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TEACHER ELIGIBILITY TEST – PAPER II
(For Teachers of Classes VI to VIII)
Content Child Development and Pedagogy (Compulsory) (Relevant to Age Group 11 – 14) Language I (Classes VI to VIII) (Compulsory) (Tamil/Telugu/Malayalam/Kannada/Urdu) Language II (Classes VI to VIII) (Compulsory) (English) (a) For Mathematics and Science Teachers: Mathematics and Science (Classes VI to VIII) OR (b) For Social Science Teachers: Social Science (Classes VI to VIII) OR (c) For any Other Teacher (Classes VI to VIII) Either (a) OR (b) Total
ii iii iv
30 30 60
30 30 60
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TAMIL NADU TEACHER ELIGIBILITY TEST (TNTET) - 2012
TNTET khÂç édh¤jhŸ / Model Question Paper jhŸ - II - Paper – II
INSTRUCTIONS FOR CANDIDATES
1. The Test Paper contains a Booklet of Questions and an OMR Answer Sheet. When you are directed to open the Test Booklet, take out the Answer Sheet and fill in the particulars carefully with blue/black ball point pen only. 2. The test is of one and half hours duration and consists of 150 questions. There is no negative marking. 3. Use Blue / Black Ball Point Pen only for writing particulars on this page / marking responses in the Answer Sheet. 4. The CODE for this Booklet is B. Make sure that the CODE printed on Side2 of the Answer Sheet is the same as that on this booklet. Also ensure that your Test Booklet No. and Answer Sheet No. are the same. In case of discrepancy, the candidate should immediately report the matter to the Invigilator for replacement of both the Test Booklet and the Answer Sheet. 5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150 Objective Type Questions, each carrying 1 mark: Part I: Child Development and Pedagogy (Q. 1 to Q. 30) Part II: Language I - (Tamil/Telugu/Malayalam/Kannada/Urdu) (Q. 31 to Q. 60) Part III: Language II-(English) (Q.61 to Q.90) Part IV: Mathematics and Science (Q. 91 to Q. 150) OR Part IV: Social Studies (Q. 91 to Q. 150) 6. Candidates have to choose any ONE language under Part II Language I in accordance with their Language I studied in their Degree. In such case the candidates have to ask for the Question Booklet containing the languages other than Tamil. The languages being answered must tally with the languages opted for in your Application Form. 7. Part IV has options between (a) Mathematics and Science / (b) Social Studies. Candidates have to either answer (a) Mathematics and Science OR (b) Social Studies. 7. Rough work should be done only in the space provided in the Test Booklet for the same. 9. The answers are to be recorded on the OMR Answer Sheet only. Mark your responses carefully. No whitener is allowed for changing answers.
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FHªij nk«ghL« f‰Ã¤jš KiwfS« Child Development and Pedagogy
1. j‹bd¿¥gL¤J« m¿Îiu¥ gf®jiy Ãugy¥gL¤Âat® A fh®šnuh#®° B lh®é‹ C ily® D Non Directive councelling was advocated by A Karl Rogers B Darwin C Taylor 2. D
‘fdÎfŸ MŒÎ’ v‹w üiy btëæ£lt® éšèa« n#«° A #h‹ nlé B Á¡k©£ ÃuhŒL C v£t®L Ô¢r‹° D The book titled ‘Dream Analysis’ was published by A John Dewey B William James C Edward Tichenes D Sigmund Freud
kd¥nghuh£l§fë‹ tiffŸ A 4 B 2
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Types of Mental Conflicts are ___________ A 4 B 2 C 3 4. f‰Ã¤jè‹ Kjš goãiy A kÂ¥ÕL brŒjš B jah® brŒjš First step in Teaching A Evaluation B Preparation 5. C thÁ¤jš
jtwhd n#hoia F¿¥ÃLf a) E©z¿Î <Î nrhjid – Mšg®£ Ãnd b) bkhê¢ nrhjidbt¡°y® c) E.< - C.A. x 100 M.A. A a & b rçahd éil B a & c rçahd éil C c & a rçahd éil D b k£L« rç Find the odd pair out a) IQ test – Albert benae b) Verbal test-vexler c) I.Q - C.A. x 100 M.A. A a & b are correct C c & a are correct B D a & c are correct b alone is correct
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4 of 114. . fUÎWjè‹nghJ MâläUªJ bgw¥gL« Fnuhnkhnrh« A Y B X C XY D XX During fertilization the chromosome received from the male partner is A Y B X C XY D XX 7. This is due to _____________ A Poyendoffs illusion B Horizontal – Vertical line illusion C Zollener’s illusion D Muller-Lyer illusion 10. ö©lš-Jy§fš V‰gl¡ fhuz« A _is B KÂ®¢Á C òy‹ cW¥òfŸ Stimulus – response is due to A Brain B Maturity C Sense organs D mDgt§fŸ D Experience 9. Fku¥ gUt« xU Á¡fyhd mikÂa‰w gUt« vd¡ T¿at® A Ã®¡r‹ B nfhš C °lh‹è Ahš D éšèa« k¡^fš Adolescence is a period of storm and stress – said by A Brickson B Cole C Stanley Hall D William Mcdougall 11.kalvisolai. E©z¿Î rh®ªj g‹Kf¡fhuâ¡ nfh£gh£oid msél jh©il¡ TW« tê ahJ? A CVAD B CAVD C CDAV D CDVA Name the test deviced by Thorndike in multiple theory of Intelligence A CVAD B CAVD C CDAV D CDVA 8. clš brašghLfŸ k‰W« cs¢ brašghLfŸ Ïu©oidÍ« Óuhf¢ brašgl cjÎ« K¡»a ehsäšyh¢ Ru¥Ã ______________ A Ã£ô£lç Ru¥Ã B ijuhŒL Ru¥Ã C ghuhijuhŒL Ru¥Ã D m£ßdš Ru¥Ã 3 www.6. A B nkny fhQ« ÏU nfhLfëš ‘A’ v‹w nfhL ‘B’ ia él Ús« FiwªJ fhQ« fh£Áæid _____________ vdyh« A ghŒf‹lh®¥ Âçò¡ fh£Á B gL¡if ne®nfhL Âçò¡ fh£Á C nršd®° Âçò¡ fh£Á D Kšy®-ya® Âçò¡ fh£Á A B In the above figure the line ‘A’ is perceived to be shorter than the line ‘B’.com .
c£fh£Á _y« f‰wiy Kj‹ Kjèš és¡»at® A B.F. .87 D r = 8. brought up in the same environment is A r = 0. Ãahn#æ‹ m¿jš Âw‹ ts®¢Áæ‹ _‹wh« ãiy ______________ A kd¢ brašgh£L¡F Kªija ãiy B f©Tlhf gh®¥gij it¤J¢ ÁªÂ¤J brašgL« ãiy C bjh£L czU« gUt« D Kiwahf nahÁ¤J ÁªÂ¤J v©z§fë‹ mo¥gilæš brašgL« kdãiy According to piaget ________ is the 3rd stage in the cognitive growth of an individual A Pre-operational stage B Concrete operational stage C Sensory Motor stage D Formal operational stage 15.7 The IQ correlation (r) of monozygotic twins.5 of 114.7 14. jtW brŒÍ« khztid ÂU¤j V‰wJ A j©lid B eštê fh£Ljš C gçRfŸ më¤jš D f©L bfhŸshkš é£L éLjš 4 www.kalvisolai.087 B r = 0. Ït®fëilna E©z¿Î <Î (r) A r = 0. Skinner B Mary Kavur Jones C nfhy® Pavlov D Kohler 16.087 B r = 0.com .F.87 D r = 8. cs¥g©òfŸ Ã‹ rªjÂfS¡F É‹fë‹ _ykhf tUjiy ______________ vd miH¡»‹nwh« A gçzhk ts®¢Á B mL¤j rªjÂ ãiy kh‰w« C cæçaš kuò ãiy D Ït‰¿š vJÎäšiy The transfer of physiological and genetic characters from parents to off springs through generations is called A Evolution B Transfer to next generation C Biological heridity D None of the above 13.The main ductless gland that regulates the physiological and psychological functioning of a person is ______________ A The pituitary gland B Thyroid gland C Para thyroid gland D Adrenal gland 12. e«Kila _jhija®fëläUªJ bjhl®ªJ tê têahf clš.0870 C r = 0. xU fU Ïu£ila®fŸ xnu NHèš ts®ªjnghJ.0870 C r = 0. °»‹d® B nkç fÎ® n#h‹° C gh›nyh D Learning through insight was first shown by A B.
. òwKf‹ M»nahuJ Ïašòfis és¡»at® A nf£lš B Ir‹¡ C bf«¥ D Í§ Personality traits such as introvertism and extrovertism personality was explained by A Cattell B Eysenck C Kemp D Yung 20.The best way to change the wrong doing of a child is by A Punishment C by giving awards B D Teaching good moral values ignoring his behaviour D 15-16 15-16 17. M¡fÂw‹ g‰¿a ä‹dnrhlh nrhjidæ‹ (bkhê k‰W« bkhêæšyh¢ nrhjid) cU¥gofŸ v¤jid A 10 B 14 C 12 D 19 State the total number of creativity tests (Verbal + Non verbal) in Minnesota test of thinking A 10 B 14 C 12 D 19 19. MSikia msél¥ ga‹gL« äf¥ bghU¤jkhd Kiw A Rarçij B Ra kÂ¥ÕL C kWbkhê nfhUgit D kd¥gh‹ik msÎnfhš The most apt method of evaluating a person’s personality is through A Autobiography B Self rating C Questionnaire D Attitude scale 21. mfKf‹.kalvisolai. ò%° l¡khå‹ MÁça® ju msÎ nfhèid¥ ga‹gL¤Â Ñœ¡F¿¥Ãl¥g£LŸs v¥g©Ãid MÁçaçl« msÅL brŒayh« A MÁçaç‹ el¤ij k‰W« M¡f¥g©ò B MÁçaç‹ gçÎ k‰W« V‰ò C MÁçaç‹ Ïa§F« g©ò k‰W« el¤ij D Ïit mid¤J« 5 www. äif ãiy kd« v‹w ãiy vªj taÂdU¡F V‰gL»wJ A 1-3 B 3-6 C 6-9 D 9-12 Super ego stage occurs at the age of A 1-3 B 3-6 C 6-9 D 9-12 22.com . E©z¿Î KÂ®¢Á bghJthf KGik bgU« taJ A 10-11 B 19-20 C 40-41 Intelligence attains its maximum level at the age of A 10-11 B 19-20 C 40-41 D 18.6 of 114.
