Grammar-phrasal verbs(preposition)

Listening Task

Life Skill

Writing Task (NOTICE)

Warm up – work in groupsand find out solutions forsituations provided

Comprehension

Lessson : Caught by a Sneeze Month : August

VIII – 8


– Gauge the character traits of theindividuals in the story.

– Create a flow chart about the story

– Use clues to find words fromwordsearch

– Differentiate between the twotypes of verbs

– Identify the active and passive formof verbs

– Change the voice as desired.

– Write the summary of the storybased on the flow chart created.

– Write true or false after listeningabout the life of Thomas Hardy

– Appreciate the need to havepresence of mind and courage tofind solutions during difficultsituation.

– Discuss ghost stories read ormovies seen

– Imagine jobs that can be given tothe friendly ghosts

– Read the story with proper pausesand voice modulation

– Identify elements that buildsuspense

Vocabulary (Wordsearch)

Grammar Finite and non-finite verbs

Active and Passive Voice

Writing

Listen for information(About the poet)

Life -Skill

Warm up Discussion onghost stories.

Read

Comprehension

Locate, analyse

Apply, demonstrate

Analyse, summarize,write

Listen, Comprehend,recollect

Analyze, appreciate,problem solving

Brainstorm, Express,comment, describe

Intonation,pronunciation

Analyse, express,distinguish, evaluate

Topic : The House at the Back Month : October (1-15)

POST MID TERM

VIII – 9


– Compare and contrast the charactertraits of Indu and Vandana

– Find words from the dictionarywhich are synonymous with “topeer at”

– Make sentences using the words.

– Write a letter of complaint to thecity councillor, explaining theimportance of conserving heritagebuildings.

– Identify the phrases in the givensentences.

– Differentiate between a phrase anda clause.

– Tick the correct sentences whichsummarize the extracts from thestory.

– Discuss the significance of waterin our life.

– Deduce the importance ofcombining technology and wisdomin conserving water resource.

– Recite the poem with proper stressand intonation.

– Recognize the images created bythe poet to narrate the events andintroduce the characters.

Vocabulary

Life skill (Formal letter)

Grammar (phrases andclauses)


Warm up - Show a video ofvillagers using a well to drawwater

Recitation

Appreciation

Identify, deduce

Format, research,create, write,synthesise, developsensitivity towardsheritage and culture

Identify, apply,compare

Listen, comprehend,analyze, relate

Critical thinking,deduce, explain,express, relate

Recitation voicemodulation

Identify,demonstration ,create, sensitivitytowards

Lessson : A Well is Born Month : October

VIII – 10


– Identify the characteristics of theengineer and the farmer.

– Showcase the use of water througha pie chart and discuss ways toreduce wastage of water.

– Frame a slogan to sensitizestudents on the importance ofwater.

– Differentiate between simple,compound and complex sentences.

– Change a simple sentence into acompound sentence using thecorrect conjunctions.

– Change simple sentences into acomplex sentence

– Study a poster on waterconservation and create complexsentences.

– Match the idioms using ‘water’with their meanings.

— Read the narrative poem and framequestions to be asked while takingan interview of the engineer.

– Write the probable answers to thequestions asked.

– Read and collect information onevolution of man

– Analyze the factors supportingadaptation and survival of livingbeings

Environment

Create, Analyse

Deduce, apply,formulate

Listen, analyze,infer, match

Frame, analyze,critical thinking,draw inferences

Research, analyze,critical thinking

Life Skill (slogan)

Grammar (Types ofsentences)


Writing(Interview- peertask)

Warm up – Research onCharles Darwin’s theory onEvolution of man

Lessson : Questions Month : November

VIII – 11


Brainstorm

Recite

Vocabulary

Comprehension

Life Skill (No question isasilly question)

Warm up Show bookcovers of adventure stories

Read

Comprehension

Vocabulary

– Analyze the title of the poem

– Recite the poem with proper stressand intonation

– List scientific words relating toevolution, adaptation andhabitation

– Analytically answer factual,inferential and reference to contextquestion with precision

– Identify the use of alliteration,allusion in the poem

– Ask questions to the peer on thetimeline of evolution of man

– Express the thoughts that evolve intheir minds

– List some more adventure stories

– Read the text fluently with properpauses and pronunciation

– Critically analyze the leadcharacter, D’Artagnan’s actionsand its influence to answer thefactual and theme based question

– Create a timeline to show thesequence of events

– Categorize words related to noiseor quietness from the given list ofwords

Analyse, explain,justify

Recite, voicemodulation

Deduce, list,categorize

Explain, infer

Research, analyze,create

Brainstorm, Express

Voice modulation,intonation,pronunciation

Explain, infer, write,tabulate

Identify, relate

Lessson : Excitement at the Jolly Miller Month : November

VIII – 12


Grammar (Participles andgerunds)

Reported Speech

Dictionary Work

Listening

Life Skill (Speaking)

Writing (Report)

Warm up Words related tothe title of the poem

Recite

Comprehension

– Differentiate between the twoverbs.

– Use the verbs to make meaningfulsentences.

– Identify the time of the speech.– Report a conversation to a third

person

– Consult and confirm the correctspellings from the dictionary

– Study and mark the way on a mapgiven.

– Share views on the topic “All for oneand one for all.” by AlexandreDumas. The Three Musketeers

– Use the correct format to write areport on the events at the JollyMiller.

– List the words related to winter.– Deduce the difficulties faced by

farmers during winters.

– Recite the poem with appropriatevoice modulation

– Reflect the colours, smell, the tasteand feel of winter . as described bythe poet.

– Critically analyze the hardshipsfaced by a farmer during the wintermonths, while answering theinferential and reference to context

Differentiate,recollect, apply

Analyse,demonstrate

Listen, Comprehend,sequence, number

Analyse, Express,interpersonalrelationships

Recall, Apply,organize, report

Research,Brainstorm. Explore

Understand wordstress

Deduce, Express,demonstrate,analyze, criticalthinking

Lessson : Winter FINAL TERM Month : December (1-15)

VIII – 13


questionsIdentify the rhymescheme used in the poem.

– Deduce the use of metaphor in thepoem

– Find meaning of the new words

– Re capitulate Tense– Use the correct tense to construct

meaningful sentences

– Share the experience of going foran adventure sport.

– Express the words related to travel.– Make the flow chart of

preparations required before goingout for a travel.

Read the story with proper pausesand voice modulation

– Create the itinerary followedbythe narrator

– Trace on a map of the trailfollowed by the author.

– List words from the text thatdescribe movements.

– Match words given with theirsynonyms and antonyms.

– Write a letter to the Forest Rangerasking for details about their trailso as to plan trip accordingly

Vocabulary

Grammar (Tense)

Warm up -Name theadventure sports shown onthe screen.

Read

Comprehension

Vocabulary

Life skill Writing Task(Formal letter)

Deduce, write

Identify, apply

Brainstorm, Express

Intonation,pronunciation

Analyse, express,locate

Identify, deduce,dictionary skills

Format, research,sensitize, create,assimilate, organize,draft

Lessson : To the Valley of Flowers Month : December (16-31)

VIII – 14


Grammar (Noun clause andAdjective Clause)


Warm up Introduce the OldEnglish vocabulary

About the author

Role play

Comprehension

Character Sketch

Crossword

Grammar (Tense)Recapitulation

– Identify the clauses in the givensentences.

– Differentiate between a noun andan adjective clause.

– Make sentences using the twoclauses

– Write the names of sports whilelistening to its description.

– Match the words with theirmeanings

– Express what happens when one isunable to fulfill a promise

– Read about Shakespeare and hisworks

– Enact the text in class

– Answer substantially the inferentialand reference to context question

– Analyze the arguments andresponse of Shy lock and Portia, atthe court

– Analyze and write the charactersketch of Shylock,Portia

– Solve the crossword with the helpof meanings provided

– Identify the tense in the givensentences

– Use correct tense to make meaningfull sentence

Identify, apply,compare

Listen, comprehend,analyze, makeeonneetions, match

Deduce, match,express

Research, express

Voice modulation.

Expression, recall

Analyze, express,evaluate, resolve

Analyze, frame, filldetails

Analyze,demonstrate

Identify, Recall,Apply

Lessson : The Merchant of Venice Month : January (15-31)

VIII – 15



Life Skill (speaking)

– Use sentence connectors tocomplete a paragraph

– Complete a bio sketch onShakespeare

– Analyze the intelligence that Portiadisplays while arguing the case

Listen, comprehend,write, identifydetails, fill gaps

Analyse, Express,Apply

VIII – 16

fgUnh

* èofu (dfork)

* O;kdj.k iqujko`fÙk* fuca/ ys[ku

* yk[k dh pwfM+;k¡ (dgkuh)

• lkfgfR;d izse

• Lo;a ,oa lekt osQizfr tkx:drk]l`tukRedrk]

• fu.kZ;kRed {kerk

• Hkkf"kd dkS'ky• Hkkf"kd fuiq.krk ,oa

l`tukRedrk

• laLo`Qfr izse]dykRedrk]l`tukRedrk

• leL;k osQ lek/kudh {kerk]o.kZuoqQ'kyrk

• O;kogkfjdrk ,oadrZO;cks/] Hkkola;e

* fgUnh Hkk"kk osQ izfl¼ lkfgR;dkj fujkykosQ thou vkSj lkfgR; ls ifjfpr gksmu ij ,d dykRed izLrqfr rS;kjdj losaQxh ftlls muesa lkfgR; osQizfr izse tkxsxk vkSj Lokè;k; esa #fpc<+ losQxhA

* izo`Qfr osQ izfr #fp tkxsxh ftllsi;kZoj.k dh 'kqf¼ dh izsj.kk Nk=kkvksadks feysxh rFkk izo`Qfr osQ izfr izsen'kkZrs gq, dkO; ys[ku dj losaQxhA

* e`nq ,oa e/qj ok.kh osQ egÙo dksle>dj Nk=kk,a Lyksxu ys[ku ls viusvkl&ikl tkx`fr iSQyk losaQxhA

* ifBr O;kdj.k dh iqujkofÙk dj loasQxhA

* ½rqvksa osQ izfr tkudkjh izkIr dj½rqjkt olar ij fuca/ fy[k losaQxhA

* Nk=kkvksa dks xzkeh.k laLoQfr dh tkudkjhfeysxh ftlls muesa uSfrd&ewY;ksa dho`f¼ gksxh rFkk os xzkeh.k laLo`Qfr ij,d HkhfÙkfp=k cuk losaQxhA

* Nk=kk,a cky lqyHk O;ogkj dh ckjhfd;ksaals ifjfpr gksaxh rFkk le;kuqlkj d{kk,oa ifjokj esa NksVs&NksVs >xM+ksa dkslqy>kus esa l{ke gqbZ gksa ,slk viukdksbZ vuqHko fy[k losaQxhA

* rduhdh izxfr ls lekt dh cnyrhifjfLFkfr;ksa vkSj muosQ izHkkoksa ls Nk=kk,a

iwoZ eè; l=k vizSy

fo"k; oLrq mís'; dkS'ky

VIII – 17


* dkjd

* vifBr x|ka'k

* cl dh ;k=kk (O;aX;)

* i=k ys[ku (vkSipkfjd)

* vfodkjh 'kCn

* nhokuksa dh gLrh

voxr gksaxh ftlls muosQ eu esa lekt,oa i;kZoj.k esa iSQyh cqjkb;ksa dks nwjdjus dh iz sj.kk tkxsxh vkSj ,slhifjfLFkfr;ksa esa vius drZO;ksa dks dyec¼dj losaQxhA

* dkjd osQ Hksnksa ,oa muosQ iz;ksx lsvH;Lr gks losaQxhA

* cgq&oSdfYid iz'uksa osQ mÙkj nsus esaleFkZ gks losaQxhA

* Nk=kk,a fgUnh Hkk"kk dh O;aX; fo/k lsifjfpr gksaxh rFkk bl fo/k osQ ekè;els lkekftd leL;kvksa osQ lek/ku gsrqO;aX;ys[ku fy[k loasQxhA

* ;krk;kr osQ lk/u i;kZoj.k osQ lqèkkj&gsrqoSQls lgk;d gksaxs\μbl ij okn&fookndj losaQxhA

* Nk=kk,a mfpr&vuqfpr O;ogkj osQ varjdks le>saxh ftlls mudk pkfjf=kdfodkl gksxkA os cl pkyd dh f'kdk;rdjrs gq, cl fMiks osQ vf/dkjh dksi=k fy[k losaQxh blls Nk=kkvksa dh ys[ku'kfDr dk fodkl gks losQxkA

* vfodkjh 'kCnμbl bdkbZ osQ iz;ksxksa lsvoxr gks vH;kl dj losaQxhA

* vius lq[k&nq[k dks Hkwydj viusvkl&ikl dh leL;kvksa dks lqy>kusesa l{ke gksaxh rFkk mu xq.kksaa vkSj fu;eksadks lwphc¼ dj loasQxh tks fdlhleL;k dks lqy>kus eas l{ke gksaxsA

• vocks/u {kerk]O;kdjf.kd Kku]'kCn HkaMkj

• iBu izo`fÙk]ckSf¼d Lrj

• rukoeqfDr eas l{kerk• l`tukRedrk

• fu.kZ;kRed {kerk

• vkykspukRed lkspl`tukRed lksp

• Hkk"kk ij vf/dkj

• leL;k lek/ku dh{kerk] la{ksihdj.k

ebZ

tqykbZ

VIII – 18


* vifBr i|ka'k

* vusdkFkZd 'kCn

* fpV~fB;ksa dh vuwBh nqfu;k

• rukoeqfDr esa l{kerk]oSpkfjdrk

• pfj=k fuekZ.k ,oafparu izo`fr

• Lokè;k; izo`fÙk ,oavkykspukRed lksp

• iBu izo`fÙk] ckSf¼dLrj

• l`tukRed lksp

• ijLij laca/ ,oaHkkola;e]l`tukRedrk

• m}sx larqyu ,oavkykspukRed lksp

• okpu dkS'ky

* ruko dks nwj dj ekufld i;kZoj.kdh 'kqf¼ dh gsrq vius fopkj dyec¼dj loasQxhA

* fouezrk&d#.kk vkfn uSfrd ewY;ksa dhegÙkk dks le>dj Nk=kk,a bu xq.kksa dkfodkl djsaxh rFkk bu ij vk/kfjr,dkadh dk eapu dj loasQxhA