7 & M.kalvisolai.5 B 85.7 of 114. fhy taJ 8. B R. ftd Å¢ir ms¡f cjÎ« fUé A fiylh°nfh¥ B Motiu¢ nrhjid fUé C lhÁ° lh°nfh¥ D ãidÎ. 8.N.5 B 85. kd taJ 8 cŸs Ï›éUtç‹ E©z¿Î <Î ahJ? A 87.I 24.I D RES = DXSRH x K .v‹.com .I SER = DXSHR x K .V.A.Which of the following can be evaluated using Bruce Tuckman’s Teacher Feedback form A Behaviour & Creativity C Dymanism & Organised demeanor B D Warmth & acceptance All the above 23. B M®. ïè v‹gt® 1909M« M©L ãWéa FHªijfŸ cs ey kU¤Jt éLÂ v§F mikªJŸsJ A M°Ânuèah B ÏªÂah C Á¡fhnfh D rÎÂ mnuÃah In which country was the Juvenile Psychopathic Institute established in the year 1909 A Australia B India C Chicago D Saudi Arabia 27.I C S D SER = DXSHR x K .75 & 11.5 & 114.45 D 875 & 114 The Chronological age of one child is 8. Level.5 C 8.N.5 & 114. Aš° v‹gtuJ f‰wš bfhŸifæid F¿¡F« N¤Âu« ahJ A SER = DRXSH x K – I B RES = DXSRH x K .A.75 & 11.7 & 141.A. C òuj« D The most potential chemical agent responsible for memory is A D.Q. find out their I. cUis fUé The device used to measure the span of attention is A Kaliedascope B Mirror drawing apparatus C Tachistascope D Memory drum apparatus 6 www. . Mental age is 7 and another child is with C.v‹. _isæš V‰gL« ãidé‰F äf K¡»a fhuzkhf Ïa§F« ntÂ¥bghUŸ fh®nghiAonu£ A o.45 D 875 & 114 26.I Hull’s theory of learning formulae is A SER = DRXSH x K – I B C SER = XDSRHR x K . A 87.7 & 141.A.5 C 8. C Proteins D Carbohydrates 25.I ER = XDSRHR x K . kd taJ 7 k‰W« fhy taJ 7.V.
bg© Xéa® ‘Á¤Âunrdh’ vdÎ« miH¡f¥gLt®.kalvisolai. uhg®£ fh¡nd v‹gtuJ T‰W¥go f‰wš v‹gJ ____________ goãiyfis bfh©lJ A 5 B 7 C 8 D 6 Robert Gagne’s theory of Hierarchial learning includes _________ types of learning A 5 B 7 C 8 D 6 29. ‘f©QŸ éidP®’ v‹wiH¡f¥gLgt® A òyt® B ghlf® C eh£oa¡fhu® D Xéa® 7 www. M© Xéa® ‘Á¤juh§fj‹’ vdÎ«. jäœ eh£oš r§f fhy¤Â‰F K‹dnu Xéa§fŸ tiua¥g£ld. ne®¡nfhL. jh« tiuªj Xéa§fis Kjèš f©bzG¤J v‹nw tH§»d®. 31.Tamil Ñœ cŸs g¤Âia¥ go¤J 1 Kjš 3 tiu cŸs édh¡fS¡F éilaë¡f. . ãidé‹ K¡»a Ïu©L tiffŸ A STM & LTM B ATM & GTM The two types of memory are A STM & LTM B ATM & GTM C LTM & ATM C LTM & ATM D ATM & STM D ATM & STM 30. VIBGYOR v‹gJ ____________ v‹gj‰F xU Áwªj vL¤J¡fh£L A RU§f f‰wš B ãidÎ N¤Âu§fŸ C vëa f‰wš D nkhå¡° VIBGYOR is a good example of A abbrevation B Mnemonics C easy learning D monics ii. tisnfhLfŸ bfh©L tiua¥gLtJ A vGjh Xéa« B nfh£nlhéa« C òidah Xéa« D ghit Xéa« 32.28. jäœ Ïy¡»a¤Âš vG¤J v‹gj‰F Xéa« v‹W« bghUŸ cŸsJ. nfhz¡nfhL.com . tisnfhL bfh©L tiua¥g£l Xéa§fŸ nfh£nlhéa§fŸ vd¥gL«. Xéa®fŸ v©z§fë‹ vG¢Áia gy t©z§fë‹ Jiz bfh©L vGJnthuhjè‹ f©QŸ éidP® vd¥g£ld®.8 of 114. Language I – jäœ .
k§if C ngij.R. ngh¥ D Ínuå° ghuÂah® 37. . fy«gf¤Â‹ cW¥òfŸ A 10 B 14 C 8 D 18 D tisahgÂ 38. ‘öu¤J xë’ v‹D« ÁWfijæ‹ MÁça® A ehŠÁš ehl‹ B th.nt. k§if. klªij D ngij. klªij 36.R. H. Ã‹tUtdt‰¿š rçahd tçiria¤ nj®Î brŒf. klªij. bgJ«ig. bgJ«ig. k§if.bfs. s – Ï«_‹W vG¤JfS« xnu khÂç xè¥gJ A ka§bfhè¥ ÃiH B rªÂ¥ ÃiH C vG¤J¥ ÃiH D xè¥ò¥ ÃiH 44. `Fok¡fŸ fh¥Ãa«’ v‹W miH¡f¥gL« üš A Áy¥gÂfhu« B kânkfiy C ÓtfÁªjhkâ 39. A ngij. bršy¥gh 8 www.33. `bg© Xéa®fŸ’ Ï›thW miH¡f¥gLt® A Á¤Âunrdh B Á¤Âuh§fj‹ Á¤Âu¥ghit C D Á¤Âu¡fhu¥ òè 34. `ÏiraKJ’ v‹w üiy Ïa‰¿at® A ghuÂah® B ghuÂjhr‹ C ehk¡fš féP® D Rujh 42. bgJ«ig B ngij.ô. ‘Áwªj g¤ij’ j‹df¤nj bfh©l üš A K¤bjhŸshæu« B KJbkhê¡ fhŠÁ C mil¡fy¥ g¤J D gÂ‰W¥g¤J 40. Ia® C fh.com . “jhd« th§»l¡ TÁLth‹ jUtJ nkš vd¥ ngÁLth‹” – v‹D« tçfis¥ ghoat® A fékâ B ehk¡fš féP® òu£Á¡ féP® C D ctik¡ féP® 43. y.9 of 114. k§if.kalvisolai. fhy§fuªj bgabu¢r« A éidK‰W B <Wbf£lvÂ®kiw¥bgabu¢r« éid¤bjhif D <Wbf£l vÂ®kiwéidba¢r« C 41. K¤jHf® D Á. ‘ÚLJæš Ú¡f¥ gho tªj ãyh’ v‹W ah® ahiu¥ ghodh® A ghuÂjhr‹ ghuÂia B ghuÂ ghuÂjhrid thâjhr‹ ghuÂia C D ghuÂ thâjhrid 35. bgJ«ig. ‘j‹id xU jäœ khzt‹’ v‹W vGj¢ brh‹dt® A fhšLbtš B ÅukhKåt® C í. j‹ fšyiwæ‹ ÛJ. klªij.
bgçaòuhz¤Â‰F nr¡»Hh® Ï£l bga® A ÂU¤bjh©l® bjhif B nr¡»Hh® òuhz« C ÂU¤bjh©l® ÂUtªjhÂ D ÂU¤bjh©l® òuhz« 52.kh.v°. ghyR¥Ãukâa« m. K¢Óuhš tU« mo A Fwso B msto C Áªjo D beoyo 49. `jäœ ehlf¥ nguhÁça®’ v‹wiH¡f¥gLgt® A r§fujh° RthäfŸ B ngu¿P® m©zh M®.10 of 114. `mur‹’ v‹gij `miur‹’ v‹W TWtJ A Ïy¡fzKilaJ B k%c C Ïy¡fz¥ nghè D Ïl¡ful¡fš FWªbjhif 55. ‘bgh‹dfu«’ v‹w ÁWfijæ‹ MÁça® A b#afhªj‹ B òJik¥Ã¤j‹ C ÃugŠr‹ D F. òwK« fyªj üš A beLªbjhif B gÂ‰W¥g¤J C gçghlš 54.gh.45. gÂbd© Ñœ¡fz¡F üšfëš cŸs òwüš A Ï‹dh eh‰gJ B fstê eh‰gJ C Ïåait eh‰gJ D fh® eh‰gJ 50. uh#nfhghy‹ 56.kalvisolai. ‘Âiu¡fé¤ Âyf«’ v‹W eh« ahiu¡ F¿¥ÃL»nwh« A cLkiy ehuhaz fé B F. kndhf® C D g«kš r«gªj Kjèah® 9 www.kUjfhÁ C D ghgehr« Át« 48. ‘Nshkâ’ v‹D« üè‹ MÁça® A bga® bjçaéšiy B C njhyhbkhê¤ njt® D ehj¡F¤jdh® ÂU¤j¡f¤njt® 51. v£L¤bjhif üšfëš mfK«. ‘ehŸnjhW« cl‰gæ‰Á brŒ’ v‹gJ v›tif¤ bjhl® A f£lis¤ bjhl® B brŒÂ¤ bjhl® C cz®¢Á¤ bjhl® D cl‹gh£L¤ bjhl® 46. Kjš guâ üš A ghrtij¥ guâ C fè§f¤J¥guâ B D Ïuâatif¥ guâ j¡fahf¥guâ 47. .com . ‘kh®fê ó¤jJ’ A bjhêyhF bga® C ÁidahF bga® B ÏlthF bga® D fhythF bga® D 53.
A have been B had been C have being D has been Fill in the blank with correct Homophone. She ____________ living in Chennai since 1989. Choose the correct phrase to fill in the blank in the sentence.11 of 114.English 61. I thought it might ______________ A reign B rein C ruin D rain 63. an idiomatic expression or a proverb is highlighted select the alternative which best describes its use in the sentence. ‘fW¥ò ky®fŸ’ v‹gJ A kuò¡ féij B iA¡T 59. `fhto¢ ÁªJ’ ghoat® A m©zhkiyah® C murŠr©Kfdh® C òJ¡féij D èkiu¡T B kfhfé ghuÂah® D mUz»çehj® 60. 62. M§»y« .57. .com . 64.kalvisolai. t©z« fythkš fç¤J©Lfshš tot« tiutJ A t£oif¥ gyif B òidah Xéa« t£oif¢ brŒÂ C D eLfš tz¡f« iii. Change the given verb into noun form : Imagine A imagination B imagined C imaginative D imaginary In each of the following sentences. òfnHªÂ¥ òytiu Mjç¤j tŸsš A rªÂu‹ Rt®¡» B rila¥g tŸsš Ój¡fhÂ C D ghç 58. The police will leave no stone unturned to discover the murderer A turn every stone C make no excuse B investigate thoroughly D be indifferent 65. The concert was brought to a close with a display of fire works A concluded B interrupted C announced D cancelled 10 www.
The first pot contained mud. Finally they decided to (71) their doctor. said the eldest brother. gasping for breath. They (69) for a while but (70) of them could come up with an explanation. 66. ‘The silver coin at the bottom of the pots? What does it mean?’ asked the youngest brother. ‘The coin is my (75). A only 67. heard about their problem. ‘Your father knew you would come to consult me. four words are suggested find out the appropriate word in each case A rich land owner was on his deathbed. (66) one above the other. the middle contained dried cow dung and the (67) pot contained straw. and he died. Some days later. “Obviously. father meant to (68) some message to us through the pots and their contents.’ smiled the doctor. ‘The interpretation is simple. the sons dug at the spot and unearthed three pots. The topmost pot contains mud you say. A least 68.kalvisolai.com . A think 70.12 of 114. A one B stand B lowest B request B thought B either C stood C less C order C relaxed C some D D D D D placed deep teach taught none 11 www. The second pot contains cow dung. who was also a family friend. ‘Your father loved puzzles. Against each number. Below this pot there was a silver coin. that (72) he wants his eldest son to have his fields.In the following passage. Straw is golden coloured that means he wants his youngest so to have all his gold. . A tell 69. The doctor laughed when he. The brothers were puzzled.’ The brothers were happy with the way their father had divided his wealth and appreciated the doctor’s (74). It means he wants his second son to have his (73) of cattle. The last pot contains straw. He told his three sons to dig under his bed when he was gone. there are blanks each of which has been numbered.’ he said.