* fgUnh Hkk"kk osQ lkfgR;dkj Hkxorh pj.koekZ ls ifjfpr gks muosQ thou vkSjlkfgR; ij vk/kfjr ih-ih-Vh- cuklosaQxhA

* vifBr dkO;ka'k osQ cgqoSdfYid iz'uksaosQ mÙkj nsus easa leFkZ gks losaQxhA

* Nk=kk,a vusdkFkZd 'kCnμbl bdkbZ dkiz;ksx djrs gq, i;kZoj.k dh 'kqf¼ gsrq,d izLrqfr rS;kj dj loasQxhA

* fpV~fB;ksa osQ }kjk vfHkO;fDr dh egÙkkdks le>dj yqIr gksrh bl fo/k dksiquthZfor djus osQ fy, izsfjr gksaxhftlls os vkilh laca/ks dks vf/detcwr cuk losaQxh rFkk iksLVdkMZ ijviuh l[kh dks fpV~Bh fy[k iksLV djlosaQxhA fofo/ fo/kvksa ls ifjfprdjkukA

* jk"Vªh; Hkk"kk osQ izfr lEeku dh HkkoukLo;aa esa txkdj Nk=kk,a ns'k dh leL;kvksaosQ lek/ku osQ izfr ldkjkRed #[kviukdj fgUnh Hkk"kk osQ fodkl esalgk;d@ck/d rRoksa ij okn&fookn djlosaQxhA

VIII – 19


* i=k ys[ku(vukSipkfjd)

laf/ (O;atu ,oa folxZ laf/)

* Hkxoku osQ Mkfd,* foKkiu ys[ku

* vifBr dkO;ka'k

* in&ifjp;

* izkphu dky esa i=k fo/k i;kZoj.k dh'kqf¼ esa oSQls lgk;d gksrh Fkhμbu rF;ksals Nk=kk,a voxr gks vkt osQ lapkjlkèkuksa osQ lkFk rqyuk dj losaQxhA

* i=k&ys[ku ,oa laf/ osQ ekè;e ls Nk=kkvksadh Hkk"kk&ys[ku osQ Lrj esa lq/kj ,oaO;ogkfjd fgUnh dk fodkl gks losQxkA

* i;kZoj.k dks gjk&Hkjk cuk, j[kus esacknyksa osQ ;ksxnku ls Nk=kk,a ifjfpr gksikuh lap; osQ mik;ksa ij Lyksxu fy[krsgq, foKkiu cuk losaQxhA

* if{k;ksa osQ xq.kksa dks tkudj mUgsa viukrsgq, Nk=kk,a vius pkfjf=kd fodkl esal{ke gks vius fiz; i{kh dh fo'ks"krk,afy[k losaQxhA

* fgUnh Hkk"kk osQ izfl¼ lkfgR;dkj fnudjosQ thou vkSj lkfgR; ls ifjfpr gksLo;a dkO;&jpuk esa liQy gks losaQxhA

* fo'o izse osQ izlkj gsrq izoQfr osQ LoHkko,oa nkf;Ro dks le> Nk=kk,a fo'o dhleL;kvkas osQ lek/ku <wa<+us esa #fpfn[kk,axh rFkk blosQ mik; crkrs gq,d{kk esa lkewfgd ppkZ dj losaQxhA

* vifBr&dkO;ka'k osQ cgqoSdfYid iz'uksaosQ mÙkj ns losaQxhA

* laKk] loZuke] fo'ks"k.k ,oa buosQ Hksnksals ifjpr gks in&ifjp; osQ ekè;e lsleUo;kRed jhfr osQ }kjk leL;k&lekèkkukRed :[k dks viuk,axhA

• tkx:drk]rqyukRedrk

• Hkkf"kd fuiq.krk ,oavfHkO;fDr Lrj

• tkx:drk ,oavocks/u {kerk]l`tukRedrkldkjkRed lksp

• i'kq&if{k;ksa osQ izfrdk:.;Hkko] uSfrdrk

• lkfgfR;d izsevfHkO;fDr {kerk

• leL;k osQ lek/kudh {kerk]ldkjkRed lksp

• iBu izo`fÙk] ckSf¼dLrj

• fopkj&fofue; dh{kerk

eè; l=k vxLr

VIII – 20


* D;k fujk'k gqvk tk,

* laokn ys[ku

* lekl

* fuca/ ys[ku

* ;g lcls dfBu le; ugha(iBu)

* igkM+ ls maQpk vkneh(ekSf[kd)

• ruko eqfDr dh{kerk]Lo;a osQ izfrtkx:drk


• lkkeftd tkx:drk,oa vfHkO;fDr dkLrj

• vkykspukRed lksp,o a Loys[ku dh{kerk

• Hkkoqdrk ,oa ijLijizse

• l`tukRedrk

• oSpkfjd izo`fÙk

* Nk=kkvksa dks fujk'kk ,oa ruko ls cpkoosQ mik;kasa dks tku dj muosQ lek/ku<wa<+us esa liQyrk feysxh ijh{kkvksa lslacaf/r leL;kvksa osQ lek/ku fy[krsgq, ,d HkhfÙkfp=k cuk losaQxhA rFkkml ij vk/kfjr laokn fy[k losaQxhA

* ekuoh; LoHkko ckjhfd;ksa dks tkuus lsNk=kkvksa dk pkfjf=kd fodkl gksxk rFkkos viuh d{kk dh Nk=kkvksa dh vknrksa(tks mUgsa rdyhiQ nsrh gSa ;k [kq'khnsrh gSa) dh lwph cuk losaQxhA

* Nk=kk,a leklμbl bdkbZ osQ vH;kl,oa iz;ksxksa ls voxr gksaxh rFkk mudkvH;kl dj losaQxhA

* fgUnh Hkk"kk osQ izfl¼ lkfgR;dkj gtkjhizlkn f}osnh th osQ thou vkSj lkfgR;ls ifjfpr gks Lo;a fuca/ jpuk esaliQy gks losaQxh rFkk ^Hkz"Vkpkj ,dvfHk'kki* fo"k; ij fuca/ fy[k losaQxhA

* Nk=kkvksa easa i'kq&if{k;ksa osQ izfr izse vkSjifjokj osQ o`¼tuksa osQ izfr J¼k Hkkotkxsxk ftlls os mudh leL;kvksa osQlek/ku esa :fp ys losaQxh rFkk mulstqM+s vuqHkoksa dks dyec¼ dj losaQxhA

* vkRefo'okl osQ cycwrs ij viusNksVs&NksVs iz;klksa ls Nk=kk,a vius vkliklosQ i;kZoj.k dks LoPN j[kus dh izsj.kkikdj LoPN i;kZoj.k gsrq Lyksxu fy[klosaQxhA

* lektlsfo;ksa ,oa egkiq#"kksa osQ xq.kksa lsifjfpr gks viuk uSfrd fodkl djusesa l{ke gksaxh rFkk fdlh vkn'kZ O;fDrRodh vkd"kZd izLrqfr rS;kj dj loasQxhA

VIII – 21


* ifBr ,oa vifBr i|ka'k

i qujko`fÙk dk;Z] O;kdjf.kd(vH;kl&i=k&1)

* dchj dh lkf[k;ka

* fuca/ ys[ku

* ,dkFkZd izrhr gksus okys 'kCn

• ckSf¼d Lrj]HkkoukRedrk

iqujkofÙk ,oa O;kdjf.kd(vH;kl&i=k&1)

• lkfgfR;d Kku dkLrj] fparu izo`fÙk

• Lo;a osQ izfrtkxd:rk

• Hkkf"kd Kku

• vkykspukRed lksp]rkfoZQdrk]oko~Q&dkS'ky

• lkekftd tkx:drk]p;udkS'ky

* ifBr ,oa vifBr dfork osQ cgqoSdfYidiz'uksa osQ mÙkj nsus esa l{ke gks gksaxhA

iqujko`fÙk ,oa O;kdjf.kd (vH;kl&i=k&1)

eè; l=k ijh{kk

* fgUnh Hkk"kk osQ izfl¼ lkfgR;dkj dchjth osQ thou&lkfgR; vkSj Hkk"kk lsifjfpr gksaxh vkSj ,d dykRed ih-ih-Vh- rS;kj dj losaQxhA

* dchj dh f'k{kkvksa ls vkt dh leL;kvksadk lek/ku [kkstus esa lgk;d gksaxhftlls mudh lkekftd psruk fodflrgks losQxh vkSj mudh fdlh ,d f'k{kkij vk/kfjr ukfVdk dk eapu djlosaQxhA

* vi'kCnksa osQ nq"ifj.kkeksa ls voxr gksaxhrFkk vius ok.kh&nks"k dks nwj djus dkiz;kl djsaxh rFkk mu 'kCnksa @ vknrksadks lwphc¼ dj losaQxh tks nwljksa dksnq[k nsrs gSaA

* dchj dh f'k{kkvksa osQ }kjk Nk=kkvksa dksuSfrd ,oa vkè;kfRed Kku feysxk rFkkvkt osQ ;qx esa mudh izklafxdrk ijfopkj djrs gq, esjk fiz; dfo ^dchj*fo"k; ij fuca/ fy[k losaQxhA

* ,dkFkZd&izrhr gksus okys 'kCnμbl bdkbZosQ vH;kl ,oa iz;ksxksa ls voxr gksvH;kl dj losaQxhA

flracj

mÙkj eè; l=k vDVwcj

VIII – 22


* dkepksj

* laokn ys[ku

* (vukSipkfjd) i=k&ys[ku

* tc flusek us cksyuk lh[kk

* foKkiu ys[ku

* vifBr x|ka'k

* milxZ&izR;;

* lqnkek pfjr

* cky&lqyHk 'kjkjrsa oSQls dfBukb;ka mRiUudjrh gSaμ;s tkudj Nk=kk,a os vuqHkolaokn :i esa fy[k loasQxh ftlesa osviuh o vius HkkbZ&cguksa dh leL;k,ale>dj mudks lqy>kus esa liQy gksaA

* O;aX;kRed fo/k ls ifjfpr gks lkekftdi;kZoj.k ij O;aX; ys[ku dk vH;kldj losaQxhA

* Hkkjrh; laLo`Qfr dh tkudkjh izkIr djNk=kk,a viuk pkfjf=kd fodkl dj losaQxhrFkk vius NksVs HkkbZ ;k cgu dks viusfirkth vFkok ekrkth osQ dkeksa esa mudkgkFk caVkus dh lykg nsrs gq, i=k fy[klosaQxhA

* vkRefo'okl&yxu&vH;kl tSls xq.kksa dhegÙkk tku dj uSfrd ewY;k s a ijdkO;ys[ku dj loasQxhA

* flusek osQ bfrgkl ls voxr gksdjorZeku flusek ls rqyuk djus esa l{kegks mudh dfBukb;ksa dks u, n`f"Vdks.kls tku mlosQ izfr lkekftd tkx:drkiSQykus esa leFkZ gks rr lac/h foKkiucuk loasQxhA

* lkekftd ,oa lkaLo`Qfrd i;kZoj.k dh'kqf¼ esa flusektxr dk ;ksxnku ls voxrgks okn&fookn dj loasQxhA

* vifBr x|ka'k osQ cgqoSdfYid iz'uksaosQ mÙkj ns losaQxhAmilxZ&izR;; dk Kku izkIr dj mudk'kq¼ iz;ksx lh[k losaQxhA

* Jho`Q".k us cM+h lgtrk ls viuh vkSjviuksa dh leL;kvksa dks gy fd;k FkkA

• leL;k osQ lek/kudh {kerk]laLej.k ys[ku

laokn ys[ku

• vkykspukRed lksp

,oa vfHkO;fDr Lrj

• laLo`Qfr izsevkReykspuk

• pkfjf=kd {kerk]l`tukRedrk

• fopkj&fofue; dh{kerk] ckSf¼d Lrj

• oko~Q fuiq.krk]tkx:drk



• leL;k osQ lek/kudh {kerk

uoacj

VIII – 23


* vyadkj

* vifBr i|ka'k

* tgk¡ ifg;k gS

i=k&ys[ku (vukSipkfjd)

* fojke&fpg~u

• laLo`Qfr cks/]vkykspukRedrk

• O;kdjf.kd Kku

• Lokè;k; dh izo`fÙk

• fparu izo`fÙk

• ftKklq izo`fÙk* vkykspukRed lksp

• vfHkO;fDr Lrj ,oaleL;k osQ lek/kudh {kerk

* Hkkf"kd Kku] Lej.k'kfDr

muosQ thou ,oa ?kVukvksa ls ifjfprgks Nk=kk,a Hkh bl fn'kk esa ykHkkfUorgksaxh rFkk Jho`Q".k osQ xq.kksa ij ,dvkd"kZd izLrqfr rS;kj dj losaQxhA

* bfrgkl esa izfl¼ fe=kksa dh fe=krk lsifjfpr gksdj vius uSfrd xq.kksa dkfodkl dj losaQxh rFkk fyaxHksn dhmis{kk dj fe=krk osQ fy, vfuok;Z xq.kksadks bafxr djrs gq, vius fopkj fy[kokn&fookn dj loasQxhA

* vyadkj] vuqizkl] iqu:fDr izdk'k]vfr'k;ksfDr ,oa ekuohdj.k cztHkk"kk,oa Nank s a dh tkudkjh ys budhfof'k"Vrk,¡ fy[k dkO;jpuk dj loasQxhA

* i;kZoj.k ls lacaf/r vifBr i|ka'ki<+dj iz'uksa osQ mÙkj ns losaQxhA

* lekt esa L=kh tkfr dh egÙkk tkumuosQ xq.kksa ij ppkZ dj viuk pkfjf=kdfodkl dj Hkk"k.k :i esa vius fopkjvfHkO;Dr dj losaQxhA

* rfeyukMw izns'k osQ jgu&lgu ,oa thou'kSyh ls ifjfpr gks rfeyukMw izns'k,oa fnYyh osQ i;kZoj.k dk rqyukRedvè;;u djrs gq, ih-ih-Vh- izLrqr djlosaQxhA

* lkbfdy pykus ls gksus okys ykHkksa rFkkmlosQ egÙo dks le>krs gq, viuhNksVh cgu dks i=k fy[k losaQxhA