A) The farmer called his neighbours and asked them to help him put mud into the well but the mule thought that he was calling the neighbours to help him get out of the well. A herd 74. B) A farmer wanted to get rid of his old mule and buy a new one but the mule always came back from wherever the farmer left him. . Choose the correct order of the sentences from the list given below: 76) A ABDCEF B BDAFEC C DFEABC D BDEFC 12 www. soon he was on top of the mud heap and he easily got out of the well.13 of 114. and answer the given questions.com . C) D) He walked away from his cruel master and never returned. A friendship B told B telling B flock B wisdom B pot C consult D take means school wit keep C suggesting D C gathering C brilliant C fee D D D Rearrange the following sentences in proper sequence to form a meaningful paragraph.kalvisolai. ‘Why not bury it there so that I don’t have to worry about getting rid of it?’ E) The mule started shaking off all the mud that fell on him and kept climbing on the leap of mud as it fell into the well. A go 72.71. F) When they started putting mud in the well the mule realized his master’s plan and started thinking of ways to say himself. A meaning 73. One day the mule fell into the well and the farmer thought. A effort 75.
basket. Spot the odd one out eg: bag. hat. A fruitful B future C last D futile 78. one can replace the underlined word without changing the meaning of the sentence.In each sentence below one word has been underlined. It was a useless attempt on her part to participate in the competition.com .14 of 114. Of the four words suggested under each sentence. . bucket Ans: hat – the others are used for carrying things. Reveal A show B exhibit C conceal D prohibit B sheepish C offended D rude 81. How many meaningful English words can be formed with the letters OTE using each letter once? A none B two C one D three The following sets of ideas / objects have some common feature / function. A unhappy B ungrateful C unwilling D unsatisfied Choose the word which is most opposite in meaning of the word given. Find out the appropriate word in each case. 82) A bite B chew C suck D nibble 83) Choose the appropriate word and fill in the blank I do not know what _____________ my father choose that particular school A happened B controlled C asked D made 13 www.kalvisolai. 79. Polite A angry 80. He is reluctant to ask for permission o leave early. 77.
the ninth letter of the first word.15 of 114.kalvisolai. A haystack lies 40 feet away. wind blew and brought the haystack close to the horse. The error. but the horse is able to eat it. .com . the sixth letter of the fourth word and the fourth letter of the third word? PARTICIPATION SHOULDER SYMBOLICALLY SALESMAN A TOAD B LAMB C BULL D MARE 88) A horse is tied to a 30 feet rope. by taking the fifth letter of the second word. A drawing Skill C understanding of the content B D writing Skill to while away the time 14 www. other end of the rope is not tied to anything.Read each sentence to find out whether there is any grammatical error in it. It there is 84) while he was walking along the road (A) / a speeding car (B) / knocked down to him (C) / no error (D) 85) Everybody know that his failure can (A) / be attributed to (B) / his lack of practice (C) / No error (D) 86) Do you wanted to discuss this (A) / project today or can (B) / we do it tomorrow (C) / no error (D) 87) What animal is found. The number of that part is the answer. 89) In the Active Learning Method (ALM) Mind map is drawn to check the ________________ of the students. distance is not measured correctly. will be in one part of the sentence. How is this possible? A B C D The The The The horse is very smart. if any.
16 of 114.kalvisolai. .com . As she worked hard she completed the work.90) Identify the compound sentence : A B C D He is too tired to walk After he had done the sums he went to bed. The farmer was old and he could not plough the field himself 15 www.
2 3) B 12 D -7 C -1 D -7 94.17 of 114. 5) D (6. 21) B (3. kÂ¥ò fh©f (2 3 + 5 ) ( 5 . 2) Which one of the following is relatively prime? A (7. 15) C (3.2 nn n C 1 1 and all others are 1’s.2 3 ) A –9 B 12 C -1 Evaluate (2 3 + A –9 5) ( 5. mtŸ 3 v© m£ilfis vL¤J mik¡F« v© 280-¡F« 300-¡F« Ïilæš ÏU¡f nt©Lbkåš ÑnH cŸst‰¿š vij vL¡f nt©L«. bfhL¡f¥g£l n v©fëš (n>1). of which one is 1The mean of the n numbers is A B 1 1 1. Ã‹tUtdt‰WŸ rh®gfh v© vJ? A (7. 16 www. 15) C (3. 2) 93. 21) B (3. (a) Mathematics and Science 91. 5) D (6.iv. A 11 n 2 1 k‰w v©fŸ n B n- 1 n C 1 D n- 1 n 2 Given n numbers (n>1).com . M®¤Âæl« 1 Kjš 9 tiu vGj¥g£l v© m£ilfŸ ÏUªjd. . xU v© 1 mid¤J« x‹WfŸ våš.kalvisolai. n D n- 1 n 2 95. n v©fë‹ ruhrç. fiy¤Â£l¤ij ã®zæ¥ngh® A ghl¤Â£l FGéd® C fšé tšYe®fŸ Curriculum is designed by A Syllabus Committee C Educational Experts B D Class Teachers Headmasters B D tF¥ò MÁça®fŸ jiyikahÁça®fŸ 92.
A 2 6 9 B 3 7 2 C 3 8 1 D 5 2 7 Arthi has number cards with numbers 1 to 9. x ‹ kÂ¥ò A -1 B -2 If 2 (2x-1) = 8(3-x). A 2 6 9 B 3 7 2 C 3 8 1 D 5 2 7 96. then she has to choose ____ option.kalvisolai. 2 (2x-1) = 8(3-x). våš.728 329728 = X våš ‹ kÂ¥ò 0. 329. if she wants to choose three cards to form a number between 280 and 300.com . then the value of x is A -1 B -2 C 2 C 2 D D 3 3 97.00297 297 A 10 x B 100x C X 10 D X 100 17 www. .18 of 114.
k‰w fhuâfŸ A (x-1) (x+5) B (x-1) (x-5) C (x+1) (x+5) D (x+1) (x-5) One of the factors of the expression x3 + 5x2 – x – 5 is (x-1).com . Ïªj f‰wš KiwahdJ. A 51 B 24 C 33 D 42 Sum of the digits of a two digit number is 6.728 if =x 297 0. The other factors are (x+1) (x-5) A (x-1) (x+5) B (x-1) (x-5) C (x+1) (x+5) D 99.19 of 114. (x-1) v‹gJ x3 + 5x2 – x – 5 ‹ xU fhuâ våš. A gF¥ò Kiw C éÂtU Kiw B D brŒJ f‰wš Kiw éÂés¡F Kiw 18 www.kalvisolai. .Find the value of A 10 x 329728 239. . mªj v©âèUªJ 18I fê¤jhš Ïy¡f§fŸ Ïl« khW« våš mªj v©. A nf£lš k‰W« vGJjš C ngRjš k‰W« go¤jš B go¤jš k‰W« vGJjš D ngRjš k‰W« nf£lš Dyslexia is associated mainly with difficulties in ____________ A Hearing and Writing B Reading and Writing C Speaking and Reading D Speaking and Hearing 101) VnjD« _‹W K¡nfhz§fë‹ _‹W nfhz§fë‹ TLjš Ñœ¡f©l tifæš miktij c‰Wneh¡»a khzt‹ 300 + 450 + 1050 = 1800 300+ 600 + 900 = 1800 450+ 550 +800 = 1800 mt‰¿‹ TLjèèUªJ “vªj xU K¡nfhz¤Â‹ _‹W nfhz§fë‹ TLjš 1800” v‹w KoÎ¡F tU»wh‹. “ o°by¡îah” thš f‰wèš V‰gL« ÏayhikfŸ ________cl‹ K¡»a bjhl®òilaJ.00297 B 100x C X 10 D X 100 98. X® <çy¡f v©â‹ Ïy¡f§fë‹ TLjš 6. If 18 is subtracted from the number its digits are interchanged. The number is A 51 B 24 C 33 D 42 100.
A 11% B 1% C 21% D 10% 104) CAI ‹ ga‹ghL B têfh£LjY¡fhf D brašÂw‹ nk«gh£o‰fhf B Guidance purpose D Performance appraisal A f‰Ã¤jY¡fhf C jåeg® f‰Ã¤jY¡fhf CAI is used for A Instructional purpose C Individualized Instructions 105) NHiy¡ ifahS« Âwid khzt®fëila ts®¡F« Kiw B tuyh‰W Kiw D éçÎiu k‰W« brŒJfh£L« Kiw A éçÎiu Kiw C MŒtf Kiw The method that helps in developing manipulative skills among the students is A Lecture method B historical method C Laboratory method D Lecture cum demonstration method 106) xU khzt‹ -5 -3 = 8 v‹W fz¡»L»wh‹.kalvisolai.Û = A 500 Û B 555 Û C 5055 Û C 5055 m D D 55 Û 55 m 500 cm + 50 m + 5 km= A 500 m B 555 m 103) 11 ngdh¡fë‹ ml¡f éiy 10 ngdh¡fë‹ é‰w éiy¡F rk« våš Ïyhg mšyJ e£l rjÅj¤ij¡ fh©f. Find the loss or gain percent. .Û. + 50 Û + 5 ». A KG¡fë‹ bgU¡fiy¥ g‰¿a fU¤J mtD¡F òçahjjhš B mtDila ftdä‹ikahš C KG¡fë‹ T£liy¥ g‰¿a fU¤J mtD¡F òçahjjhš D Ïnj khÂç fz¡Ffëš mtD¡F gæ‰Á njit¥gLtjhš 19 www.A Student observes the angles of any three triangles as follows.20 of 114. 300 + 450 + 1050 = 1800 300 + 600 + 900 =1800 450 + 550 + 800 = 1800 He concludes that “Sum of three angles of any triangle is 180 0 ” . A 11% B 1% C 21% D 10% The cost price of 11 pens is equal to the selling price of 10 pens.com . ÃiH V‰gLtj‰fhd fhuz«. This method of learning is A Analytical B Learning by doing C Inductive D Deductive 102) 500 br.
ÏJ mtç‹ M©L tUkhd¤Âš 15% våš mtç‹ khj tUkhd«. the total number of pages will be _______ A 150 B 165 C 275 D 225 108) xU gâahs® %. 7000 D %.7250 C %.6000 An employee gets Rs.6250 D Rs.com . A %. If this amount is 15% of his annual income. The reason for the error is A He has understood the concept of multiplication of integers. 2 B 56 br.5760 after giving successive discounts of 10% and 20% respectively. 6000 B Rs.A student solves -5 -3 = 8. What is the marked price? A Rs. C He is not clear about the concept of addition of Integers.Û .6250 D %.7250 C Rs. 75000 B Rs. 5000 A television set was sold for Rs.11250 as bonus.5760 ¡F é‰f¥gL»‹wJ våš Ïj‹ F¿¤j éiy v‹d? A %.Û2 20 www.kalvisolai.6000 109) xU bjhiy¡fh£Á¥ bg£o 10% k‰W« 20% M»a bjhl® jŸSgofŸ bfhL¤jÃ‹ %. 2 C 150 br. x›bthU g¡f¤ÂY« 45 tçfŸ cŸsd.8000 C Rs. 6000 B %. 8000 C %. 75000 B %.11. B He is careless. then the monthly income of the employee is A Rs.250-I C¡f¤ bjhifahf¥ bgW»wh‹. If the number of lines in a page are reduced to 24. 107) 120 g¡f§fis¡ bfh©l xU ò¤jf¤Âš.Û D 90 br. D He needs to practice solving problems of similar type.5000 110) eh‰fu« ABCD ‹ gu¥ò 2 A 65 br.21 of 114.7000 D Rs. . xU g¡f¤Â‰F 24 tçfŸ k£L« ÏUªjhš ò¤jf¤Âš________ g¡f§fŸ ÏU¡F« A 150 B 165 C 275 D 225 In a book there are 120 pages with 45 lines in each page.Û .
Û.Area of the quadrilateral ABCD is A 65 cm2 111) B 56 cm 2 C 150 cm 2 D 90 cm 2 xU js¤ij Ô®khå¥gj‰fhd mo¥gil¡ f£L¥ghL C 2 òŸëfŸ A 1 òŸë B 3 òŸëfŸ ne®¡nfh£oyikahj 3 òŸëfŸ D The necessary condition for the determination of a plane is A One point B Three points C Two points D Three non-collinear points 112) A B C D éÂtU Kiw v‹gJ.Û. A copper wire is in the form of a circle with radius 35cm. ÏJ xU rJukhf tis¡f¥g£lhš. If it is bent into a square then the side of the square will be A 220 cm 114) A B C D B 55 cm C 35 cm D 70 cm fâj MŒÎ¡ Tl¤jhš V‰gL« e‹ik ghl¡ F¿¥ò jahç¡F« Âw‹ ts®»wJ f‰Ã¤jš cgfuz« jahç¡f cjÎ»wJ Âw‹fis g£oaèl cjÎ»wJ fh£Á¥bghU£fŸ _y« f‰gjhš f‰wš és§F»wJ.22 of 114. . D 70 br.Û.Û.com . C 35 br.kalvisolai. B 55 br. gšntW vL¤J¡fh£LfëèUªJ bghJ éÂ jhnd – f‰wš Kiw FG f‰wš Kiw fU¥ bghUëèUªJ gU¥bghUis neh¡»¢ bršYjš Induction method is A From various examples to general concepts. m¢rJu¤Â‹ g¡f msÎ A 220 br. B Self learning method C Group learning method D Moving from abstract to concrete 113) xU t£l toéyhd jhäu f«Ãæ‹ Mu« 35 br.Û. bghUŸ ãiwªjjhf 21 www.
Use of mathematics laboratory is A Develops the ability to prepare notes of lesson B Helps to prepare teaching aids C Helps to list out the competencies D In it learning becomes meaningful because learning is done by visual aids 115) 6, 6, 9, 14, 8, 9, 9, 8 v‹w étu§fS¡fhd Ïilãiy, KfL k‰W« Å¢R M»at‰¿‹ ruhrç A 8.5 B 10.5 C 8.8 D 10.3
The mean of the median, mode and range of the observations 6, 6, 9, 14, 8, 9, 9, 8 is A 8.5 B 10.5 C 8.8 D 10.3
Ã‹tU« glkhdJ xU FL«g¤Â‹ gšntW bryéd§fë‹ rjÅj¤ij¡ F¿¡»wJ. mt‰iw¥ go¤J Ã‹tU« édh¡fS¡F éilaë¡fÎ«. A – czÎ¡F, B – Jâ¡fhd bryÎ, C - gaz¢ bryÎ, D - nrä¥ò E - Å£L thlif, F - Ïju bryÎfŸ
The following diagram represents the percentage various expenditure of a family . Based on the data answer the following questions.
A – Food, B – Spend on Clothing, C – Conveyance, D – Saving, E – House Rent, F – Miscellaneous
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116) khj tUkhd« %.3080. khj tUkhd¤Âš nrä¥Ã‰fhf xJ¡f¥gL« bjhif v›tsÎ? A 510 B 616 C 620 D 712
The monthly income is Rs.3080. How much amount is spent on saving per month A 510 B 616 C 620 D 712 117) gl¤Âš Å£L thlifahš milg£l t£l nfhz¥ gFÂæ‹ ika¡ nfhz« v›tsÎ A 560 B 340 C 540 D 360 How many degrees should be there in the central angle of the sector for House Rent? A 560 B 340 C 540 D 360
118) Ma¤bjhiy toéaiy m¿Kf¥gL¤j cjÎ« cfªj mQFKiw A B C D A A B C D Á¡fiy¤ Ô®¤jš éçÎiu Kiw g§nf‰W eo¤jš bjhêš E£g¤Â‹ _y« brŒJ fh£lš suitable approach to introduce coordinate Geometry is Solving Problems Lecture Method Role Play Demonstration using technology integration
119) 20 v©fë‹ ruhrç 59 v‹f. x›bthU v©QlD« 3-I¡ T£odhš »il¡F« v©fë‹ ruhrç. A 56 B 62 C 177 D 196
The mean of 20 Number is 59. It 3 is added to each number the new mean will be A 56 B 62 C 177 D 196 120) Ñœ¡f©lt‰¿š vJ rç? A 9 + 3 x 2 - 4 2 = 10 B C 4 x 3 + 4 2 = 14 D Which is correct? A 9 + 3 x 2 - 4 2 = 10 B C 4 x 3 + 4 2 = 14 D 6 + 42 – 1 = 4 27 3 – 2 x 3 = 21 6 + 42 – 1 = 4 27 3 – 2 x 3 = 21 23 www.kalvisolai.com - 24 of 114.
121. »£l¥gh®it FiwghL V‰gLtj‰F fhuz« A éê¡nfhs« RU§FtJ B éêby‹Á‹ Féa bjhiyÎ Ú©oU¤jš D C A C
éê¡nfhs« ÚŸtJ Ïitaid¤J«
Myopia – defect may arise due to The eyeball becoming too small B Elongation of the eyeball The focal length of the eye lens D all the above becoming too long 122. A B C D A B C D iA£u#‹ F©o‹ mQ¡fU ÏizÎ éid 3 4 1 + M‰wš 1H + 1H 2He + on H2 + 1H3 He4 + 2on1 + M‰wš 1 2 4 1 H2 + 1H2 1 2He + on + M‰wš 2 2 4 1 1H + 1H 2He + 2on + M‰wš
The Fusion reaction in the hydrogen bomb is 2 3 4 1 1H + 1H 2He + on + Energy 2 3 4 1 1H + 1H 2He + 2on + Energy 2 2 4 1 1H + 1H 2He + on + Energy 2 2 4 1 1H + 1H 2He + 2on + Energy
123. fÂ®Å¢Á‹ msÎ ___________ myfhš msél¥gL« A fÂ® B blÁgš C ~bg®ä D uh©£#‹ Radiation Exposure is measured by _____________ unit A ray B Decibel C Fermi D Roentgen 124. xU thdéaš myF (AU) A 1.986 x 102 Û B 2.8 x 108 Û/é C 1.496 x 1011 Û One Astronomical unit (AU) 1.986 x 102 m B 2.8 x 108 Û/é
9.467 x 1015 Û
C 1.496 x 1011 m
9.467 x 1015 m
125. ä‹dG¤j ntWgh£o‹ S.I. myF A X« B nthš£ C M«Ãa® The S.I. unit of potential difference Ohm B Volt C Ampere
126. Ñœ¡f©lt‰¿š vªj x‹W fhy¤Â‹ myF mšy M©L A B xë M©L C ehŸ D beho Which one of the following is not a unit of time? year B light year C day D second
24 www.kalvisolai.com - 25 of 114.
26 of 114. .kalvisolai. A C Ñœ¡f©lt‰WŸ vªj x‹W M¡ì#nd‰wkhfhJ iA£u#id V‰wš B M¡ì#id V‰wš iA£u#id Ú¡Fjš D vy¡£uh‹fis ÏH¤jš Which one is not in oxidation? A Gain of hydrogen B Gain of oxygen C Loss of hydrogen D Loss of electrons 25 www.127. ekJ Å£oš »il¡F« khWÂir ä‹ndh£l¤Â‹ mÂ®bt© A 240 Hz B 100 Hz C 10 Hz D 50 Hz Frequency of our household alternating current is A 240 Hz B 100 Hz C 10 Hz D 50 Hz 129. A C k‰W« 7N14 mQ¡fis v›thW miH¡fyh« Inrhgh®fŸ B Inrhlh‹fŸ Inrhnlh¥òfŸ D fh®gå‹ Inrhnlh¥ò The atoms 6C13 and 7N14 can be described as A Isobars B Isotones C Isotopes D Isotopes of Carbon 131.) __ C D The symbol of variable resistance is A B __ (.) __ C D 128. A C A C óäæš fyªJŸs ie£u#‹ bjé£oa fiurš B bjé£lhj fiurš D mÂbjé£oa fiurš Ïitaid¤J« Super Saturated Solution all the above Nitrogen in earth’s soil is Saturated Solution B Unsaturated Solution D 6C13 130. A khW»‹w ä‹jilæ‹ F¿pL B __ (. Ñœ¡f©lt‰WŸ vJ nt‰W mQ _y¡TW? A O2 B H2 C NH3 Which one is hetero atomic molecules? A O2 B H2 C NH3 D D H2 SO4 H2 SO4 132.com .
4 C 7.5 D 5.133.com .4 C 7. A C Áç¥ó£L« thÍé‹ ntÂæaš bga® ie£u° M¡i[L B fhšÁa« ršng£ fhšÁa« M¡i[L D ie£u° il M¡i[L The chemical name of laughing gas is A nitrous oxide B calcium sulphate C calcium oxide D nitrous dioxide 135. behÂ¤jè‹ nghJ ______________ thÍ btëah»wJ M¡ì#‹ B ie£u#‹ C fh®g‹ilM¡i[L A D Fnshç‹ The Gas liberated during fermentation is ________________ Oxygen B Nitrogen C Carbon dioxide D Chlorine xëæ‹ ö©LjY¡F V‰wthW jhtu ghf¤Â‰F V‰gL« mirÎ xërh®girÎ A B òérh®girÎ ntÂrh®girÎ D Ú®rh®girÎ C 26 www. ghÁfis F¿¤j m¿éaš A gh¡Oçahyí B clèaš C bršèaš A The study of algae is called Bacteriology B Physiology C Cytology ig¡fhyí Phycology 139. òj®¢ brofS¡F vL¤J¡fh£L A beš B nuh#h C KŸs§» Example for shrubs A Paddy B Rose nt«ò C Radish D Neem 137. Ïu¤j¤Â‹ pH kÂ¥ò A 6 B 8.4 134.4 D 5. ãy Ú® thœtdt‰¿‰fhd vL¤J¡fh£L A irf° B igd° C kh° Example for Bryophytes A Cycas B Pinus D òš C Moss D D D Grass 138.27 of 114. cnyhf¥ nghè¡F cjhuz« Ãsh£od« B b#®khåa« C »uhig£ A Example of Metalloids Platinum B Germanium D btŸë A C Graphite D D Silver 136.5 The pH value of blood is A 6 B 8. A 140.kalvisolai. .
éy§F bršfëš k£Lnk fhz¥gL« brš cW¥ò A ãÍ¡ëa° B Ãsh°khr›Î C çnghnrh« D br‹£nuhnrh« Which cell organell is found only in animal cell? Nucleus B Plasmamembrane C Ribosome D Centrosome 144. Úç‹ _y« fåfS« éijfS« guÎjY¡F vL¤J¡fh£L mtiu B bj‹id C gyh D f¤jç Example of Fruits and seeds dispersed by water.com . mäy kiH cUthf¡ fhuzkhd thÍ vJ? A M¡ì#‹ B ie£u° M¡i[L C Fnshç‹ Which gas causes Acid Rain? Oxygen B Nitrous Oxide A D iA£u#‹ A C Chlorine D Hydrogen 142. . kuÃaè‹ jªij rªÂunrf® B bk©lš A Father of genetics A Chandrasekar B Mendel D Malaria D vk®r‹ C ny©£°bl‹d® C Landstenner D Emerson 27 www. A Bean B Coconut C Jack D Brinjal 143.The movement of a plant part in response to light is called A Phototropism B Geotropism C Chemotropism D Hydrotropism 141. A Ït‰¿š itu° nehŒ vJ? nghènah B bl£ld° C bjhGnehŒ D Spherical D knyçah Which one is viral disease? A Polio B Tetanus C Leprosy 147. A é¥çnah gh¡Oçahé‹ tot« fhšòŸë B RUŸ C F¢Á A D ik¡uh‹ D Micron D nfhs« The shape of Vibrio Bacteria is A Comma B Spiral C Rod 146.kalvisolai.28 of 114. gh¡Oçahit mséL« myF A »uh« B Û£l® C bt®åa® Bacteria are measured in _____________ Unit A Gram B Meter C Vernier 145.