* fojke&fpg~u osQ iz;ksxksa ls voxr gksvH;kl dj losaQxhA

fnlacj

VIII – 24


* vdcjh yksVk

* laokn ys[ku

* eqgkojs&yksdksfDr;k¡

* (vkSipkfjd) i=k&ys[ku

* lwjnkl osQ in

* i=k ys[ku (vkSipkfjd)

• pfj=k fuekZ.k {kerk

• dYiuk&'kfDr ,oavfHkO;fDr Lrj

• l``tukRedrk

• ckSf¼d Lrj ,oa Hkk"kkij vf/dkj

• O;ogkfjdrk ,oacqf¼pkrq;Z

• leL;k osQ lek/kudh {kerk

• fopkj&fofue; dh{kerk

• lkfgfR;d tkx:drk

* fe=krk] drZO;cks/] okDiVqrk] foosd vkfnuSfrd ewY;ksa dk Nk=kkvksa esa fodklgksxk rFkk os bu ij vk/kfjr ukfVdkdk eapu dj losaQxhA

* dYiukRed 'kfDr dk fodkl dj ihryosQ crZu vkSj IykfLVd osQ crZuksa dksnks ik=k eku muosQ eè; laokn fy[klosaQxhA

* eqgkoj s] yk sdk s fDr;k s a dk leqfprokD;&iz;ksx lh[kdj leL;k osQ lekèkkuls ;qDr dgkuh dh jpuk dj losaQxhA

* i=k fo/k osQ ekè;e ls oLrqvksa dksozQ; dj ldus esa l{ke gksaxhA blvk/kj ij iqLrd fooszQrk dks iqLrosaQe¡xokus gsrq i=k fy[k losaQxhA

* bl in dks i<+us osQ ckn viuh xyrhidM+s tkus ij Nk=kk,a ml leL;k dklekèkku fudky ldus esa leFkZ gksaxhAviuh dYiuk ls ,d ,slk gh izlaxfy[k losaQxhA

* Jho`Q".k osQ thou osQ ckjs esa tkudjNk=kkvksa dk uSfrd fodkl gksxk rFkkJho`Q".k tSls O;fDr;ks a dh fdruhvko';drk gS\ bl fo"k; ij okn&fookndj loasQxhA

* fgUnh Hkk"kk osQ izfl¼ lkfgR;dkj lwjnklth osQ thou&lkfgR; vkSj Hkk"kk lsifjfpr gks losaQxh rFkk muosQ lkfgR;

okf"kZd tuojh

VIII – 25


* i;kZ;okph 'kCn* foykse 'kCn

* ikuh dh dgkuh (iBu)

* foKkiu fuekZ.k

* vusd 'kCnksa osQ fy, ,d 'kCn

* vifBr x|ka'k

osQ izpkj&izlkj gsrq lekt esa tkx:drkykus gsrq vius ys[k dks lekpkj esaizdkf'kr djkus gsrq laiknd dks i=kfy[k losaQxhA

* i;kZ;okph ,oa foykse 'kCnksa osQ fo"k; esatkudj Nk=kk,a i;kZoj.k laca/h 'kCnkas dkladyu dj ,d vkd"kZd izLrqfr rS;kjdj losaQxhA

* ikuh dh vkRedFkk i<+us ls ikuh osQuSfrd xq.kksa dks tkudj Nk=kkvksa dk uSfrdfodkl gksxk rFkk Nk=kk,a vkRedFkk ys[kufo/k dks tkudj viuh gh vkRedFkkfy[k losaQxhA

* ty lap; ij foKkiu cuk losaQxhA

* isM+ksa dks ikuh oSQls feyrk gSμouLifr'kkL=k dh lgk;rk ls tkudj vius Kkuesa o`f¼ dj losaQxh rFkk ikuh vkSjeuq"; esa lekurk ,oa vlekurkvksa esarqyuk dj loasQxhA

* ciZQ] vksl] Hkki] ck<+&vdky ls tqM+hleL;kvksa ij ppkZ dj Nk=kk,a mudkldkjkRed gy fudky vius vuqHkofy[k loasQxhA

* vusd 'kCnksa osQ fy, ,d 'kCnμblbdkbZ osQ vH;kl ,oa iz;ksxksa ls voxrgks okD;ksa esa budk iz;ksx dj viuhHkk"kk osQ Lrj esa o`f¼ dj losaQxhA

* i;kZoj.k ls lacaf/r vifBr i|ka'k i<+djiz'uksa osQ mÙkj ns losaQxhA

• l `tuk Redrk ,o alkSan;Z cks/

• Lo;a osQ izfrtkx:drk

• l`tukRedrk

• dYiuk&'kfDr ,oackSf¼d {kerk

• vocks/u {kerk]vkykspukRed&lksp

• Hkkf"kd fuiq.krk ,oal`tukRedrk

• Lokè;k; dh izo`fÙk

VIII – 26


* ckt vkSj lkai

* laokn ys[ku

* fuca/ ys[ku

* okD; (lajpuk osQ vk/kj ij)

* Vksih

* LokfHkeku] Lora=krk] LiwQfrZ] vkRefo'okltSls uSfrd ewY;ksa dh egÙkk dks le>saxhftlls mudk pkfjf=kd fodkl gksxk rFkkbu xq.kksa ls tqM+s fdlh O;fDrRo dkpfj=kkadu dj losaQxhA

* ckt vkSj lkai osQ mnkgj.k ls Nk=kkvksadks vius thou dh leL;kvkas dks u,n`f"Vdks.k ls lqy>kus dh izsj.kk feysxhrFkk os lekt esa yM+fd;ksa dh vlqj{kkdh leL;k osQ lek/kuksa ij iz'ueaprS;kj dj losaQxhA

* i;kZoj.k dh 'kqf¼ esa ckt vkSj lkai osQ;ksxnku osQ fo"k; esa Nk=kkvksa dh Kkuof¼gksxh rFkk os i;kZoj.k 'kqf¼ esa lgk;di'kq&if{k;ksa ij ,d laokn rS;kj djlosaQxhA

* ckt dh fo'ks"krkvksa ls izHkkfor gks ^esjsthou dk y{;* ij vk/kfjr fuca/fy[k losaQxhA

* lajpuk osQ vk/kj ij okD;ksa dks tkudjokD; ifjorZu dj losaQxhA

* yksddFkkvksa ls cM+h vklkuh ls ikBdksaesa uSfrd xq.kksa dk chtkjksi.k fd;k tkrkFkkA bl dFkk ls Hkh Nk=kkvksa dk uSfrdfodkl gksxk rFkk os yksd dFkkvksa dhegÙkk ij vius fopkj izLrqr dj losaQxhA

* viuh esgur dk i;kZIr iQy u feyusij oSQls viuk vf/dkj fy;k tk ldrk

• fparu izo`fÙk

• vkykspukRed lksp

• lkekftd tkx:drk• l`tukRedrk

• vkykspukRed lksp,oa rkfoZQdrk

• Lokè;k; dh izo`fÙk]vfHkO;fDr Lrj

• laLo`Qfr&izse

• tkx:drk ,oafu.kZ;kRed {kerk

iQjojh

VIII – 27


* vifBr x|ka'k

* v'kq¼ okD;ksa dks 'kq¼ djuk

* iqujko`fÙk dk;Z* O;kdjf.kd (vH;kl&i=k&2)

gS\ bldh izsj.kk Nk=kkvksa dks bl dFkkls feysxhA bl fo"k; ij vk/kfjr os,d y?kq ukfVdk izLrqr dj losaQxhA

* Hkkjrh; laLo`Qfr esa ok.kh dk i;kZoj.kdh 'kqf¼ esa ;ksxnku osQ fo"k; esa Nk=kk,atkusaxh rFkk oko~QdkS'ky esa lgk;d xq.kksadk HkhfÙkfp=k cuk losaQxhA

* vifBr x|ka'k osQ cgqoSdfYd iz'uksa osQmÙkj ns losaQxhA

* v'kq¼ 'kCn ,oa okD;ksa dks 'kq¼μblbZdkbZ osQ vH;kl ,oa iz;ksxksa ls voxrgksaxh vkSj Hkk"kk dks vf/d izHkkoh cuklosaQxhA

iqujko`fÙk ,oa O;kdjf.kd(vH;kl&i=k&2)

ekpZ okf"kZd ijh{kk

• ldkjkRedrk


• vfHkO;fDr&Lrj ,oaHkk"kk dh 'kq¼rk

iqujko`fÙk ,oaO;kdjf.kd(vH;kl&i=k&2)

iQjojh

VIII – 28

laLoQrl=k&1

ikB~; fo"k; mís'; dkS'ky

O;kdjf.kd iqujko`fÙkμ* 'kCn:iμ(laKk&loZuke)

* /krq:iμ(ikapks ydkjksa esa)

* izR;; (DRok)] rqequ~] Y;i~* la[;k (51&100 rd)

* fo'ks"k.k&fo'ks";

1-* lqHkkf"krkfu

* laf/

2-* fcyL; ok.kh u dnkfi esa Jqrk

* fp=k o.kZua* izR;;&DRok] rqequ~] Y;i~

* vO;;] fo'ks"k.k@fo'ks";

• ltxrk] fl¼karcks/tkx:drk

• fu.kZ;kRedrk] cksf¼d{kerk

• Hkkf"kd tkx:drk• leL;k lek/ku]

le>

• vuqiz;ksx] ewY;kadu

• vkRecks/] thouewY;

• oSpkfjd tkx#drk]fparu izo`fÙk

• l`tukRedrk]izfrfozQ;k rkfdZdrk

• O;kdj.kcks/

• ?kVukØe cks/]vocksèku

• uhfrKku] fopkj'kfDr

• ltxrk] rRijrk

iwoZ eè; l=k vizSy

* iqfYyax ,oa L=khfyax 'kCnksa ,oa iz;ksx lsifjfpr gksa muosQ laLo`Qr 'kCn fy[klosaQxhA

* ijLijeSifn ,oa vkReusifn /krqvksa osQifjofrZr :iksa osQ rqyukRed vocks/udj okD; esa iz;ksx dj losaQxhA

* izR;; dk okD; esa iz;ksx dj losaQxhA* bD;kou ls lkS rd dh la[;k osQ laLo`Qr

:i dh dfBukbZ dks nwj dj LraHkfeykudj losaQxhA

* fo'ks"k.k fo'ks"; 'kCnksa dk LraHkfeykudj losaQxhA

* Nk=kk,a uhfrfo"k;d 'yksdksa dks tku vU;dfo;ksa osQ uhfrijd 'yksdksa dk dksyk”kcuk losaQxhA

* 'yksdksa essa of.kZr lh[k dh egÙkk ijvius vklikl ppkZ dj losaQxhA

* HkrZgfj osQ xzaFkksa ls ifjfpr gks i;kZoj.kj{k.k esa izsfjr gks laokn dj losaQxhA

* Loj laf/ osQ fu;eksa ls voxr gks losaQxhA

* Nk=kk,a uhfrijd dFkk vkSj cqf¼erh fL=k;ksaosQ fo"k; esa tkudkjh ,d=k dj losaQxhA

* i'kq dFkk osQ ekè;e ls dFkk lkfgR; lsifjfpr gks taxy osQ i;kZoj.k ij ppkZdj mfprkuqfpr dk foosd dj losaQxhA

* fo'ks"k.k fo'ks"; 'kCnksa dk LraHkfeykudj losaQxhA

VIII – 29


* ^^uSfrdrk lHkh osQ fy, vfuok;Z gsyM+dk gks ;k yM+dh** bl fo"k; ijppkZ dj losaQxhA

* lkfgR; dh ubZ fo/k lwfDrijd laoknksadh jpuk dj losaQxhA

* foijhrkFkZd 'kCn] Loj laf/ osQ fu;e,oa izR;; dk okD; esa iz;ksx dj losaQxhA

* ^f'kf{kr O;fDr i;kZoj.k dh 'kqf¼ esavfèkd lgk;d gks ldrk gSA* bl fo"k;ij ppkZ dj vkRefo'okl dk izn'kZudj losaQxhA

* uSfrdrk esa fyaxHksn dks egRo ugha blij Nk=kk,a ppkZ dj losaQxhA

* izo`Qfr esa fo|eku laxhrkRedrk ijfopkj&fofue; dj losaQxhA

* ijLijeSifn ,oa vkReusifn /krqvksa osQifjofrZr :iksa osQ rqyukRed vocks/udj okD; esa iz;ksx dj losaQxhA

* vifBr x|ka'k dk vH;kl dj losaQxhA

* laLo`Qr Hkk"kk osQ uhfr dFkklkfgR; lsiszfjr Nk=kk,a ^>wB] pkykdh] yksHk] Øks/tSls fodkj yM+dk] yM+dh nksuksa osQfy, ?kkrd gS** bl ij ppkZ dj losaQxhA

* ^^Ny ,oa ykyp foifÙk;ksa dk tM+ gS**ikB osQ ekè;e ls bl nqcZyrk osQ fuokj.kij okn fookn dj losaQxhA

ebZ

3- * Hkoon~Ttqde~

* foijhrkFkZd 'kCn* laf/] izR;;

4- * lnSo iq:rks fu/sfg pj.ke~

* fof/fyax] yksV~ydkj

* vifBr x|ka'k

5- * /esZ /eua ikis iq.;e~

• thou ewY;] rkfoZQdrk]fu.kZ;kRedrk

• ltukRedrk] vocksèku

• cks/xE;rk] vuqiz;ksx

• vkykspukRdrk] fl¼karO;qRifÙkA

• thouewY; cks/]ltxrk] fl¼karcks/

• tkx:drk]laxhrkRdrk ,oaHkkola;e

• fu.kZ;kRedrk] ckSf¼d{kerk

• fo"k; cks/

• vuqiz;ksx] rqyuk]fu.kZ;kRedrk

• tkxfr] fo'ys"k.kkRdrk]lVhdrk

vxLr (iwoZ eè; l=k)

tqykbZ

VIII – 30


* dFkklkfgR; osQ ekè;e ls laLo`Qr Hkk"kkvocks/u esa #fp tkxsxh rFkk izo`Qfr dhje.kh;rk dk o.kZu dj losaQxhA

* ekr` 'kCn fof/fyax ,oa yksV~~ ydkj dhiqujko`fÙk dj okD; es aiz;ksx dj losaQxhA

* Nk=kk,a y`V~~ ydkj ,oa DRok izR;; dk/krq esa iz;ksx dj losaQxhA

* Hkkjrh; laLo`Qfr] uSfrd ewY;ksa vkSj fyaxHksn ij ppkZ dj losaQxhA

* ikB ls izsfjr gks vkyL; ifjR;kx ,oaJe dh egÙkk dks lh[k losaQxhA

* Nk=kk,a ikB osQ 'yksdksa osQ ekè;e lsdrZO;fu"Bk osQ izfr tkx:d gks fyaxHksn osQ vuqfpr egRo dk fojks/ djlosaQxhA

* Nk=kk,a vius i;kZoj.k esa deZfu"Bk osQHkko ij vkil esa laokn dj losaQxhA

* 'yksd osQ iBu ,oa ys[ku laca/h v'kqf¼;ksadks nwj dj LoLFk ppkZ dj losaQxhA

iqujko`fÙk dk;Zeè; l=k ijh{kk

* Nk=kk,a Hkkjrh; laLo`Qfr esa ty dh egÙkk,oa izo`Qfr dh je.kh;rk ls ifjfpr gksijksidkj osQ {ks=k esa fyax lerk ijokD; ys[ku dj losaQxhA

* gfjfrek osQ ykHk ,oa ikuh osQ nq#i;ksxosQ nq"ifj.kkeksa ij lkewfgd ppkZ djlosaQxhA

• vkykspukRdrk] iz;ksx


• vuqiz;ksx] fopkjfofue; {kerk

• fo'ys"k.k] izfrfØ;k

• pkfjf=kd xq.k]foosd'khyrk

• fu.kkZ;kRdrk ,oapkfjf=kd xq.kksa dhxzg.k'kfDr

• lg;ksfxrk] ltxrk]fparu

• leL;k lek/ku]vuqowQyu

flracj

• ltxrk] drZO;cks/]uSfrd tkx#drk

• l`tukRedrk] fparu'kfDr

• fopkj&fofue;]vkykspukRedrk

* ekr` 'kCn* yksV~~] fof/fyax

6- * izseyL; izseY;k'p dFkk

* y`V~ ydkj%] milxZ] izR;;

7- * tyokfguh

* v'kqf¼ 'kks/u

iqujko`fÙk dk;Z

8- * lalkj&lkxjL; uk;dk%* fuikr Le

mÙkj eè; Lrj vDVwcj

VIII – 31


* fo'ks"k.kμfo'ks"; ,oa /krq:iksa ,oa fuikrdk okD; esa iz;ksx dj losaQxhA

* Nk=kk,a mÙkj iwoZ osQ lkr jkT;ksa dhizko`Qfrd fof'k"Vrkvksa ls ifjfpr gkslossaQxhA

* izR;; ,oa iap ydkj dk okD; esa iz;ksxdj losaQxhA

* fp=k o.kZu dk vH;kl dj losaQxhA

* Nk=kk,a okfVdk dh jkspd tkudkjh osQlkFk L=khfyax fj'rksa ,oa L=khfyax fo'ks"k.k'kCnksa dk iz;ksx dj okD; cuk losaQxhA

* okfVdk esa miyC/ phtksa osQ laLo`Qr:i ,oa i;kZojf.kd 'kCnksa dk dksyktcuk losaQxhA

* loZuke 'kCn :i dk vH;kl djlosaQxhA

* Li"V mPpkj.k dh dfBurk dks nwj dj'kq¼ ekSf[kd mPpkj.k dj losaQxhA

* Hkkjrh; laLo`Qfr esa efgykvksa dh egÙkkij ppkZ dj losaQxhA

* iqfYyax ,oa L=khfyax 'kCnksa ,oa iz;ksx lsifjfpr gksa muosQ laLo`Qr 'kCn fy[klosaQxhaA

* i;kZoj.k ls lacaf/r laLo`Qr 'kCnksa dkstkudj laLo`Qr esa NksVs&NksVs okD; cukusesa l{ke gks losaQxhA

* /krq:i dk vH;kl dj losaQxhA

* fo'ks"k.k fo'ks"; ,oa fuikr Le

9- * lIr HkfxU;%

* izR;;] iap ydkj

* fp=k o.kZu

10- * v'kksd ofudk

* loZuke 'kCn&:ikf.k(rr~] ,rr~)

11- * lkfo=kh ckbZ iqQys

* (yV~ ydkjs) (iB~] fy[k~] Hkw)

• vuqiz;ksx] ewY;kadu

• ifjos'k Kku

• Hkkf"kd tkx#drk]l`tukRedrk

• vocks/u {kerk]Hkkola;e] vuqiz;ksx

• fopkj&fofue;l`tukRedrk

• leL;k lek/ku]lfØ;rk

• laLoQfr cks/] oSpkfjd'kfDr] oko~Q&dkS'ky

• leL;k&lek/ku]tkx#drk

• l`tukRedrk ,oavuqiz;ksx

• O;kdj.kcks/

uoacj

fnlacj

VIII – 32


* Nk=kk,a Hkkjrh; ekSle dh tkudkjh izkIrdj i;kZoj.k osQ egRo ij ppkZ djlosaQxhA

* iznw"k.k osQ izHkko ij laf{kIr ys[k fy[klosaQxhA

* i;kZoj.k j{kk ls lacaf/r 'kCnksa dk Hkk"kkdks'k cuk losaQxhA

* i=k ys[ku dk vH;kl dj losaQxhA

* yÄ~~ ydkj dk vH;kl dj losaQxhA

* IykfLVd iz;ksx ls lacaf/r vkM~acjksa osQizfr tkx#d gks fopkj&fofue; djlosaQxhA

* Nk=kk,a vius ns'k dh lH;rk ,oa laLo`Qfrij ldkjkRed ppkZ dj losaaQxhA

* 'yksadksa dh dfBukbZ;ksa dks nwj djrs gq,mu 'yksd dk lLoj okpu lh[k losaQxhA

* Hkkjrh; xkSjoo`f¼ esa fL=k;ksa us lekunkf;Ro fuHkk;k bl ij laokn dj losaQxhA

* laf/ ,oa vifBr x|ka'k dk vH;kldj losaQxhA

* Nk=kk,a xf.kr'kkL=kh vk;ZHkV~V ls ifjfprgks xf.kr] tku dk vf/dkj yM+dh dksyM+osQ osQ leku gSμij ppkZ dj losaQxhA

* xf.krh; x.kuk laca/h ewy ea=k lh[kxf.kr laca/h 'kCnksa osQ u, iz;ksx lh[klosaQxhA

12- * d% j{kfr d% jf{kr%

* yÄ~~ ydkj

13- * fgeky;%

* laf/* vifBr x|ka'k

14- * vk;ZHkV~V%

• ltxrk] ifjos'k Kku

• ewY;kadu] le>

• l`tukRedrk] ckSf¼dKku

• l`tukRedrk

• O;kdj.k cks/

• vkRetkx#drkfo'ys"k.k

• thouewY;] rkfoZQdrk

• l`tukRedrk]pkfjf=kd xq.k

• l`tukRedrk] ckSf¼d{kerk

• Lokè;k;

• vkRecks/] fopkjfofue;] fparu


okf"kZdh tuojh

VIII – 33


* fp=k&o.kZue~

15- * izgsfydk%

* le;&ys[kue~

* i=k ys[kue~

iqujko`fÙkμlaiw.kZ ikB~;Øe

* xf.kr foKku laca/h nks"k ,oa muosQneu osQ dkj.kks a dks tku vklikltkx:drk yk losaQxhA

* fp=k o.kZu dk vH;kl dj losaQxhA

* Nk=kk,a f'k{kkizn igsfy;ksa dh lkjxfHkZrkij LoLFk ppkZ dj losaQxhA

* 'yksdksa dk Loj y; osQ lkFk okpulh[k losaQxhA

* lwfDrfo"k;d dks'k ,oa le;&Kku esao`f¼ djsaxh rFkk laLo`Qr Hkk"kk esa ?kM+h&fuekZ.k djus dk iz;kl dj losaQxhA

* 'yksdksa esa of.kZr iaprRoksa dh egÙkk ijfopkj fofue; dj losaQxhA

* fjDr&LFkku iwfrZ dj i=k ys[ku dk vH;kldj losaQxhA

okf"kZd dh ijh{kk dh n`f"V ls laiw.kZikB~;Øe dh iqujko`fÙk

okf"kZd dh ijh{kk

• O;kogkfjd Kku]ltxrk] fparu

• vkykspuk] thoun'kZu

• laxhrkRdrk] vocksèku

• l`tukRedrk] le>• izfrfØ;k] vkReKku

• rkfoZQdrk] lVhdrk]rF;Kku

Lokè;k; dh izo`fÙk

ekpZ

iQjojh

VIII – 34


flU/hTopic : izkFkZuk Month : April/May

Pre Mid Term

• lR; ij vk/kfjr ikSjkf.kd dFkk dkscrkrs gqs, lR; cksyus esa leFkZ gksaxhA

• okrkoj.k esa lkekftd lejlrk dk Hkkotkx`r djus esa leFkZ gksaxhA

• bZ'koUnuk ls ruko eqDr gksaxhA rFkklcosQ fgr osQ fy, lkspus esa leFkZgksaxhA

• iqfYyax 'kCnksa dks L=khfyax cukus ,oa,dopu ls cgqopu cukus esa leFkZgksaxhA

• ^cpr djus esa ykHk* bl rF; dksle>rs gq, ferO;;rk ,oa cpr djusdh vknr fodflr djus esa leFkZ gksaxhrFkk bl ij Hkk"k.k izLrqr dj losaQxhA

• NksVs ctV ls Hkfo"; esa cM+s dk;Z djusdh ;kstuk cukus esa leFkZ gksaxhA

• ljdjh xSj ljdkjh cpr ;kstukvksa ijfopkj djus esa l{ke gksaxh rFkk muosQuke fy[kus esa leFkZ gksaxhA

• laKk dh ifjHkk"kk ,oa muosQ Hksnksa osQukeksa dh tkudkjh izkIr djus esa leFkZgksaxhA

• fiQtwy [kpks± ij fu;a=k.k j[kus esa leFkZgksaxhA

• ?kj dks lkiQ j[kus dh izsj.kk ls izsfjrgksrs gq, Lo;a dk;Z djus dh vknrMkyus esa leFkZ gksaxhA

• vifBr x|ka'k osQ cgqoSdfYid iz'uksaosQ mÙkj ns losaQxhA

izkFkZuk

ftUl] vnn

bLe

gI+kZqQ”kj] gI+kZqQ tqfeyks] giqZQ funk

?kj th lI+kQkbZ

vifBr x|ka'k

• lnxq.kksa dk fodkl• leHkko

• rukoeqDr• fparu izo`fÙk

• O;kdjf.kd Kku

• nwjnf'kZrk

• lek/ku fudkyuk

• fparu izo`fÙk

• O;kdjf.kd Kku

• vkRefu;a=k.k

• lkiQ okrkoj.k

• ckSf¼d Lrj]Hkk"kk dh 'kq¼rk

Topic : FkksM+h cpr ?k.kh jkgr

Topic : ?kj th lI+kQkbZ

VIII – 35


[+krq

geekuk yÝ+”kxkzYgkb.k tk yÝ+”k

lUr ok.kh

rtqZeks

dkEI;wVj th vkRedgk.kh

eqgkojs] flI+kQr

vifBr i|ka'k

• ?kj dks lqpk: :i ls O;ofLFkr j[kusdh ;kstuk cukus esa l{ke gksaxh rFkkLFkku ,oa vko';drkuqlkj gh oLrqvkasdks [kjhnuk pkfg, bls le>us esa leFkZgksaxh rFkk bl ij ppkZ@ifjppkZ djsaxhA

• fla/h 'kCnksa osQ vU; lekukFkhZ 'kCnksa dhtkudkjh izkIr djrs gq, mUgsa fy[kus esaleFkZ gksaxhA

• lPph fe=krk] gB dk R;kx ,oa vkyL;nwj djus dh f'k{kk xzg.k djrs gq, bulsgksus okys ykHk osQ ckjs easa fopkj vfHkO;Drdjus esa leFkZ gksaxhA

• if{k;ks a osQ leku lnSo feytqydjizseiwoZd jgus dh izsj.kk ls izsfjr gksdj^,drk esa cy* fo"k; ij Hkk"k.k nsus esaleFkZ gksaxhA

• fgUnh okD;ksa dks fla/h Hkk"kk esa cnyusdk vH;kl djrs gq, vuqokn djus esaleFkZ gksaxhA

• vkRedFkk fy[kus dh 'kSyh ls ifjfprgksaxh rFkk vius ckjs easa 'kSf{kd ,oavko';d dk;ks± osQ fy, gh dEI;wVjdk iz;ksx djsaxhA

• ^^le; dh cpr esa dEI;wVj dk vewY;;ksxnku gSA** bls le>rs gq, okn&fookn*izLrqr djsaxhA

• baVjusV osQ iz;ksx ls fo"k; ls lacafèkrtkudkjh gkfly djus esa l{ke gksaxhA

• fo'ks"k.k dh tkudkjh izkIr djrs gq,eqgkojksa osQ vFkZ fy[krs gq, okD; cukusesa l{ke gksaxhA

• Nk=kk,a vifBr i|ka'k i<+dj iwNs x,iz'uksa osQ mÙkj ns losaQxhA

• vkRefuHkZj• fparu izo`fÙk

• mfpr fu.kZ;

• Hkk"kk Kku

• ln~xq.kksa dks viukuk

• HkkbZpkjs dh Hkkouk

• Hkk"kk Kku

• Loys[ku• vkRefu;a=k.k

• midj.kksa dh vgfe;r

• lek/ku fudkyuk

• O;kdjf.kd Kku

• ckSf¼d Lrj]Hkk"kk Kku

Topic : lUr ok.kh

Topic : dkEI;wVj th vkRedgk.kh Mid Term Month : July (16-31)

VIII – 36


• ^gB ,oa vgadkj dk R;kx rFkkln~xq.kksa dks viukuk* bl fo"k; ijokrkZyki djus esa leFkZ gksaxhA