C 1.148. A B Apis florea D Apis mellifera D nfush gªÂ¥ó® njÁa ó§fhé‹ ÏU¥Ãl« F#uh¤ B f®ehlfh C m°[h« Bandhipur National Park is in A Gujarat B Karnataka C Assam D Kerala ----------------------------------------- 28 www.kalvisolai.5 meter D 6 meter njå ts®¥ò¡F cfªj Ïd« A VÃ° Ï©ofh B VÃ° ònshçah C VÃ° lh®nr£lh D VÃ° bkšèbguh Best Breed for Apiculture A Apis indica C Apis dorsata 150.29 of 114.com .5 Û£l® D 6 Û£l® Length of large intestine A 2 meter B 3 meter 149. A bgU§Flè‹ Ús« 2 Û£l® B 3 Û£l® C 1. .
. Unit II: Human Growth and Development Interaction of Nurture and Nature. Perceptual errors – Concept formation – Nature and Types of Concepts – Piaget’s stages of cognitive development – Bruner’s theory – Concept maps – Imagery – Language and Thinking – Reasoning and Problem Solving – Implications to the teacher.30 of 114. UNIT III: Cognitive Development Cognitive Process. Attention –Factors relating to attention. Childhood and Adolescence.kalvisolai. Sensation and Perception – Factors relating to Perception. Cognitive. UNIT IV: Social. Kinds of attention – Inattention. Learning Process.Paper 2 i. Learning environment. Emotional. Development and Maturation. Teacher and teaching – Significance of Educational Psychology to the teacher. Concept.com . Learning Experience. Dimensions of Development – Physical. Nature and Scope of Educational Psychology: The Learner. Child Development and Pedagogy (Relevant to Age Group 11 – 14) UNIT I: Nature of Educational Psychology Definition of Psychology – Methods of Psychology – Branches of Psychology – Educational Psychology – Definition. distraction and division of attention – Span of Attention. Social and Moral – Phases of Development and Development tasks – Infancy. Emotional and Moral Development Social development – Factors of Social development – Social Maturity – Erikson’s stages of Social development – Emotional development – meaning – Positive and Negative emotions – Emotional control and maturity – Place of emotions in life – www.Teachers Eligibility Test . General Principles of Growth and Development – Characteristics. Distinction among Growth.
Trial and Error (Thorndike). Learning by Insight (Kohler) – Transfer of Learning – Learning by Imitation – Levels of Learning: Gagne – Remembering and Forgetting : Curve of forgetting. . UNIT VI: Intelligence and Creativity Nature of Intelligence – Distribution of Intelligence – Theories of Intelligence: Single. Guilford’s structure of the Intellect.31 of 114. Psychoanalytic – Assessment of Personality: Projective and Non projective Techniques – Aptitude – concept. UNIT V: Learning Nature and importance of learning –Individual differences in learning – Learning Curves – Factors influencing the learning – theories of learning – Conditioning : Classical and Operant (Pavlov. UNIT VIII: Personality and Assessment Meaning and Definitions of Personality – Major Determinants of Personality – Theories of Personality – Type. types and www.Creativity and Intelligence – Identification and promotion of Creativity – Thinking: Convergent and Divergent thinking. Two factor and Multifactor theories. Trait. Skinner). Gardner’s Multiple Intelligence Theory – Constancy of IQ – Assessment of Intelligence – Users of Intelligence tests.kalvisolai. The Process of Creativity. UNIT VII: Motivation and Group Dynamics Motivation and Learning – Kinds of Motives Motivation: – Theories of Maslow’s hierarchy of needs – Role of Rewards and Punishments – Level of Aspiration – Achievement Motivation: Techniques of Developing Achievement motivation – Motivation in the classroom context Competition and Co-operation – Leadership Traits – Leadership Styles and Classroom Climate. Type and Trait.Significance of Emotional Intelligence – Moral development – Kohlberg’s stages of Moral development.com .
32 of 114. Attitude and interest – concept and measurement – Integrated Personality. Identification of Children with Counselling Needs – Counselling Techniques: Individual and Group Techniques – Guidance for the children with Learning Difficulties. UNIT X: Guidance and Counselling Nature. Juvenile Delinquency. UNIT IX: Mental Health and Hygiene Concept of Mental health and Hygiene – Conflict and Frustration – Unrest – Adjustment and Mal adjustment – Causes of Maladjustment – Defence Mechanisms – Mental Illness. Vocational and Personal. .measurement.kalvisolai. _____________ www. Promotion of Mental health of students and teachers. Types and Need of Guidance and Counselling – Educational. Under Achievers and Gifted.com .
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com . brŒÂ cUthF« tuyh‰iw tuyh‰W Kiwæš f‰Ã¤jš . nj«ghtâæ‹ ea« btë¥gl¡ f‰Ã¤jš – f‰f¢ brŒjš. ehlf¡ fiy ts®¢Áia¢ Ritahf¡ TWjš – Tw¢ brŒjš.kalvisolai. é¡»uknrhH‹cyh ciueil brŒÂ cUthF« tuyhW Jiz¥ghl« ÁWfij Ïy¡fz« bjhfhãiy¤bjhl®fŸ bkhê¤Âw‹ gæ‰Á fhto¢ ÁªJ¡F cça ÏirnahL« ÏirÎ njh‹wÎ« f‰Ã¤jš – f‰f¢ brŒjš . foj« thæyhf¤ bjçé¡f¡ f‰Ã¤jš. ãfœ¢Á m¿é¥òfis ãušglÎ«. ciuahlš. . ehlf« mik¤J vGJjš. RitglÎ« TWjš.Âw‹ kW¥ò¤ Âw‹ m¿jš ghl¥bghUŸ ÏªÂa éLjiy¥ nghçš jäHf¥ bg©fë‹ g§F Jiz¥ghl« ÁWfij Ïy¡fz« bjhifãiy¤ bjhl®fŸ bkhê¤Âw‹ gæ‰Á f‰wš – f‰Ã¤jš brašghLfŸ f£Liu. g©ghL m¿jš Ïaš . nj«ghtâ ciueil ehlf¡ fiy Jiz¥ghl« ÅÂ ehlf« Ïy¡fz« MFbga® bkhê¤Âw‹ gæ‰Á ÂUkªÂu¤Â‹ c£bghUŸ btë¥gLkhW f‰Ã¤jš. 5. tuyhW. vGJjš Ïaš . 6.5 brŒÍŸ fhto¢ ÁªJ. ÅÂ ehlf« ãfœ¤Jjš.51 of 114.6 brŒÍŸ ÂUkªÂu«. F¿¥òfŸ bfhL¤J éçthf vGj¢ brŒjš. thœ¡ifæèUªJ cça www. éÂ tUKiwæš bjhifãiy¤ bjhl®fis¡ f‰Ã¤jš.
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give a suitable title Answer objective questions Identifying and discriminating difficult words Dictation: Hearing words. orally or through written exercises Competencies Evaluation Listening to: Instructions. Write or say a line about the characters in a story. Learns New vocabulary Spelling Games Spells words. audio rendition of poems It will be reiterated at a suitable time in future.i. /∫/.55 of 114. /3/ homophones etc. Language II English (Classes VI to VIII) (Compulsory) Class VI Listening Classroom activities and processes Reading aloud stories Reciting poems Giving specific instructions for an activity or class work Playing an audio story (Audio books.com . finds patterns.kalvisolai. uses correct spelling in writing Understands meanings of words learnt. Learns that spelling and pronunciation are different Learns to spell well as many words as thought appropriate Connects sounds and forms a word picture. and spelling accurately : gh sounds. Imperative Statements Short Stories Short audio pieces (radio play/ chosen parts of CDs/Poetry/ Short passages) Follow instructions Listen and recite or read with clear intonation and pronunciation Listen and respond orally or through written exercises: Eg. Learning Outcomes Comprehends oral instructions Learns to pronounce words and phrases Makes meaning of what she listens to and responds appropriately. /z/. /s/. silent letters. www. .
kalvisolai. games. other oral activities: Ask – Answer activities around familiar situations in day-to-day life Giving directions to a place on campus etc. Learns to use oral instructions Speaks and enacts using learnt phrases Builds familiarity with appropriate phrasing of greetings and requests Follow the instructions correctly How will you respond to the given situations? Asking and answering ‘Wh’ / Yes/No / Seeking This learning activity may be undertaken Learns to frame appropriate questions and Objective questions Questions for www.56 of 114. Recite with expression. with sense of meter and rhyme Reads alone without stumbling.Speaking Classroom activities and Competencies processes Reading aloud from a text Reading aloud from their reader Learning Outcomes Reads clearly with pauses. . Reciting: reading from text Reciting from memory Learning and reciting in groups. pronounces words accurately Evaluation Read the given passage fluently without erase and with correct pauses. without faltering Memorise the poem Using appropriate greetings for various occasions Making requests Enacting Instructing another classmate Activity: role play.com . with expression Expresse appreciation for the poem read. or individually from the selection of specified poems Read in unison.
find a place. Students share jokes.kalvisolai. Ask questions to . Speaking formally on a topic for 2 minutes Each student takes turns to prepare and speak on a topic of choice Learns to speak in front of a group. Telling Jokes. . also knows how to ask.com .Information Questions around a story or passage: Teacher guided answers correctly in the ‘Wh’/ Yes/No model. puzzle or riddle which they enjoyed? Competencies Classroom activities and processes Learning Outcomes Evaluation www.find the time of a train’s arrival or departure Participation: In discussions in class In a dialogue Large group discussions. Students share jokes. clearly and correctly Address the class on why we need to grow more trees.57 of 114. puzzles and riddles. . Puzzles and Riddles. to elicit relevant information different situations: Eg. puzzles and riddles in a lively manner Build interactive skills Reading Anyone can share a joke. Classroom discussion on lessons Converses around a suggested or initiated topic Builds participation skills Cogency in speech Confidence Resourcefulness Holds a train of thought Converse on a topic of your choice with a group of your classmates.
Independently works at understanding a passage or poem Follows sequence correctly.com . from text. answers questions correctly Begins to build cognitive skills in reading and understanding Takes the first steps in looking at the literary qualities and merits of a piece of writing Uses the dictionary effectively. and understands its value in reading and understanding The student learns scanning as a skill. Reading selected unseen comprehension passages of selected level Teacher writes instructions on board and asks children to follow them: a play way learning activity (‘Simon says’ games) The teacher facilitates the following activities and skills: Underline main facts Use dictionary or vocabulary list (put up on board) to find meaning. Understanding sequence Understanding content Finding answers to questions on the given passage Understanding the author’s intention Recognizing and learning vocabulary in context Appreciating style: first steps Picking out main facts and supporting detail Understands vocabulary. Reads and comprehends Understands and enjoys stories and essays Learns to read independently Follow instructions clearly.kalvisolai. Read the given information and find the data asked. the teacher facilitates skimming content as a reading skill Using various short passages.58 of 114. . SA www. and understand in the context Use reading material to answer questions Enjoy reading The student learns skimming as a skill. Answers questions appropriately VSA.Skimming Scanning Reading independently. the teacher facilitates scanning content as a reading skill Reading passages. short passages in prose and comprehending its content Reading and following level appropriate instructions Using various short passages. and understands its value in reading and understanding Read the given passage and answer the questions. builds vocabulary and uses words in context.