• lwjt ,oa pUnzek dh fdj.kksa ls izsj.kkikdj ldkjkRed lksp fodflr gksxhA

• nq[k vkus ij fujk'k u gksuk cfYdmldk lek/ku fudkyus esa leFkZ gkasxhA

• vukSipkfjd i=k dks flU/h esa fy[kusdk vH;kl djrs gq, fiz;tuksa dks [krfy[kus easa leFkZ gksaxhA

• fozQ;k ,oa mlosQ Hksn rFkk iSjkxzkiQ fy[kuseasa leFkZ gksaxhA

• cgkj ½rq dh fo'ks"krkvksa dk fla/hHkk"kk esa o.kZu djrs gq, Lojfpr iSjkxzkiQfy[kus easa leFkZ gksaxhA

• iQly idus ij fdlku ,oa mudhiRuh nksuksa dh izlUurk osQ Hkko eglwldjrs gq, vfHkO;Dr djus easa leFkZ gksaxhA

• ^Xykscy okfe±x ls izo`Qfr dks gksus okyhgkfu* fo"k; ij okn&fookn izLrqr djuseasa leFkZ gksaxhA

• uohu 'kCnkoyh osQ iz;ksx ls fgUnh okD;ksadk flU/h esa vuqokn djus easa leFkZgksaxhA

• Nk=kk,a eqgkojksa ,oa igkdks osQ vFkZ fy[kdjokD; cuk losaQxhA

• ikSjkf.kd dFkkvkas ls f'k{kk xzg.k djusdh izsj.kk ls izsfjr gksaxh rFkk y{; izkfIrosQ fy, ,dkxzfpÙk gksdj dk;Z djus lsfeyus okyh liQyrk ij Hkk"k.k izLrqrdjus easa leFkZ gksaxhA

vkFkr

[+kre”ewu

cgkj

okPp

eqgkojk ,sa igkdk

• pfj=k fuekZ.k

• leL;k lek/ku

• izo`Qfr izse

• Hkk"kk Kku

• Loys[ku {kerk

• izo`Qfr izse

• lekurk Hkko

• leL;k lek/ku

• Hkk"kk Kku

• l`tukRedrk

• ikSjkf.kd Kku• ,dkxzrk

Topic : li+Qyrk tks jktq

Topic : vkFkr

Topic : cgkj Month : August

VIII – 37


• jkg esa vkbZ eqlhcrksa dk lkeuk djus esaleFkZ gksaxhA

• Lora=krk laxzke esa 'kghn gq, ns'kHkDrksaosQ thou ls izsfjr gksrs gq, fdUgha pkjLora=krk lsukfu;ksa ij vyce cukus esaleFkZ gksaxhA

• flU/h Lora=krk lsukuh vej 'kghn gsewadkyk.kh ls ifjfpr gksrs gq, lfp=k muosQxq.kksa dks fy[kus esa leFkZ gksaxhA

• ns'k osQ fodkl esa ukjh ,oa iq#"k nksuksadk ;ksxnku gSA bls tkurs gq, ppkZifjppkZ djus esa leFkZ gksaxhA

• ns'k dh leL;kvkas osQ izfr vius fopkjvfHkO;Dr djus esa leFkZ gksaxhA

• Hkkookpd laKk cukus esa leFkZ gksaxhA

• isM+&ikS/s yxkus dh #fp tkx`r djrs gq,^^o`{k cpkvks vfHk;ku** ij Hkk"k.k nsusesa leFkZ gksaxhA

• ^^thou esa o`{kksa dk egÙo** bls HkyhHkk¡fr tkurs gq, taxykas dks dkVus ls o"kkZesa gksus okyh deh dk lek/ku fudkyusesa leFkZ gksaxhA

• laKk 'kCnksa ls fo'ks"k.k 'kCn cukus esaleFkZ gksaxhA

• vifBr i|ka'k i<+dj fn, gq, iz'uksa osQmÙkj ns losaQxhA

• feytqydj jgus dh Hkkouk fodflrgksrs gq, ^laxBu osQ egÙo* ij vuqPNsnfy[kus esa leFkZ gksaxhA

vej 'kghn gsewa dkyk.kh

bLe ”kkfr Bkfg.k

o.k iksf[k;wa

bLe eka fliQr Bkfg.k

vifBr i|ka'k

c/hv esa cyq

• la?k"kZ'khy

• ns'kizseln~xq.kksa dk egRo

• tkx:drk

• leHkko

• fparu'khy

• O;kdjf.kd Kku

• izo`Qfr izse• oko~QdkS'ky

• izo`Qfr dk egÙo• leL;k lek/ku

• O;kdjf.kd Kku

• fo'ys"k.kkRedrkHkk"kk dh 'kq¼rk

• HkkbZpkjs dh Hkkouk• ,drk esa 'kfDr

Topic : vej 'kghn gsewa dkyk.kh Post Mid Term Month : October

Topic : o.k iksf[k;wa

Topic : c/hv esa cyq Month : November

VIII – 38

iSjkxzkiQ ,oa vifBr x|ka'k

gksyh

bLe tkfr Bkfg.k

eqgkojksa ,oa igkdk

lkiQ okrkoj.k

”kiZqQ ,sa mutk fO+kQLe


• vlkekftd rÙoksa dk laxfBr gksdjlkeuk djus esa leFkZ gksaxhA

• ^^L=kh vkSj iq#"k osQ ;ksxnku ls lektfodflr gksrk gSA** bl rF; dks tkusaxhA

• flU/h esa rFkk oko~QdkS'ky izLrqr djusesa leFkZ gksaxhA

• Hkkjrh; laLo`Qfr ls ifjfpr gksaxh rFkkR;ksgkjksa osQ egÙo dks Hkyh Hkkafr tkursgq, fdUgha nks flU/h ioks± dk lfp=ko.kZu djus esa leFkZ gksaxhA

• lkaiznkf;d ln~Hkko dh Hkkouk fodflrgksxh rFkk ioks± dh /wfey gksrh ijaijkosQ dkj.kksa ij vius fopkj O;Dr djusesa leFkZ gksaxhA

• ioks± ls L=kh&iq#"k osQ laca/ksa esa izxk<+rkmRiUu gksrh gS bls tkuus esa leFkZ gksaxhA

• Hkkookpd laKk cukus dk vH;kl djusesa leFkZ gksaxhA

• eqgkojksa ,oa igkdksa osQ vFkZ fy[kdjokDl cukrs esa l{ke gks losaQxhA

• ^^'kq¼ okrkoj.k dk thou esa egÙo**

• nwf"kr okrkoj.k osQ dkj.k rFkk bUgsa 'kq¼djus osQ ckjs esa vius fopkj fy[kus esaleFkZ gksaxhA

• gok dks 'kq¼ j[kus osQ fy, isM+&ikSèksyxkus osQ fy, izsfjr gksaxh

• leL;k dk gy

• lekurk Hkko

• Loys[ku {kerk

• laLo`Qfr izse• ioks± dk egÙo

• leL;k lek/ku

• ijLij izse

• O;kdjf.kd Kku

• l`tukRedrk

• 'kq¼ okrkoj.k

• leL;k lek/ku

• izo`Qfr izse

Topic : gksyh Month : November

Topic : lkiQ okrkoj.k Final Term Month : December

VIII – 39

Topic : flU/ th lhrk ^^ek:bZ** Month : December

• flU/ dh yksddFkk ls ifjfpr gksrs gq,^ek:bZ* dks flU/ dh lhrk D;ksa dgkx;k gSA bls fy[kus esaa esa leFkZ gksaxhA

• ek:bZ osQ vkn'kZ thou ls izsfjr gksrs gq,ns'k osQ izfr leiZ.k dh Hkkouk fodflrdjrs gq, Lojfpr dfork fy[kus esaleFkZ gksaxhA

• yksdlkfgR; osQ vè;;u osQ izfr #fptkxzr gksrs gq, vU; yksd dFkk lquus esaleFkZ gksaxhA

• dky ,oa muosQ Hksnksa osQ uke tkurs gq,fla/h Hkk"kk esa mudk iz;ksx djus dkvH;kl esa leFkZ gksaxhA

• LoLFk 'kjhj osQ fy, ikSf"Vd vkgkj dksgh izkFkfedrk nsaxh rFkk ikSf"Vd xq.kksa ls;qDr [kk| lkexzh dk lfp=k o.kZu djusesa leFkZ gksaxhA

• ^^tad iwQM** osQ c<+rs izpyu dks jksdukbl fo"k; ij Hkk"k.k nsus esa leFkZ gksaxhA

• vk;q ,oa dk;Z osQ vuqlkj Hkkstu dhek=kk o izdkj osQ ckjs esa Hkyh Hkkafrtkusaaxh rFkk rkfydk cukus esa leFkZ gksaxhA

• loZuke ,oa muosQ Hksnksa osQ uke tkursgq, v'kq¼ okD;ksa dks 'kq¼ djus esa leFkZgksaxhA

• vifBr x|ka'k i<+dj iwNs x, iz'uksa osQmÙkj fy[k losaQxhA

• yksd lkfgR; dkifjp;

• vkn'kZ thou• leiZ.k Hkko

• yksdlkfgR; #fp

• O;kdjf.kd Kku

• ikSf"Vd vkgkj

• leL;k lek/ku

• O;kdjf.kd Kku

• ckSf¼d Lrj]Hkk"kk Kku

f”kn] ”keku

flgr ykb [kksjkd

”kehj

okD;ksa dks 'kq¼ djuk

vifBr x|ka'k

iqujko`fr dk;Z


Topic : flgr ykb [kksjkd Month : January

VIII – 40

Pre-Mid TermMATHEMATICS

Topic : Squares and Squares Roots Month : April (1-15)


Students will be able to :

Introduction relate numbers and square Thinking, decisionnumbers making, identification

Properties of square differentiate between the square Observation, differ-numbers numbers and non square numbers entiation, problem

solving

Pythagorean Triplets recognize the behaviour of Calculation, selfsquare numbers satisfying the awareness, decisioncondition a2 + b2 = c2 making

To find the square roots calculate the number whose Calculation, accuracy,through factorisation square is given through prime sensitizing about

factorization method sharing and caring,stress management

Long division method determine the square root Calculation, valuethrough long division method the importance of role

of women in societyaccuracy, estimation

Square root of decimals Explore the decimal number whose Calculation, problemsquare is given. solving, Estimation,

decision making,approximation

Cubes developing the concept of multiply- Calculation, formulationing a number by itself three times to generalisationto obtain its cube

Perfect cubes Identify perfect cubes using prime express, reverence forfactorization method mathematicians for

their contribution

Topic : Cubes and Cube Roots Month : April (16-31)

VIII – 41


Cube roots Investigate the number whose Calculation, problemcube is given through prime factori- solving, activezation method engagement, stress

management

Representation on number represent the rational numbers on Self- discipline,line the number line representaton

interdependence

Rational Numbers between discover infinite number of Rational Calculation,two given Rational Numbers numbers between any 2 Rational appreciate, presence

numbers infinite rationalnumbers,

Polygons classify concave and convex Observation,polygons classification

Regular and irregular recognize equiangular Observation,polygons and equilateral polygons recognition, analysis

Sum of exterior angles of a To perform and verify that the sum of Verification, problempolygon the exterior angles of a polygon is solving, application,

360° perform

Angle sum property of Perform and verify that the sum of Thinking, Calculation,Quadrilaterals the angles of a Quadrilateral is 360° Appreciating stability

in life, perform,verify, application

Types of Quadrilaterals classify the, quadrilaterals and Critical thinking,assess their properties recognizing shapes

from the environmentanalysis, discover

Linear Equations establish equations in one Observation,variable decision making,

extrepolate

Topic : Rational Numbers Month : May

Topic : Understanding Quadrilaterals Month : May

Topic : Linear Equations Mid Term Month : July (1-15)

VIII – 42

Solution of linear equation To evaluate the given equation Evaluation, problemsolving, Verification,logical thinking

Solution of practical problems convert the given problem into Thinking, calculation,a linear equation and evaluate the apply combination ofvalue of the linear equation mathematical skills,

Decision making,stress management,collaborativelearning, Genderequality.

Ratios develop the concept of ratio with Comparison, criticalobjects used everyday thinking, analysis

Percentages relate ratios and percentage in Critical thinking,real life problem solving,

develop sensitivitytowards environment

Profit and loss, discount, tax correlate percentage Application, highto commercial maths order thinking skills,

decision making

Algebraic Expressions identify and define terms, coefficients Observation, criticaland expressions thinking, identification,

Multiplication of Algebraic simplify different algebraic Thinking, calculation,Expressions expressions Simplification

Application of identities Simplify algebraic expressions Calculation,Application, fosterindependent thinking

Area of trapezium apply the formula and explore out the application,area according to given dimensions critical thinking and

perform


Topic : Comparing Quantities Month : July (16-31)

Topic : Algebraic Expressions Month : August (1-15)

Topic : Mensuration Month : August (16-31)

VIII – 43


Area of polygon express the area of the polygon Thinking, calculation,by dividing the figure into triangles Drawing, makingand rectangles correct judgement,

decision making,doing the best.

Powers with negative develop the concept of negative Thinking,exponents Powers and its application in identification,

expanded form application

Laws of exponents exterpolate the laws of exponents Application, decisionmaking, problemsolving

Standard form relate exponents with very Applicationvery large, very small numbers observation, analyse

the question, sensitisethe students aboutthe value of very verysmall creatures in theenvironment

Histogram draw Histogram Observation,interpretation,Making logicaldeductions

Pie chart construct the pie graphs Observation,Developing motorsills, calculation

Different Views of 3-D Construct the front, side and top view Observation,shapes of the 3-D objects visualize, engage in

active learning andself motivation,decision making

Topic : Exponents and Power Post-Mid Term Month : October (1-15) (MATHEMATICS)

Topic : Data Handling Month : October (16-31)

Topic : Visualising Solid Shapes Month : October

VIII – 44

Euler’s Formula Verify the relation F+V-E=2, for Calculation, observa-3-D objects tion, application,

problem solving,

General form of numbers Express 2 digit, 3 digit numbers Thinking, problemand so on in general form solving, critical

analysisTests of divisibility Apply of divisibility rules in Calculation, decision

finding out unknown digit in making, problem sol-numbers ving, numbers impor-

tance of rules anddiscipline in real life

Direct proportion Analyse that variation in one Thinking, makingquantity bringing variation in other logical decisions,quantity in direct proportion sensitising the

students aboutgender equality,Problem solving.

Inverse proportion establish a relation about how Analyse the problem,increase in one quantity leads to select a suitabledecrease in other quantity and also strategy and applyabout constant of proportion the technique, value

the equal division oflabour

Line graph Analyse data that changes Accuracy, sensitizingcontinuously over periods of time about growingconnected by a line inflation

Linear graph Locate points in a coordinate plane Accuracy, application,and join these points to form linear Knowing globalgraph warming


Topic : Introduction to Graph Month : November

Topic : Direct and Inverse Proportions Month : November

Topic : Playing with Numbers Month : November

VIII – 45

Factors of algebraic categorise algebraic expressions Critical thinking,expression by regrouping as factors and Rearranging the analysis and,

expressions to form groups leading problem solving,to factorisation decision making, self

discipline

Factorisation using identities Apply identities in Factorisation Observation, applycomprehend, engagein critical thinking andsolve

Division of algebraic Divide a polynomial by a polynomial Calculation, stressExpressions using Factorisation on equal sharing

Surface area and volume of Visualise 3-D figures formulate Learning to appreciatecube, cuboid and cylinder and their apply in shapes from the

real life situations nature and becomesensitive towardstheir care, nowastage, sustainabledevelopment

Compound interest Differenciate between the simple Compute and calculate,interest and compound interest

Computation of compound To be able to apply Compund interest Calculation, probleminterest when interest is and solving the problems formula solving, beauty ofcompounded annually, semi- banking in real life,annually and inverse decision making,problems positive thinking

Construction of qudrilaterals Construct quadrilaterals according to Accuracy, create,given specifications Developing motor

skills, decisionmaking, criticalthinking, streessmanagement


Topic : Practical Geometry Month : January

Topic : Factorisation Final Term Month : December (1-15)

Topic : Compound Interest and Mensuration Month : December (16-31)

VIII – 46


PRE-MID TERMSCIENCE

Force

Pressure

Physical properties ofmetals & non metals

Chemical Properties ofmetals and non-metals

• Develop the definition of the termforce

• Compare different types of force

• Identify the force as contact or non-contact

• Realize that force is required toperform all the tasks

• Discover the term pressure

• Choose methods to increase/decrease pressure

• Demonstrate Simple activitiesperformed to show liquids exertpressure

• Develop definition of Atmosphericpressure

• Select examples to show thepresence of atmospheric pressure

• Identify the metals and non-metalsCompare the properties of metalsand non metals

• Discover properties of metals

• Demonstrate reactions indetermining the properties ofmetals and non-metals

• Create, Synthesis

• Analysis, Evaluate

• SynthesisDecision making

• ComprenhensionSelf awareness

• Identification,Evaluation

• Application

• Analysis• Synthesis,

Collaboraline

• Application,Synthesis

• KnowledgeDecision making

• Application,Knowledge

• ComprehensionIdentification

• ObservationCollaboration

Topic : Force and Pressure Month : (April)

Topic : Materials : Metals & Non-metals Month : (April-May)

VIII – 47


• Discuss the uses of metals & non-metals

• Relate role of nature in providingus with resources

• Tabulate natural resources• Compare Inexhaustible and

Exhaustible natural resource

• Develop the concept of cell• Apreciate the scientist who

discovered the cell• Define cell as smallest structural

and functional unit of life• Appreciate the smallest unit of life

that performs multitask in livingorganisms

• identify unicellular and multicellularorganisms

• Discover and identify the cells ofdifferent shapes and sizes byobserving onion peel cell and cheekcell.

• Conceptualize the structure andfunction of cells and their variety

• Recognize the structure of differentcell organelles.

• Discuss the function of different cellorganelles

• Differentiate between an animaland a plant cell

• Draw and label the diagrams of ananimal cell and a plant cell

• Differentiate between prokaryoticand eukaryotic cells(Value : appriciate diversity of lifeforms and division of labour)

Use of metals & non-metals

Discovery of cell

Definition of cell

Different shapes and sizes ofcell

Cell Organelles and theirstructure and function

Plant and Animal Cell

Types of cell-Prokaryotic andEukaryotic

• Application

• Critical thinking

• Analysis, SynthesisSensitivity towardsEnvironment

• Comprehension

• Appreciation

• Synthesis, Create

• Analysis, Teamwork

• Analysis,Comprehension

• Analysis,observation Criticalthinking

• Synthesis,Understanding

• Analysis, Synthesis

• Collaboration Teamspirit


• Analysis SynthesisCreate

• Analysis,Appreciation ofdiversity

Topic : Cell Month : (April)

VIII – 48


Topic : Stars & the Solar System Month : (May)

Celestial bodies

The Moon

The Stars

The solar system

Artificial satellites

• Identify the celestial bodies in thenight sky

• Classify of the celestial bodies

• Illustrate the phases of the moon

• Draw diagram to show phases ofthe moon

• Compare the moon to the earth

• Realize consequences of absence ofatmosphere on moon

• Discuss that the sun is our closeststar

• Highlight properties of a star

• Discover the definition ofConstellation

• Construct the variousConstellations

• List the names of the planets fromthe sun in sequential order

• Draw neat diagram of the solarsystem

• Compare a star to a planet• Relate Comets, meteors and

asteroid as part of the solar system• Construct model of artificial

satellites orbiting the earth• List properties of artificial

satellite• Compare an artificial satellite with

natural satellite.• Discuss uses of satellites• (Value : Explore and to appreciate

contribution and involvement ofIndia in space Programes)

• Evaluate

• Analysis, Comprehension

• Synthesis

• Create

• Analysis, synthesis

• Knowledge Crticialthinking

• Comprehens ionand Synthesis

• Create, research

• Synthesis



• Application, Create

• Decision making,Knowledge

• Problem Solving,Knowledge

• Observation,comprehensionappreciation

VIII – 49


Topic : Conservation of Plants and Animals F.A.1 Month : (May)

• Importance ofconservation

• Deforestation

3. Conservation of forests

4. Threatened Species

Force of friction

Role of friction

• Develop the definition ofconservation and biodiversity

• Explore and Identify the causes ofdeforestation

• Explore the consequences ofdeforestation

• Evaluate the importance ofProtecting flora and fauna

• Adopt the methods of conservingforests

• Explore Biosphere reserves, WildLife Sanctuary and National Parksmark on the map of India

• Discover the causes of extinction

• Identify the animals which havebecome extinct

• Develop the concept of Endemicspecies

• Create awareness of threats posedto wildlife and plants

• Develop definition of Friction.• Identify the causes of Friction.• Demonstrate simple activities to

show friction with the help of aspring balance.

• Tabulate advantages anddisadvantages of friction in ourdaily life.

• Propose methods to Increase andreduce friction.

• Synthesis,Analysis

• Identify

• Evaluate

• Sensitivity towardsenvironment

• Decision making

• SynthesisCollaboration

• Analysis

• KnowledgeComprehension

• Syntheiss, Create

• Empathy,Compassion

• Identification,Create

• Synthesis,ExpressionCollaboration

• Compare andAnalyse

• Creativity,Decision Making

MID TERM

Topic : Friction Month : (July)

VIII – 50


• Categorise types of friction.• Relate it to fluid friction.• Justify the need to streamline

objects

• Tabulate the products obtainedfrom coal and petroleum

• Summarise the process offractional Distillation of petroleum

• Explain the need for refining ofPetroleum

• Identify the constituents ofpetroleum and their uses

• Realize the use of CNG as a cleanerfuel to save the environment

• Justify the uses of inexhaustiblesources of energy(Value : sensitize people save theearth)

• Develop the definition of micro-organisms

• Classify and group themicroorganisms into useful andharmful categories

• Draw the different types ofmicroorganisms seen under themicro scope

• Identify the microorganisms underthe microscope

• Evaluate the role of microorganisms in our daily life

• Categorise,Analyze

• Application• Problem Solving,

Critical Thinking


• KnowledgeComprehension

• Create,Collaboration

• Identification,Knowledge

• Comprehension,Self awareness

• Critical thinkingCompassion

• Create,Comprehension

• Classify, Decisionmaking

• Analysis &synthesisAwareness, listing

• Identification,Observation

• Appreciate, criticalthinking

Topic : Coal and Petroleum Month : (July)

Natural resources

Coal & Petroleum

Natural Gas

Management of natural re-sources

Microorganism

Topic : Ch-2 : Micro-organism : Friend or Foe Month : July

VIII – 51


Hamrful microorganisms

Food preservation

Combustion and fire

Types of Combustion

(i) Rapid(ii) Spontaneous(iii) Explosive

• Explore the commercial use ofmicro organisms

• Discover & identify the medicinaluse of micro-organisms

• (Value : Analyse the role of micro-organisms in cleaning theenvironment)

• Tabulate & identify the diseasecausing micro-organisms

• Explore some common diseasescaused by micro organisms inanimals and in plants

• Adopt the methods for preventionof the diseases

• Discover the various methods usedto preserve food, such aspasteurisation and usingpreservatives

• (Value : Evaluate and Appreciatethe value of food)

• Develop the definition ofcombustion

• Compare the combustile and non-combustible substances

• Highlight the conditions necessaryfor combustion

• Classify and explain the differenttypes of combustion

• Identify the different types ofcombustion from the examplesgiven

• Problem solving

• Discover, identifyComprehension

• Concern, Analysis,self awarenessAnalysis Synthesis

• Problem solving,Decision making

• EmpathyCompassion

• Comprehension,Analysis

• Knowledge Create

• Critical thinking,Analysis

• Application,Critical thinking

• AnalysisCollaboration,expression

• Synthesis,Comprehension

Topic : Combustion & Flame Month : (August)

VIII – 52


• Calculation,Analysis

• Sensitivity towardsEnvironment

• Create, Criticalthinking

• Analysis, Criticalthinking

• Identification,Analysis

• Analysis, create

• Critical thinking

• Analysis &Synthesis

• KnowledgeSynthesis

• Compile, analysis& Synthesis

Environmental concernEmpathy

• Critical thinking,appreciation

• Discuss the importance of calorificvalue in selecting fuel

• Realize the importance of selectinga good fuel which causes lesspollution

• Illustrate the different zones of theflame

• Compare the combustion of eachzone

• Identify the zone which undergoescomplete combustion

• Value Appreciate Importance ofResources

• Discover the flow of electric currentin liquids

• Find out which liquids conductelectricity

• Demonstrate the conductiondeveloped in few solutions

• Develop the Principle of electroplating

• Compile uses of electroplating indaily life

• (Value : hazards of electroplatingon environment)

• Highlight the importance of soundin our daily life.

Calorific values

Good fuel

Flame

Conduction of electric currentin liquids

Chemical effects of electriccurrent

Electroplating

Sound a form of energy

Topic : Chemical Effects of Electric Current Month : (August)

POST MID TERM

Topic : Sound Month : (October)

VIII – 53


Sound needs a medium forpropagation

Audible and inaudible sounds

• Choose instruments which producemusical sounds

• Discover sound is produced by avibrating body.

• Correlate Musical instruments andtheir vibrating parts

• Identify Voice box in humans

• Compare speed of propagation ofsound in different media

• Demonstrate simple activities toshow propagation of sound

• Illustrate structure and working ofhuman ear

• Realize the importance of our ears

• Develop definition of amplitude,time period and frequency ofvibrations

• Find audible and inaudible range ofdifferent organisms

• Compare between audible and -inaudible sound

• Tabulate difference between noiseand music

• Identify causes of noise pollution

• Propose methods to minimize noisepollution

• List the harmful effects of noisepollution on health & environment

(Value : Realize the importance ofsense organs)

• Decision makingappreciation ofsenses


• KnowledgeApplication

• Identification, Selfawareness

• Correlation &analysis

• Synthesis,Collaboration

• Application,Create

• Compassion


• Identify, Evaluate

• Compare andAnalyse

• Analysis &Synthesis

• Identification

• Synthesis

• Critical thinking,Environment friendly

VIII – 54


Topic : Ch-1 : Crop Production and Management Month : (October)

• Conceptualize the meaning of cropand agriculture

• Evaluate the importance of crop andagriculture

• Synthesise the various steps ofagricultural practices in asequential manner

• Tabulate and identify and list thedifferent agricultural tools

• Distinguish between weedicides,herbicides, manure and fertilizers

• compare the use of manure andfertilizers

• Evaluate the importsance of foodfor man and the desire to developmore effective and successful waysof cultivation

• Explore the types of food obtainedfrom the different animals

• (Value : Appreciate the value ofanimals in our life)

• Analyse the reason to promoteanimal husbadry-rearing of animalsat home or in farms

• (Value : Appreciate the selflessrole of animals in providing us tomany products including fibres)

• Conceptualize,Critical thinking

• Evaluate,Synthesis


• Analysis, Decisionmaking


• Problem SolvingDecision Making

• Environmentalawareness,empathy

• Exploration, Selfawareness

• Analysis,Appreciationselflessness

• ConceptualizeComprehension

1. Importance of Crops

2. Agricultural Practices

3. Food from animals

VIII – 55


Topic : Light Month : (November)

Light – a form of energyReflection

Eye – a biological marvel

Reproduction an importantlife process

• Discover laws of reflection

• Demonstrate formation of image bya plane mirror

• Construct image formation in aplane mirror

• Distinguish between regular anddiffused reflection

• Identify characteristics of imageformed by a plane mirror

• Design a simple activity to showmultiple images

• Construct a model of Kaleidoscope

• Illustrate structure of the eye

• List the different parts of the eye

• Correlate the size of the pupil to theintensity of light

• Demonstrate the blind spot withactivity

• Discuss and highlight Care of theeyes

• Understand Braille system forvisually challenged people

• (Value : To appreciate andunderstand that it is possible toachieve success even withouthaving eye sight

• Conceptualize the life process suchas digestion, circulation, respiration

• Analysis &Synthesis,Collaboration

• Knowledge,Create

• Analysis,Synthesis

• Identification,Synthesis

• Critical thinking,Collaboration


• Create, Knowledge

• Application,Evaluate

• Collaboration

• Understanding,Identification

• Empathy towardsvisually challengedpeople

• Appreciate Sensiti-zation towardsvisually challenged

• Evaluation,Synthesis

Topic : Ch-9 Reproduction in Animals Month : November

VIII – 56


• Evaluate the importance ofreproduction for the continuation ofspecies

• Distinguish between the differenttypes of reproduction-Asexual andsexual reproduction