Short Answers [5 lines] Specific paragraph topics. Answer questions accurately Reading Extension Activities Supplementary reading.com . using punctuation Uses relevant and level appropriate vocabulary to make sentences Writes on a given topic: (to an established word limit) [5 lines] Classroom activities and processes Comprehension passages Learning Outcomes Write in sentences. relates and responds Illustrations and responses show understanding. writes complete answers. appropriate vocabulary and grammar conventions Identifying and using selected cohesive devices Analysing sentences and passages for cohesive devices [Facilitated by Students learn to write sentences and small passages using cohesive devices Fill in the blanks with the correct connectors and other devices in writing www. teaching writing a paragraph Paragraph unity. . spell and use grammar correctly. illustrate Responds to literature. answer questions.kalvisolai. writes original sentences Write cogently. organise content. understands. relevance.Relating stories to one’s own life and responding Answer open ended questions: What do you think? [Teacher facilitates] Read and respond to poetry. relevant to topic. uses punctuation Uses vocabulary to make sentences Evaluation Answer questions appropriately in complete sentences Exercises in vocabulary Use vocabulary correctly.59 of 114. use of the Library. Referencing skills and activities Reads for interest Reads to deepen knowledge Reads to link and connect additional data Small assignments and projects Writing Competencies Answers questions in complete sentences. understands life through reading Appreciates poetry Understands meaningfully Free association and ‘imagine’ activities Reads poetry: appreciates it.
Write clearly and imaginatively. Use all the hints Imaginative Innovative Original Writing simple messages and descriptions Mind/Concept mapping Summarize content in any framework. and students facilitated to use them skillfully Learns to write a formal letter in the appropriate format Objective Questions Writ a letter to a bookshop ordering books for your home library Self-expression Just write without hesitation Write cogently.the teacher] May be a text passage Writing letters in a Learns about given format the format of a leave letter through relevant examples provided by the teacher Journal writing Short journal prompts Free writing Five minutes of class time to write Forming stories Story writing tasks. . Apply grammar conventions Not assessed Not assessed. from outlines or story starters Developing Hints Hints are given. Write cogently.com . a freeing exercise Write a original story of a own on any theme of your choice.kalvisolai.60 of 114. Use imagination. using graphic organisers Expanding on given hints Building a story from an outline Learning skills that help to use imagination /facts productively Students use life Learns to use situations to language write relevant contextually Learns to use messages Students use language to everyday objects articulate a visual and scenarios to image describe what they see Use summary Picking out and and graphic organisation of organisers in all information and classroom facts in an transactions imaginative manner Learning the value of Mind mapping as a tool to understand and associate Growing familiar Look at the objects placed before you and describe them in the few sentences Frame sentences in sequence from the mind map given to you www.
questions Concept of a sentence: subject predicate. capital letters and punctuation. Recognise verbs and their role as predicates Students use different tense forms in different situations Pick out verbs. . rules. their role and use.kalvisolai. Difference between sentences and fragments.with a range of graphic organizers Spelling words Spelling Students know the Objective questions correctly activities around spellings of and fun games for familiar and selected words spelling unfamiliar words Dictation Grammar Classroom Evaluation Competencies Learning Outcomes activities and processes Have an overview Introduction to Understands the Classify the given of parts of speech: parts of speech different words and words in the words have through what part of speech respective different roles in explanation and they are coloumn – noun. Simple Negative] Nouns and types of nouns: all proper and abstract nouns Through varying exercises on each concept. Use appropriate capital and end marks. sentences exercises adjective.com . use verbs in sentences www. types of sentences. Imperative. simple predicates. with explanation of logic behind each Learns the structure of sentences.61 of 114. Write sentences with appropriate structure Objective questions Through exercises and explanations of nouns. through sheets. Interrogative. understands and corrects run on errors Learns four simple sentence types Separate sentences into subject and predicate. Recognises all types of proper and abstract nouns Identify the nouns in the following sentences and state what kind of noun has been used Objective questions Verbs: being and doing words: adds to understanding predicates Simple Present Learns all doing and being verbs in the required contexts. recognise differences between sentences and fragments. correcting run-ons [Assertive. verb & Functional use of adverb words in full Objective exprestions.
62 of 114.[Habitual Action. understands context and meaning Objective questions Completes the related exercises correctly www. Students learn exercises in: word search some homonyms. universal truth]. homonyms. Simple Past [Completed actions].SVO. crosswords. synonyms.kalvisolai. their role and use. synonyms and antonyms antonyms Builds Evaluation Uses the words in sentences. SVIO DO] Learning the different kinds of Describing words and Modifying words in a sentence [Adjectives and Adverbs] explanations and activities Students understand simple sentence structures – SVC. Simple Future [Intended actions] [SVC. . SVO and SVOO correctly Objective questions Rules of capital use: basic rules: beginning of sentences. pronoun I. End marks (connected to types of sentences) Revise already learnt concepts through exercises. Learns through exercises and explanations of describing words. types of proper nouns. explanations learning the rules of capitalising Worksheets and rules Recognise adjectives and adverbs and their role in a sentence Students use different adjectives and adverbs in different situations Uses and understands different describing and modifying words and the rules of usage Objective questions Learn all the uses of capital letters in sentences Applies rules in all written work Objective questions Recognises the types of sentences and uses end marks correctly Uses end marks correctly Objective questions Revision exercises Vocabulary Classroom activities Learning Competencies and processes Outcomes Grasping the Uses dictionary.com . Learns about modifying words and their required contexts. meanings of unfamiliar teacher helps with words in words from meaning context reading materials Vocabulary Activities. through sheets. explanations and activities Worksheets. Understands meaning of checks with peers.
tasks.63 of 114. or charts or black board drawings Activities. tasks. and language games Activities. and language games Activities.com . authentically www. identifies words correctly Language Functions Competencies Reading and interpreting pictorial information: comic strip.familiarity. and language games Learning Outcomes Enrichment and application: Students develop the skill of describing pictures and cartoons Evaluation Uses pictures and other visual media to complete the set task Interprets the data accurately Role play Writing poetry Worksheets. Reads a graphic organiser Tabular data Narrating stories Classroom activities and processes Activities. pictures etc. tasks. clear sentences Simulates effectively Enrichment and application Enrichment and application Write originally. . tasks. imaginative. and language games Understands and interprets different kinds of data Enrichment and application Original.kalvisolai.
listening to selected audio stories. in group conversation. 3. listening to a classmate’s speech Competencies Listening and responding to items Content Recorded songs. homonyms etc. and improvise to create one in a given context. Weather report.. etc. dialogues. Jokes. puzzles and riddles. etc Student Testing to find understands out whether oral the students instructions. o check comprehension Distinguishes Find pattern.64 of 114. Learning Outcomes Shares jokes. . learn accuracy in the spelling. follow understands instructions stories read correctly.kalvisolai. Sports Day function. puzzles Puzzles.. Listening to a Report Report on 1. worksheets and other interactive exercises Dictation on these forms Teacher initiates a discussion on the report. puzzles and riddles in a lively manner Build interactive skills Evaluation Use words like puns. and out or played respond follows a appropriately speech and Oral Questions responds to it. different word gain better forms.Class VII Listening Classroom activities and processes Listening to and following instructions. peculiarities of connect spelling. Learning Outcomes Evaluation Listening to specific words and their different forms. Annual Day function. 2. News report. learn sounds with to spell words words correctly Word Pun. stories.: cry-weep cry-shout aloud Using specific word forms in appropriate context. Objective type questions Student Able to recall understands basic elements the structure of an oral of a report report. poems. in different contexts Same words that differ in meaning in different contexts Eg.com . etc. 4. and tongue tongue twisters twisters as play an words and meanings Speaking Classroom activities and processes Students share jokes. using given basic parameters Competencies Content Telling Jokes. www..
kalvisolai. moral values. Passages on topics of general interest Reading Classroom activities and processes Read text. answer questions accurately Find the topic sentence of a given paragraph. vocabulary and syntax Reciting poems from memory and from text Poems from the text Learning and reciting in groups. underline main points Learning Outcomes Independent reading and comprehension of reading matter Evaluation Summarise effectively through mind maps and other graphic organisers. or ‘TV Programmes’ Recount your experiences on your way to school this morning. adventure.Narrating an experience Incidents in the class. nature. Students share their experience in class Uses descriptive vocabulary and connectors Appreciates. Identifies the topic sentence of a paragraph. articles on science. Competencies Identifying the topic sentence of a paragraph Content Simple passages on games. www. picking out main facts and supporting details Teacher guides the students to finding the topic sentence of a paragraph by eliciting responses through questions. Eg. locate meanings if necessary. . playground etc. jokes etc. groups converse around ‘Sports today’. Recite clearly.com . meter and meaning and brings it out through recitation Expresses thoughts using the correct language. recognises rhyme. biographies. Reading independently.65 of 114. with correct inflexion and pronunciation Speaking formally Familiar topics Speak with confidence on a topic of their choice. or individually from the selection of specified poems The teacher facilitates formal conversation around a chosen topic.
plot. www. character. illustrate Answer questions eliciting imagination and emotions. Following a trail of written instructions to arrive at a learning outcome Pre reading and post reading questions on simple passages Re-arranging jumbled sentences into a logical sequence Follows written instructions Read the instructions and respond accordingly MCQs. answer questions. other interesting information Reading written instructions and following them Makes connections and interpret what they read ‘What’. stressing words appropriately and with proper intonation Appreciates poetry Responds to the imagery and emotions in a poem. If you were the boy in this story. Reads with pause. ‘ How’. relating and responding Poems on simple themes [Teacher facilitates] Read and respond to poetry. evolve connections Follows a sequence and build on what is known Relating stories to one’s own life and responding Stories inculcating values like friendship. Objective type questions. style. VSA and SA Exercises given after the lesson. inference.66 of 114. . Reads with pause.an alysis. stressing words appropriately and with Eg. etc.kalvisolai.com .. understanding. good conduct. Apply their mind to understand various aspects of a passage: Eg.Analyzing what is read Simple comprehension passages depicting celebrations etc.. aiding understanding. ‘Why’ questions Understanding and following written instructions after or before a given passage. understand life through reading. how would you have… Reading poetry: appreciating it. Answer open ended questions: What do you think? Responds to literature.
. answer in own words Evaluation Answer accurately in an organised. Objective type questions. Writing descriptive and narrative essays of specified Topics of general interest Introduction to essay writing.kalvisolai.proper intonation Reading with rhythm and emotionextensive reading Newspapers. Poems Read. VSA and SA Diffentiates between the language used in prose and poetry.. comprehend and respond clearly Identifies sentence patterns Interprets and understands the poems Questions VSA and SA Paraphrasing poetic lines.67 of 114. Referencing skills and activities Reads for interest Reads to deepen knowledge Reads to link and connect additional data Building interest Small assignments and projects Competencies Writing answers to Knowledge based questions Content Mind maps and graphic organizers Writing Classroom activities and processes Comprehension passages with activities. use appropriate expressions. Supplementary reading. expresses views with originality and writes in prose form Rewrite the given line / lines of the poem in prose form.com . writing on given topic with Writes up to 10 cogent lines on a given topic Write grammatically correct sentences in www. Poems Read. Use of the Library. comprehend and respond clearly Use mind maps and graphic organizers to aid understanding Interprets and understands the poems. etc. or text based written exercises Learning Outcomes Explains clearly in writing. complete and clear manner Normative MCQs. Children’s magazines.