• Develop the definition of sexualreproduction

• Conceptualize the meaning of newterms like fertilization, zygote andembryo

• Synthesise the steps fromfertilization to the development ofembryo in a sequence

• Evaluate the significance of maleand female reproductive organs

• Explore the role of female innurturing a baby

• Draw neat and labelled diagramsof male and female reproductivesystems

• Compare the budding in hydra andbinary fission in Amoeba

• Conceptualize the process ofmetamorphosis in frog

• Synthesize the stages ofmetamorphosis in frog in order

• Develop the concept of cloningwith the example of sheep Dolly

(Value : Develop a sense of respecttowards both the genders)




• Critical thinkingComprehension

• Critical thinkingComprehension

• Analysis, Evaluate

• Gender, Self-RespectSensitization

• CreateCollaboration

• Compare, analyse

• Comprehension

• Synthesize,Knowledge

• ConceptualizeDecision Making

Sexual reproductionAsexual reproduction

Sexual reproduction

Reproductive organs

Asexual reproduction

Cloning

VIII – 57


FINAL TERM

Topic : Some Natural Phenomenon Month : (December)

Natural phenomena

Lightning

Earth quakes

Synthetic fibres

Types of synthetic fibres

• Associate that lightning andearthquakes are two destructivenatural phenomena

• List properties of electric charges

• Classify types of charges• Demonstrate transfer of charge by

a simple electroscope• Develop the cause of occurence of

lightning• Propose Safety measures during

lightning• Illustrate the working Lightning

conductor• Understand what a an earthquake

is?• Identify the layers of the earth’s

crust• Compile major earth quakes in

India• Discover the hazards of earthquakes• Device the actions to be followed

during an earth quake• Correlate unit of earthquake

with the disaster caused

• Develop the definition of syntheticfibres

• Compare natural and syntheticfibres

• Classify synthetic fibres

• Correlate

• Analysis• Synthesis

• Research

• Create

• Create

• Synthesis

• Comprehension

• Identification,Critical thinking

• Analysis Synthesis

• Collaboration

• Application,Knowledge


• Analysis,Synthesis

• ComprehensionAnalysis

Topic : Ch-3 : Fibres and Plastics Month : (December)

VIII – 58


• Realize the advantages anddisadvantages of using plastics.

• Classify synthetic fibres

• Identify and explain the propertiesof synthetic fibres

• Collect samples of fibres

• Sensitize them to avoid usingplastics and Realize the importanceof recycling

• Choose eco-friendly materials inplace of plastics

• Debate on the use of paper versusplastic / polythene

• (Value : Develop feeling ofloveand care for environment)

• Develop the definition of pollutionand pollutant

• Choose the different types ofpollutants

• Identify the causes of pollution

• explain the Green House Effect

• Realize the causes of Globalwarming

• Propose the steps to control airpollution

• Develop the case study of TajMahal

Characteristics of syntheticfibres

Plastics

Alternatives for plastics

Pollution

Air Polluton

• IdentifyComprehension


• Identify, Self-awareness

• Sensitivitytowardsenvironment

• Sensitivitytowardsenvironmental

• Analysis &synthesisTeam work,CollaborationsProblem solvingCollaborationsProblem Solving



• IdentificationComprehensionsensitivity towardsenvironment

• SynthesisCollaboration

• Data handling

Topic : Ch- 18 : Pollution of Air & Water Month : (January)

VIII – 59


• Compile the causes of waterpollution

• Illustrate the causes on a chart• Select various steps to control the

water pollution• Sensitize them for clean India

campaign• (Value : Convince that water is a

natural resource and should beused judiciously)

• Develop the definition ofadolescence and puberty

• Explain the changes at puberty

• Identify the location of Endocrineglands in the diagram of humanbody

• Compare the function of malehormone testosterone and femalehormone estrogen

• Evaluate the role of hormones andtheir importance

• Adopt the various ways to maintainpersonal hygiene for good health

• Co-relate the importanceofexercise and balanced diet inleading a healthy life

• Analyze and deal with the healthissues like pimples, weight gain

• Develop confidence in oneself

(Value : Evaluate and appreciate therole of woman in maintaining thehealth of the family)

Water Pollution

Adolescence and Puberty

Secondary sexual characters

Habits

Problems faced byadolescents

• Synthesis

• Synthesis• Decision making

problem solving

• ComprehensionCreate

• Critical thinkingCollaboration

• Analysis, Create


• Evaluate,Appreciation

• Application ofpositivityEmpathySelf-awareness

• Problem solvingDecision Making

• Ability toappreciate oneself

• Gender equality

Topic : Ch-10 : Reaching the Age of Adolescence Month : January

VIII – 60


PRE-MID TERMHISTORY

Topic : 1. How, When, Where Month : April

The students will be able to :• reason out the importance of dates

and periods in History.• recognise different views of

historians on classification of IndianHistory (respecting diversityofopinions)

• differenitate between primary andsecondary sources of modernIndian history, consider significanceof maintaining records anddocumentation and conductingsurveys as followed by Britishers tohave a systematic administration ofIndia.

• support conducive environment forsmooth administration.

The students will be able to :• analyse the causes of decline of

Mughal Empire.• Integrate knowledge about East

India company and other Europeancolonial powers and get sensitizedtowards the issue of exploitation

• analyze expansion of East Indiacompany and reaction of local rulers

• discuss various policies adopted byEast India Company to expand itsrule and its significance to beexamined critically.

• critical thinking• analysis

• analysis• extrapolation

• Analytical• problem solving• critical thinking• create• create

• sensitisationtowardsenvironmesnt

• critical thinking• value based

thinking

• create• facts• analysis• problem solving• conclude

Topic : 2. From Trade to Territory Month : May

How, When, Where ?

From Trade to Territory

VIII – 61


• to sensitise the students about theright kind of political and socialenvironment

The students will be able to :• reason out the factors that led to

colonisation of countryside.• examine the organisation of

revenue resources and its impact• elaborate the reasons for Indigo

revolt and understand the plight offarmers

Students will be able to :• critically examine the factors that

led to the exploitation of Indianfarmers and artisans

• analyze the way of life of the Indiansbefore and after colonisation.

• infer the impact of British rule ontribal livelihood and their reactions(Contributiuon of Birsa Munda)

The students will be able to :• Critically examine the causes that

led to 1857 revolt.• analyze how there was dissatis-

faction among all sections of Indiansociety against the Britishers.

• analyze and evaluate the course ofrevolt and measures taken by theBritishers to suppress it, not evencaring for human rights.

• sensitisationtowards socialand politicalenvironment

• logical thinkingand reasoning

• critical thinking• problem solving• attribute• reasoning• empathy• research• apply & create

• infer• value based think-

ing• critical thinking• analysis

• problem solving

• critical thinking

• analytical thinking• examine• analyse• value based

thinking

Topic : 3. Ruling the Country-side (Project) Month : May

Topic : 4. Tribals, Dikus and Vision of Golden Age (Project) MID TERM Month : July

Topic : 5. When people rebel : 1857 and after Month : July

Ruling the Country-side

Tribals, Dikus and Vision ofGolden Age

When people rebel : 1857and after

VIII – 62


• interpret the causes of failure ofrevolt and new policies formed bythe Britishers.

The students will be able to :• analyse the reasons for emergence

of new centres of power and declineof old cities.

• infer the importance of Delhi in themedieval period and making of NewDelhi by the British (recognising andrespecting the heritage).

• investigate new themes and fusionof architecture and features of NewDelhi.

• be sensitive towards theenvironment in which they areliving, as a responsible citizen.

• analyze the impact of partition onNew Delhi and infer the features ofNew Delhi.

• be sensitised towards the sufferingsfaced by the people due to partition

The students will be able to :• get aware of the emergence of

Nationalism in India and appreciatetheir identity as Indians.

• get inspiration from the works andlives of freedom fighters

• appreciate the significance of teamspirit

• problem solving• reason• decision making

• reasoning• problem solving• sensitivity

towards nationalheritage

• respecting Indianheritage sites

• decision making• inspect• analytical

• contrast

• caring for heritageand environment

• perceive• extrapolate

• value basedthinking

• empathy

• conclude

• respecting selfrelate

• simulate• collaborative effort

and team spirit

Topic : 6. Colonialism and the City (Project) Month : August

Colonialism and the City

The making of the IndianNational Movement (1870s-1947) (to be contd.)

Topic : 11. The making of the Indian NationalMovement (1870s-1947) Month : Oct.

*Revision of the 1st Term September HISTORY POST MID TERM

VIII – 63


The students will be able to :

• critically analyze the movementsunder freedom struggle.

• recall the efforts of and problemsfaced by the freedom fighters

• appreciate the efforts of both menand women in freedom struggle

• recount and analyze the unitedefforts of Hindus and Muslims inthe struggle for freedom


• realise the importance of living in afree nation, developingunderstanding and empathytowards people who suffered theconsequences of partition.

• develop an insight about UniversalAdult Franchise promoting genderequality and respecting diversities.

• be motivated to be united fordeveloping a better nation.

• critically analyze as to how linguisticand other diversities could be dealtwith to promote national integrityand unity, and an environment oftrust and brotherhood.

• generate qualities of responsiblecitizenship.

• analyze the significance of planningfor development and appreciate thegovernment’s efforts for five yearplans

• jaige• analyze• empathy• problem solving• developing sense

of gender equality• respecting

diversity• visualise• perceive

• recognise• self awareness• empathise• analyze

• gender sensitivity• respecting

diversity forestablishingpeace


• creativitthinking

• effectivecommunication

• problem solving

• internalise

• critical thinking• problem solving• review

India after Independence

Topic : 12. India after Independence Month : November

VIII – 64


• recommend the significance ofpeaceful talks in promoting themaking of a peaceful nation

Students will be able to :• examine the history of crafts and

industries of India during Britishperiod.

• get sentisized towards the plight ofIndian weavers due to competitionfrom British cotton industries

• get inspired by the efforts of DorabjiTata for establishing TISCO andindustrial township of Jamshedpur.


• get sensitised towards genderequality

• examine critically the presence ofcaste discrimination in the past

• generate the consciousness andfeel responsible for the need for anegalitarian society

• get an insight about the sufferingsof the victims of child marriage,illiteracy, caste discrimination, satisystem and domestic and socialviolence.

• respectingdiversities

• evaluate• recognise• evaluate

developing• sensitivity

towards peace

• perceive


• deduct

• analyze• problem solving• decision making• self awareness

• gender sensitivity

• infering• evaluate

• respecting diversity

• empathise• gender sensitivity• create

Weavers, Iron smelters andFactory owners

Women, Caste and Reform

Topic : 7. Weavers, Iron smelters and Factory owners (Project) Month : November

Topic : 9. Women, Caste and Reform (Project) HISTORY–FINAL Month : December

VIII – 65


Civilising the nativesEducating the Nation

Changing World of VisualArts

• appreciate the present systemwhere they enjoy fundamentalrights without any discrimination

Students will be able to :• analyse the implication of British

rule for the lives of students at thattime.

• appreciate the efforts of Britishersand Indian educationists in bringingabout positive changes in theeducation system in India

• get sensitised towards the need forbetter education system leading toa better environment.

• to appreciate the efforts of Gandhiand Tagore for providing strongbase for National Education.

The students will be able to :• appreciate the new art forms,

styles, materials and techniquesintroduced by colonial rule andcreativity adapted by Indian artists

• develop aesthetic skills• appreciate environment and

landscape around them

• self awareness• sensitivity towards

social and politicalenvironment

• evaluate, appraise

• inquire• examine

• perceive• analyze• problem solving

• create

• compare andanalyse

• evaluate

• creative thinking• visualise

• aesthetic skills• environment

sensitisation• Apply

Topic : 8. Civilising the natives and Educating the Nation Month : December

Topic : 10. Changing World of Visual Arts (Project) Month : Jan.

Feb-Revision

VIII – 66

• Role of constitution andneed for law

• Constitution &fundamental rights

• Meaning

• Indian Secularism

• Role of Parliament

Making of Laws


PRE MID TERMCIVICS

Chapter 1. The Constitution Month : April

Students will be able to• appraise the rule of law and our

obligation towards the laws of thestate

• analyse the significance ofconstitution and the fundamentalrights guaranteed by theconstitution

• recognise the importance of theserights in the life of the people

Students will be able to :• support the ideals of secularism

and comprehend the need toseparate religion from state

• reason out why constitutionrecognises India as a secular state

• reflect respect for other religions

• critically analyse the need forreligious tolerance in the country


• justify the role of Parliament

• reason out the significance of theParliamentary form of Govt.

Critical thinkingEvaluating

Value based thinkinginterpretationAnalysis, criticalthinking, decisonmakingCreateApplication, validate

Sensitivity towards.‘Unity in diversity’Justify

createconchiding

Respect for diversity

Problem solving,analysis, recommend,create

EvaluateDecision makingCritical thinking

Chapter 3. Why do we need a Parliament ? Month : May

Chapter 2. Understanding Secularism (Project) Month : April

VIII – 67


Rule of Law

Judiciary

Role of Police & publicprosecutor

• examine the critical role played bythe citizens.

• elaborate how Parliament enablescitizens of India to participate indecision making and control thegovernment.

• realize the fact that there are veryfew women members in Parliamentand present their innovations in thearea.

Students will be able to• perceive that laws apply to all

• reason why that law can notdiscriminate any one on the basisof religion, caste or gender thuscontributing in the making of idealsocial and political environment

• appreciate role of womenorganisation in making of laws

Students will be able to• appraise the role of judiciary and

critically analyse the function ofsupreme court

• infer the functions and role ofsubordinate courts

Students will be able to• recommend need for the

independence of the judiciary

• differentiate between cases –criminal & civil

• get sensitised about the rights ofthe citizen

Analyse

Problem solvingDecision makingdeduce

Gender sensitizationinnovate

PerceiveRespecting diversity

JustifyCritical thinkingSensitization ontowards social &political environmentGender Sensitisationappreciate

AnalyseProblem solving

Highlight & examiningSensitivity towardssocial & politicalenvironment

JustifyEvaluate

CompareProblem solvingEmpathyValue based thinking

Chapter 4. Understanding Laws (Project) MID TERM – CIVICS Month : July

Chapter 5. Judiciary Month : August

*Revision of the 1st Term September POST MID TERM (CIVICS)Chapter 6. Understanding and Criminal Justice System Month : October

VIII – 68


Chapter 7 : Social Justice & Marginalised Month : November

UnderstandingMarginalisation

Effects of Marginalisation

Laws for Marginsalised

Promoting social justice

Concept of Public Facilitiesand its importance

Students will be able to• extrapolate about the process of

marginalisation

• speculate causes of social &economic inequalities

• assess the steps taken by thegovt.to stop discrimination againstwomen

• analyse how far laws have helpedin removing injustice

Students will be able to• examine specific laws that guard

against the discrimination andexploitation of marginalisedcommunities

• analyse government reservationpolicies and integrate their role inproviding social justice to Dalits &Adivasis

• visualise the benefits given tomarginalised communities by govt.

Students will be able to :• establish role of govt. in providing

public facilities• visualise and predict importance of

implementation of laws that applyto market, factory workingconditions of people

Social awarenessempathyDeduct

SensitizeAnalytical thinkingAssessEmpathyGender sensitisationCritical thinkingProblem solving

Sensitivity towardsSocial environmentAnalyse

AnalyseCritical thinkingSensitivity towardssocial & politicalenvironment

Problem solvingPerceiveDecision making

CriticalThinking skillEmpathy and Peacefulco-existensePerceivePredictResearch

Chapter-9 Public Facilities Month : December

Chapter-8 Confronting Marginalisation (Project) CIVICS–FINAL Month : December

VIII – 69


Role of Government

Enforcement of Laws

Laws to protect environment

• be sensitive towards theenvironment in which people areliving and suggest modifications.

• establish the significance of publicfacilities

• perceive them as part of thefundamental right to life, withoutany discrimination

• elaborate Article 21 and discussbasic problems

• assess how lack of access to propersanitation facilities have impact onwomen and girls more acutely

Students will be able to :• determine the role of government

in protecting people fromexploitation at work place

• critically examine that laws havetheir bases in the fundamentalrights guaranteed by the Indianconstitution

• develop sensitivity towards theimportance of enforcement ofsafety laws in the factories for thesafety of the workers

• perceive that clean environment isa public facility and to protectenvironment strict laws are to beimposed

• Develop sensitivity towardsenvironmental disaster

Problem solvingapproach

Examine

Respecting equalityGender sensitivityProblem solvingDevelop towardsneed of cleanenvironmentProblem solving

Problem solvingappraiseIntegrateSensitivity towardsEquality and PeaceEmpathySensitivity towardsenvironment

Environmentsensitisation

Problem solvingDecision makingSpeculate

Critical thinking andanalysis

Chapter 10 : Law & Social Justice Month : January

February – Revision

VIII – 70


Pre Mid TermGEOGRAPHY

Chapter-1 : Resources Month : April

Resources & its meaning

Types of resources

Conservation

Sustainable development

Land & soil

Water

Types of natural vegetation &its contribution

Conservation of resources


• Identify resources present innature

• Classify different types ofresources

• Develop sensitivity towardsdepletion of resources

• Determine the value of resourcesin improving the quality of humanlife

• Discover measures for sustainabledevelopment


• State essential qualities of soil

• Classify different types of soil

• Critically analyse the problem ofwater shortage


• Throw light on contirbution of flora& fauna

• get sensitized about conservationof natural vegetation

Knowledge, observe

Analyse

Sensitivity, positivethinking

Critically examine,evaluate, decisionmaking

Problem solving

Identify, evaluate,define

CategoriseHands on

Analyse, problemsolving, decisionmaking, discover

AnalyseEvaluate, deduceSensitization towardsenvironment

Chapter-2 : Natural Resources — Land, Soil & Water Month : May

Topic : Natural Vegetation & Wildlife Month : May

VIII – 71


Meaning of minerals & itsimportanceTypes of minerals

Conservation of resources

Power Resources

Types of power resources

Conservation of powerresources

Origin of agriculture

Types of farming

major Crops grown

Case Study of farming in India& USA

Classification of industries


• Identify minerals and state itsimportance

• Classify different types of minerals

• Critically examine the value andneed for judicious utilization ofresources

Describe their need in our daily life

Make list of different types of powerresources

Justify non-conventional resources asthe energy for future

Students will be able to

• Identify and list different types offarming practised in the world

• differentiate types of crops grownin the world on the basis oftemperature, rainfall & soil

• Compare & contrast agriculturaldevelopment in two differentregions

• Reflect that educating the farmerswould go a long way in improvingIndian agriculture

Students will be able to :• classify industries on different

basis

Identify, analysedefinesClassify, compare,definecritical thinkingapply, analyse, justify

Identify, Describe

List, analyse

Evaluate, AnalyseAnalyse

Identify, classify,define

Analyse, apply, infercritical thinkingclassify, list

DifferentiateEvaluation, compare

SensitivityProblem solvingDecision making

Critical thinking,classify, differentiatedefine

Chapter-4 : Agriculture POST MID TERM (GEOGRAPHY) Month : October

Chapter-5 : Industries Month : November

Chapter-3 : Mineral & Power Resources MID TERM Month : July–August

*Revision of the 1st Term September

VIII – 72

Critical thinkingAnalyse, infer

Identify Locate

Analyse, Sensitisingtowards environment

Analyse, list,conclude

Critically thinkinganalyse

Critically analyse,apply, infer

Gender sensitizationProblem solvingReasoningProblem solving

Major Industries

Case study—Bhopal GasTragedy

Composition of population

Population change and thefactors for it

Distribution of population

Literacy rate of population inIndia


• Analyse importance of industriesand their contribution in theeconomic development

• On outline map show the locationof industries with locationalfactors

• Examine causes and effects of theindustrial disaster


• Learn about the importance ofhuman resources

• Analyse factors that change thepopulation of a region

• Critically examine causes &effects of uneven distribution ofpopulation

• Reflect around 75% of males and54% females are literate incountry. Find out reason for sucha huge differences

• Suggest measures for the same.

Chapter-6 : Human Resources FINAL-GEOGRAPHY Month : Dec. & Jan.

February Revision

VIII – 73

TERM-IFRENCH


Lesson 0 – La France, qu’est-ce que c’est ? PRE-MID TERM Month : April

Course Book :Apprenons le Français–IIIWork Book :Cahier d’ exercices–III

Warm up exercise

Reading aloud

Vocabulary

Grammar

Q & A related to text

Warm up exercise

Reading aloud

Vocabulary

Grammar

Compare and contrast French culturewith Indian culture, Capital of France& India, their Monuments, Food,Fashion, Cheese, wines, synonym ofFranceRead with proper word stress &intonation

Explore meanings of unfamiliar wordsand make sentences with newvocabulary learnt

Underline verbs from prior knowledge

Analytically answer extra questions

Differentiate various levels of schooleducation in India with France

Read with proper word stress &intonation and understand the use ofliasons between consonant andvowels

Explore analytically meanings ofunfamiliar words and make sentenceswith new vocabulary learnt

Analytically discuss “the articles”, thethree types of verbs, adverbs ofquantity and negation to justify theiruse

Understand,Appreciate, discuss,compare,analyse

Read, understandintonate, voice modu-lation

Think critically,explore, construct,infer & demonstrate

Think critically, identifyIdentify, Recall

Infer, extrapolate,analyse

Compare, differentiate,Appreciate, discuss

Read, understand,intonate, voicemodulation

Think critically,explore, infer &demonstrate

Discuss, analyse,infer, prepare,associate, apply

Lesson-1 : La rentrée Month : April

VIII – 74


Verb Conjugation

Negative Sentences

Warm up exercise

Reading aloud

Vocabulary

Grammar

Verb Conjugation

Paragraph Writing

Paragraph Writing

Warm up exercise

Reading aloud

Match phrases (phrasal verbs) totheir meanings, the usage of theaccents, the “er” verbs, the subject,pronouns, the definite articles

Explore answer in negative form usinga quantity of a thing

Identify the verbs & adjectives usedto describe the life style of Aneesh.

Read with proper word stress &intonation and understand the use ofliaisons between consonant andvowelsInfer meanings of unfamiliar wordsand make sentences with newvocabulary learnt

Relate phrases (phrasal verbs) to theirmeaningsExplore “the articles”, the three typesof verbs, adverbs of quantity andnegation.Write a short paragraph onimportance of living together insociety

Write a short paragraph on importanceof living together in a society.

Identify the days of the week, monthsof the year and bring out thedifference in asking time in 12 & 24hour clockRead with proper word stress &intonation and understand the use ofliaisons between consonant andvowels

relate, applyconjugate

Explore, prepare,reproduce

Explore, Compare,differentiate

Read understandintonate, voicemodulation

Think critically,Explore, infer &demonstrate,constructDiscuss, relate,speak, infer, explore,Recall

Think CriticallyInfer & Democrate

Think CriticallyInfer & Democrate

Compare, identify,differentiateapply

Read, understand,intonate,voice modulation

Lesson 2 : II est français Month : May

Lesson 3 : La journée de Mme Lavigne MID TERM Month : July (1-15)

VIII – 75


Vocabulary

Grammar

Warm up exercise

Reading aloud

Vocabulary

Grammar

Paragraph writing

Warm up exercise

Reading aloud

Vocabulary

Infer meanings of unfamiliar wordsand make sentences with newvocabulary learnt

Apply cardinal and ordinal numberswith reference to time

Identify words related to the animals

Read with proper word stress &intonation and understand theliaisons


Interpret “expressions with verb“FAIRE” & “AVOIR”.Construct interrogative sentencesusing the three ways of askingquestions and use of ‘si’Write a short paragraph on love andcare for animals

Survey where you go for shopping andidentify various kinds of French food& Indian food to draw a comparison

Read with proper word stress &intonation


Think critically,infer,demonstrate

Think critically,apply, infer,demonstrate

Relate, identify

brainstorm

Read, intonate,voice modulation


Recall, apply,interpret,

ask, construct

Develop sensitivitytowards animals,

Explore Compare,differentiate

Read, intonate, under-stand voice modulation

Think critically,explore, infer,demonstrate

Lesson 4 : Kalu est Malade MID TERM Month : July (16-31)

Lesson 5 : Faire les courses MID TERM Month : August

VIII – 76


Grammar

Dialogues

Warm up exercise

Reading aloud

Vocabulary

Grammar

Verb conjugation

Paragraph writing

Warm up exercise

Reading aloud

Identify “adverbs interrogatives” andanalytically explain the differencebetween “Savoir” & “Connaître”Create effective dialogues on Frenchcuisine and shopping whiledemonstrating correct use of language

Differentiate and classify the Frenchclothing worn by men women



Identify the prepositions in givensentences

Fill in the blanks with appropriateprepositions to explain the position ofan object

Conjugate “ger”, “ler” verbs

Write a constructive paragraph writingon seasons using correct adjectivesfor expressions of “faire”

Research on the French monuments,cultural places, tourist places usingthe tools of mass media


Identify, analyseRecall, apply

Create, develop,summarise, recall,organise, internalize

Compare, classify,differentiate



Recall, thinkcritically, apply

Think critically, Recall,conjugate

Recall, organise,think critically,construct

Explore, analyse,appreciate


Lesson 6 : M. Lavigne cherche un manteau POST MID TERM Month : October

TERM-II (FRENCH)

Lesson 7 : Allons à Paris Month : November

VIII – 77


Vocabulary

Grammar

Paragraph Writing

Warm up exercise

Reading aloud

Vocabulary

GrammarAdjectives

Verb conjugation

Paragraph writing

Warm up exercise

Reading aloud


Identify the prepositions of placeConstruct short sentences using Au/De reference to countries

Write a short paragraph on impor-tance of keeping our environmentclean

Collect information on the Frenchfestivals to draw a comparison withIndian festivals.



Construct new sentences usingapropriate adjectives

Conjugate “prier”, “reçevoir”

Write a paragraph on French festivalsand Indian festivals using correctdemonstrative adjectives & verbs

Use of Imperative tense to order,command, convey urgent messages



Discuss, identifyrelate, thinkcritically, Recall,construct

Think critically,create, recall

Collectcompare



Recall, applyconstruct

Apply, develop, infer,organize

Recall, apply,state


Lesson 8 : Les photos de Manuel POST MID TERM Month : November

Lesson 9 : Au café de Laurent FINAL TERM Month : December

VIII – 78

Vocabulary

Grammar

Dialogues

Verb conjugation

Dialogue writing

Reading aloud

Vocabulary

Grammar

Verb conjugation

Paragraph writing


Use the affirmative and negativeImperativesto give orders, conveyimportant message

Write a dialogue between a motherand a son where son is takingpermission to go out for a party andthe mother is refusing because soonhe has his exams.

Conjugate “Connaitre”, “savoir” anduse them appropriately

Construct a dialogue “At arestaurant” using the verbsImperative to order & request



Construct short sentences usingprepositions

Conjugate “ger”, “ler” verbs

Write a paragraph on seasons usingcorrect adjectives & expressions of“faire”

Think critically,infer, demonstrate,create

Think critically,recall, apply,recognise, conjugate

Differentiate,Create,Recall

Infer, apply, create,construct

Apply, create,construct


Think critically,infer &demonstrate

Think critically,apply, construct,recall, conjugate

Organise, create,recall

Lesson 10 : Encore une lettre de Rouen Month : January


VIII – 79

Lesson 11 : Une Journée bien chargée


Reading aloud

Vacabulary

Grammar

Panagraph Writing

Vocabulary

Grammar

Dialogue Writing

Read with proper word shess & notemodivation

Infer meanings of unfamiliar word &make sentences

Introduce past tense conjugate theverbs

Constrcut a paragraph on "Monvoyagey" a denier

Infer meansings of unfamiliar words

Introduce transitif & intransitif verbsconjugation of verbs

Write dialogues between two friendson their last visit to a placed

Read, intonate, voteemodulation

Think, Infer &demontrade

Understand, Apply,confiate

Organise, Create,Think, Apply,Organise

Infer, Think,Critically, Explore

Understand, Apply,Conjuya, Thinkcritically

Create, Organs,Recall, Apply,Demonstrate

Lesson 12: Une Visite auparc dáttractions

VIII – 80

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WHY LEARNING OUTCOMES · 2017-06-15 · losing the final match of an inter school tournament, ......

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