68 of 114. 2. Responds appropriately and builds a clear written dialogue sequence for a story/narrative Simple Slogan writing Short. through taking roles. Fun activities in script writing Filling up the blanks in a dialogue Using the right format for presentation of Direct Speech A few fun activities on imaginary issues Summative Writing Formal and Informal letters Situations for formal and informal letters Learns and applies the formats and uses the required vocabulary and language for letter writing Using direct speech in Dialogues Situations for dialogues Using a short narrative passage.com .kalvisolai. evolving a script. Teacher shows the style of language used in formal / informal letters Identifies the specified discourse markers in connected sentences Identify the discourse markers. Write a letter to the Collector about the pollution of the river in your area. 1. etc. connectives in a given passage Use discourse markers in appropriate places in sentences Eg. Formats are given.length [8 – 10 lines] guidelines provided an organised manner on a given topic Long Answers [8 – 10 lines] Using discourse markers Linkers / connectives Passages with the selected discourse markers are provided to students. . teacher facilitates familiarity with them through pre and post reading questions. catchy phrases and sentences Teacher evolves various contexts to create awareness – Eg. linkers. Waste Evolves catchy and effective slogans on relevant themes www. Write a letter to our friend about the pollution of the river in your area.. students are encouraged to convert it to direct speech.
general topics Short journal prompts Five minutes of class time to write on topics of the pupils’ choice Grammar Classroom activities and processes A passage in the text that highlights the required grammatical functions. Future continuous Learn about the continuous tenses and their required contexts. and give a commentary using the Present Continuous tense. meaningful and focussed understanding of the usage of the Continuous tense .kalvisolai. adverbs.69 of 114. interjections. pronouns. Narrate a past event www. verbs.Eg. Reinforcement of knowledge of parts of speech through usage related interactive activities Free writing Competencies Revision of Parts of speech Content Nouns. . explanations and activities Students use different Continuous tense forms in different situations appropriately Students have a clear.segregation. Present. adjectives. etc Able to focus on the core issue and evolve an appropriate slogan Selfexpression Writing spontaneously without hesitation Prepare articles for journals Express your views on the chosen topic Journal writing Current affairs. conjunctions. general topics Current affairs. Imagine a match is going on. keeping the campus clean. through sheets. structure and use of the Continuous tense Past. Articles Learning Outcomes Recall and reinforcement of learnt concepts in the parts of speech [Sentence structure] Evaluation Demonstrates clarity of understanding Cloze tests may be used Grasping the form. preparations. conservation of water.com .
. activities and explanation. will A passage in the text that highlights the required grammatical functions. their role and use in the specified contexts Learn about verbs that take objects and those that take complements. and Objective type questions Grasping the use and meaning of noun groups and selected phrasal verbs Dividing the sentence into noun and verb groups (i.kalvisolai. Learn through Objective type questions www. subject & predicate) Phrasal Verbs A passage in the text that highlights the required grammatical functions. Being and Doing Verbs: Differentiating Transitive and Intransitive Verbs Sentence pattern ‘Be’ and ‘Do’ as main and auxiliary verbs Verbs that take objects and those that do not SVO. Learn through exercises. can. etc. Politeness. and their required contexts. explanations and activities Students use different Modal forms in different situations appropriately Objective type Questions that test use of Modals for suggestion. Students deepen their understanding of simple sentence structures – [SVC. SVO and SVOO] Has a clear. willingness. of modal verbs.e. with head words and modifiers. SVOO. SVC. politeness. may. Willingness would.. through sheets.using the Past Continuous Tense Objective type questions Using Modal Verbs for Suggestion. meaningful and focussed understanding of the usage of selected Transitive and Intransitive verbs in the specified sentence structures Students understand the use of Noun Groups.com . obligation.70 of 114. ability. Obligation.
recognise errors and Objective type questions www. . Inverted commas.com . Supply the missing punctuation marks Revision of Punctuation marks Fullstop. in a meaningful manner Clear in this concept in their writing. has. didn’t he? He didn’t take the book. hasn’t. Comma. the students supply the other two forms of the adjectives Sentences with the adjective in brackets are given and students supply the right form of the adjective. is Applies the rules influencing Question Tags.using bring. isn’t did. Punctuate the given passage. take exercises. in the blanks provided. teacher facilitates revision Through varying exercises and classroom activities -on each concept. activities and explanation. He took the book. their role and use Various exercises and situations to highlight the three degrees of comparison some common phrasal verbs. come. through usage Identifying the three degrees of comparison Positive Comparative and Superlative degrees The three forms of irregular verbs Students learn to write simple sentences involving the three degrees of comparison Given the base form or one of the three forms of the adjectives.kalvisolai. question and exclamatory marks Passages with the relevant punctuation marks are provided to students. of noun groups and phrasal verbs.71 of 114. suiting the context. did he? Students use the punctuation marks appropriately Framing Question Tags didn’t. with explanation of the logic behind each: Eg.
.kalvisolai.72 of 114. neither. either.com .ie a group of words with a finite verb in it Passages in the text. Objective type questions Identifying Phrases and Clauses Phrase.. Break –up of kangaroo words 3. verbal situations etc. Use of dictionary and thesaurus Exercises through pattern finding Learning Outcomes Learns more words and synonyms and antonyms of words Evaluation Find synonyms and antonyms Split the word into smaller words Objective type questions Prefixes and suffixes Word formation with prefixes and suffixes Understands how suffixes and prefixes can alter the word and change its meaning Use suffixes and prefixes and knows the meanings Objective type questions www. antonyms and usage Content Guided use of dictionary for unfamiliar words Classroom activities and processes Activities. correct them Knows and applies the rules of singular and plural nouns and verbs uses them Knows and applies the rules of transformation in speaking and writing Clear in the concept of identifying the two types of voice Understands the use of Phrases and Clauses Objective type questions Through exercises and substitution tables. additional exercises and verbal situations. 2.. Past and Future Through exercises and substitution tables. Differentiate Phrases and Clauses Objective type questions Vocabulary Competencies Locating words in the dctionery for their meaning. every. etc. Exercises and word games. Transforming sentences from the Active to Passive and vice versa.Subject and verb agreement Identifying the Active and Passive Voice Singular subject – singular verb Plural subject – verb in the plural Each. 1. synonyms. Sentences of the Simple Present. verbal situations etc..ie a group of words without a finite verb in it Clause.
movies. and games in concepts learnt in ‘What’s the class.com .. according to their meaning Competencies Talk about oneself Participating in language games and puzzles: Dramatizing a story Language Functions Classroom Learning activities Content and Outcomes processes Talks on likes. teacher in sentences and etc. charts or black board drawings Understands and interprets different kinds of data Evaluation Speak confidently and attempt to speak in complete sentences Questionnaire – type: completion Solve puzzles and play word games Enact the play Reading a graphic organiser Interpret the data accurately www.73 of 114. to strengthen develops the skill and reinforce of problem various solving competencies Situations. at grammar and good word?’ various levels. anchors and communicate helps children their thoughts speak and feelings with authentically: ease and clarity Interaction questions based on Favourites: players. noun + verb. leaders.. of skits in story. small groups develop confidence Tabular data Worksheets. hobbies. role play.Compound words. TV programmes. adjective + noun Activities and exercises Learns to recognise them Form compound words.plays. homophones Noun + noun. Use the words in different contexts. Activities and Reinforces crosswords. Presentation Visualises the etc. etc Word searches. friends.kalvisolai. . books. friends. class. vocabulary. Conversation Learns to speak dislikes.
children enact telephonic conversation and apply Rephrasing Learn to speak and express oneself to others www. pre’sent & ‘present Students pronounce accurately and with proper intonation. puzzles and riddles.kalvisolai. for better understanding Words & passage read out in class focussing on stressed syllables and words Listen to how poems could be read or recited Speaking Classroom activities and processes Students share jokes. Puzzles and riddles. puzzles or riddles cited by the learners Retelling stories they have read Telephonic conversation Stories Making telephonic conversations Students listen to each other as they narrate stories In small groups. with pointers and interventions from the teacher. and their stress and inflections Words like con’duct & ‘conduct.com .74 of 114. puzzles and riddles Evaluation Jokes. Content Jokes. and the special use of words Learning Outcomes Students share jokes. build interactive skills Rephrases and narrates in with originality Speaks over the telephone using appropriate vocabulary. passage on a familiar theme Learning Outcomes Understands the use of language in commentary Evaluation Understand what is happening and are able to recall what they have heard Listen to selected words. the words heard Appreciate rhyme. . meter. Competencies Listening to recorded commentary of any sport Content Sports commentaries. intonation and Identify the sounds heard Listening to poetry reading and recitation Poems Identify the nuances of sounds & words in poetry Competencies Telling Jokes. puzzles and riddles in a lively manner and use language appropriately.Class VIII Listening Classroom activities and processes Listen as a large group.
to understand and appreciate the plot. SA. Referencing Comprehends selected passages from literature Enjoys the reading process and learn from it. pronounce the words correctly. mystery passages etc. Read and answer questions based on the poem Read stories and other passages. narrative. VSA. style and intention Understand and summarise the story in various ways. cogency and focus Speaks clear complete sentences. creating organizers and using the ones given. appreciates and responds to chosen poems Group discussion on various topics Competencies Reading poetry: appreciating.com .kalvisolai.Participating in Discussions: Current news Sports Relevant contemporary issues telephonic etiquette Large group activity with the teacher facilitating speaking and listening register of language Expresses thoughts and views with clarity. historical. Reading Classroom activities and processes Activities related to the poem in content. . books of pupils’ choice Supplementary reading. passing at the right places with proper intonation Summarises the story. make connections with life and learning Evaluation SA questions Abridged novels. Objective type Questions. fiction. LA Questions to build interest www. assesses its plot. character and style Reads for interest Reads to deepen MCQ. relating and responding to various themes Content Poems a) Reading for content and style b) Understanding sequence. characters. and expresses ideas clearly Learning Outcomes Enjoys reading given poems. c) Scanning content to find answers to questions in the given passage d) Understanding the author’s intention e) Recognising or learning vocabulary in context f) Appreciating style Extensive reading Stories / passages with moral values.75 of 114. witty and humorous passages. understanding. stress appropriately. Use of the Library.
etc. Simple topics. 1.. . to meet the requirement of the questions specified Evaluation VSA and SA questions. Make notes and write the summary in a paragraph Uses vocabulary appropriately Learn and use words correctly Objective type questions a) Expand the given outline into a paragraph.Cleanliness is next to Godliness 2. personal experiences. proverbs. unity and structure [Linking small paragraphs] Words.com . b) Wrtie a letter to your friend expressing your www. proverbs. Topics for letter writing Writing Classroom activities and processes Comprehension passage given for written work Exercises and activities that elucidate the required concepts are facilitated through mindmapping Simple exercises prepared by the teacher Worksheets to understand and practise writing paragraphs Learning Outcomes Picks out relevant facts. phrasal verbs. Eg. introduction. etc.. Simple topics.kalvisolai.skills and activities knowledge Reads to link and connect additional data Summative Answers addressed questions appropriately with supporting statements Competencies Comprehension Using mind – mapping techniques Content Answer questions in complete sentences. b) Write a paragraph on the given topic. etc. Learn to use paragraphs and to write on different topics Writing on a given topic: (150 – 200 words) Revision: Writing letters in a given format Specific essay topics. The importance of good manners. teaching how to write an essay Revision of the format of formal and informal letter and the register of language Write at length on a given topic with organisation and clarity Uses the correct format and appropriate content Complete essay with title.. writes correct and clear answers. content and conclusion a) Write a letter to the forest authorities about the cutting of trees in that area.76 of 114. phrases. using proper punctuation Using both active and passive vocabulary to make sentences Writing Paragraphs: Topic sentence.
imagination. Write a summary of the given passage in about one third of its length. Music / Dance performances etc. Grammar Classroom Learning activities and Outcomes processes Worksheets. Teacher facilitates understanding of fantasy through reading a story. topics.Writing a summary Passages for summarising Teacher explains the steps involved in writing a summary. Writing essays on given topics Writes creatively. Content Simple. and Summative Effectively collect. and having pre and post reading discussion Writes a summary disapproval on cutting down the trees in his compound. Creative Writing. The students make use of the steps and make a summary of the given passage. record and collate information on a suggested topic Evaluation Learn the differences between clauses and phrases www. . Movies. Exercising one’s imagination in a creative manner Captions for pictures.77 of 114.com . the Library. Teacher invites Collects. Learns the rules peer review and uses of and exercises clauses and phrases. My neighbours. expression of ideas Collecting. recording and collating information General topics Competencies Identifying the three kinds of sentences. Teacher provides a passage. Complex and Compound sentences.kalvisolai. Hospital. students to records and collect and collates present information on information on suggested various topics topics or happenings around them – My school. evoking powers of the imagination: Writes and illustrates with cogency and fluency Free articulation.
apply them in writing
Revision of tenses and more about tenses
Simple present, past and future Progressive and perfect forms of tenses.
Worksheets, peer review and exercises
Using Reported Speech
Statements & Imperatives
Worksheets, peer review and exercises
Meaningfully learns the rules and uses of the Simple, Continuous and Perfect tense in Present, Past and Future time and applies them in writing Uses reported speech correctly
Transformation of Simple sentences into Compound and Compound sentences into Simple. Use the tenses in the appropriate places. Objective type questions
Identifying the Active and passive voices
Transformation of sentences with the progressive and perfect tenses, from one voice into the other ASVC, SVCA, SVIODOAAA, etc.
Worksheets, peer review and exercises
Identifying the sentence pattern
Classroom situations, verbal situations etc.,
Using the degrees of comparison
Transormation of sentences from one degree into the other
Various examples from day-to-life classroom situations etc.,
Grasping the structure and use of question tags
Tags attached to words with negative meaning, such as, ‘hardly, scarcely,
Various exercises and classroom activities; practising through
Use the correct tense form with proper punctuation in reported speech Understands the MCQ, VSA difference between active and passive voice Uses the active and passive voice appropriately Understands the Clear in framing structure of sentences using sentences the various correctly and elements / parts uses them of speech appropriately Uses the three Become familiar types of with the comparison structure, appropriately in recognise errors sentences. and rectify them. Objective type questions. Knows and Objective type applies the questions. rules involved in framing question tags.
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rarely, seldom’, etc.,
dialogues, role-play, etc.,
Competencies Synonyms and antonyms
Content Glossary – other connected words
Vocabulary Classroom activities and processes Using dictionary and thesaurus, exercises
Learning Outcomes Learns synonyms of words, their use and parts of speech, etc.,
Evaluation Use vocabulary appropriately
Spelling rules: ing, plurals with s, es, etc. Homophones, homonyms, ‘tion’ and ‘sion’ etc.
Spellings of mono syllabic, disyllabic and poly syllabic words; spelling of plural nouns, adding plural morphemes – ‘es’ and ‘ies’
Spelling rules – display Word grid, word building, pun, etc.,
Children learn to spell through spelling patterns
Spell accurately in writing
Identifying the expansion and use of abbreviations and acronyms.
Common abbreviations – HM, S.S.L.C., PTO, PTA, HSS, NSS, NCC, PIN, etc.,
Teacher explores some abbreviations and acronyms with the students. Teacher provides a list of abbreviations
Uses abbreviations and acronyms
Summative and Normative Expand the abbreviations and acronyms.
Competencies Expressing ideas clearly
Language Functions Classroom Learning activities and Outcomes processes Giving topics Learns to for debating; express a listing ideas for view- point and and against a supports it, topics speaks with clarity and logic
Evaluation Speak on the given topic
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Describing / narrating events
Personal experience, any interesting situation
The teacher encourages all students to participate and express the ideas Read graphs, tables and pictures and complete assigned tasks
Collaborates to create a story with peers
Build a credible story
Reading and interpreting data
Graphic organisers, pictures and Tabular data
Interpret and summarise the ideas you infer from the picture or data provided
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6. number names and numerals.C. > or = symbols and also arranges numbers in ascending / descending order.D.4.10.C. • To compare numbers using <. and L. .iv.9.D.81 of 114.8.com . Number System • • • • Content Numbers up to 8digits Place value and comparison Whole numbers Test of divisibility for 2.3. 11 • • • • • Factorization Prime number LCM & HCF Integers Revision : Fraction and Decimal numbers • Conversion : Decimal to Fraction • Addition & Subtraction of decimal numbers Mode of Transaction Place Value Observation Estimation through pattern Method through real life Examples • • • Induction Divisors Multiples method through patens through observations • Divisibility conditions through patens • G. • Able to identify place value in eight digit numbers • To expand numbers with respect to place value. • Able to identify smaller/ larger numbers.kalvisolai. (a) Mathematics & Science Class – VI Mathematics Expected Learning Outcomes • To understand • • • the concepts of numbers (up to 8 digits). • To understand the number line and locate numbers on it (smaller number Topic I. through examples • Equivalent fractions through multiple cards • Addition Subtraction and Comparison of fractions through pictorial representation www.5.
• To understand the four properties of numbers as patterns without emphasis on terminology (closure. • To represent whole numbers on number line.kalvisolai. distributive properties over addition and • Mode of Transaction fractions on number line through activities • decimals through pictorial representation • representation of decimals on number line • understanding of integers through realized situation • representing integers on number line • Addition and subtraction of integers through play way method.Topic Content Expected Learning Outcomes only) • Able to perform the four fundamental operations (answers not to exceed six digits) and applies the right operation in word problems. associative. • To understand natural numbers and the necessity to extend natural numbers to whole numbers. www.82 of 114. commutative. .com .
• To recall the concepts of factors and multiples with the aid of multiplication tables of factors up to 10 • To understand the rules of the divisibility test and apply it to numbers (divisibility tests for 2. 6. • To understand Mode of Transaction www.Topic Content Expected Learning Outcomes multiplication) additive identity.kalvisolai. 4. 10. 5. 3. 9. multiplicative identity of numbers. 8.com .83 of 114. . 11) • To recall the classification of even and odd numbers. • Able to identify and appreciate number patternstriangular numbers and square numbers.
com .Topic Content Expected Learning Outcomes the classification of prime. the method of finding HCF and LCM (by prime factorization method and division method).kalvisolai. . • To understand the necessity for extension of whole numbers to negative integers. • To learn prime factorization of a given number and express it as a product of prime numbers. composite and co – prime numbers. • To learn to deduce the relationship between HCF.84 of 114. • To understand Mode of Transaction www. LCM and the two numbers. • • To factorize To understand two digit numbers.
.com . • To add and subtract integers using number line and real life situation. negative integers and zero forms integers.85 of 114. • To recall that a fraction is a part of a whole.kalvisolai. • To represent integers on number line and understand the difference between the number rays of • Mode of Transaction N and w To compare integers and arrange them in ascending / descending order.Topic Content Expected Learning Outcomes that the collection of positive integers. understanding the difference from the integer www. • To represent fractions pictorially on number line.
com . and reduces fraction to the lowest term. improper and mixed fractions • Able to convert a fraction into an equivalent fraction.Topic Content Expected Learning Outcomes number line • To be able to identify different kinds of fractions – proper.kalvisolai. • To learn the concept of decimals as Mode of Transaction www. • To add and subtract fractions of unlike denominators up to 10. • To learn the concept of decimals using place value notation. . • To compare fractions with unlike denominators up to 10.86 of 114.
addition and subtraction of decimals. • To be able to convert fractional numbers into decimals and vice – versa. m. • Able to apply the appropriate operation in word problems. weight and volume restricting to the units mentioned below. Measurements • • Metric Measures Revision of • To recall the • Understanding conversion of units of length. • To add and subtract decimal fractions.87 of 114. hours.com . . Mode of Transaction II. weight. (km. week.Topic Content Expected Learning Outcomes fractions with denominators of tens and its multiples. cm. • Measure of Time from seconds to minutes. year & leap year • Perimeter and Area of rectangle.kalvisolai. right angle triangle. www. volume. mm and similarly units that are in common use in weight and volume) • Able to find the the concept of metric measures through experiments • • Observation Finding method perimeter and area by using dot paper and grid papers Length.
. Algebra • Introduction to • Introduction to • Introducing Algebra variable through patterns and through appropriate word problems and generalizations. days to weeks.88 of 114. • To calculate the perimeter and area of square.com . years.Topic Content Expected Learning Outcomes duration between two time instances. from one unit of time to the other – seconds to minutes and hours and vice – versa. right triangle. leap year and vice – versa. • • Able to identify Able to convert leap years. • To understand the concept of area and perimeter of plane figures. Mode of Transaction III. variable and constants through patens • Solving simple equation www.kalvisolai. rectangle.
segment and planes • Properties of collinear . • To understand certain Fundamental geometrical terms points. ray .Topic Content • Expected Learning Outcomes To generate such patterns with more examples. Mode of Transaction through trial and error method Forming puzzles through group activities IV. • • Demonstratio n method Learning by doing method www. • Solving direct variation problem through life oriented examples • Able to calculate the needed quantity using Unitary method (with only direct variation implied).com . Geometry • Introduction to point . • To solve unknowns through examples with simple contexts (single operations).89 of 114. Life Mathematics • Ratio and Proportion • To understand the concept of Ratio • Understating the concept of ratios through real life situation • To understand that Proportion is same as the ratio of two. lines. line. V.kalvisolai. .
kalvisolai.Topic Content concurrency . • Able to identify angles. parallel lines and perpendicular lines. . acute angle Mode of Transaction www.90 of 114. segments and planes. point of concurrency. • To understand the concept of angles. parallel. intersecting lines. arms. • Able to measure angles and identify kinds of angles – right angle. concurrent lines. • Able to recognize collinear points. vertex. point of intersection.com . perpendicular lines • Kinds of angles • Types of Triangle Expected Learning Outcomes rays.
Topic Content Expected Learning Outcomes obtuse angle.kalvisolai. • To understand complementa ry & supplementar y angles and find complementa ry and supplementar y angles for the given angles. • Use available data in the class room • To organize the collected discrete data using tally marks and a • Project method www. Mode of Transaction VI.com . Data handling • Pictograph • Bar graph • To understand the necessity to collect data. . • Able to recognize different kinds of triangles based on (a) length of sides (b) measures of angles.91 of 114.
Able to construct parallel and perpendicular lines using set square.kalvisolai. Mode of Transaction VII. Able to measure and draw line segments. Able to measure angles and draw angles using protractor . • Able to interpret data from bar graphs.com . Practical Geometry • Introduction to Geometrical instruments • Drawing and measuring line segments. • To recall to construct and interpret a pictograph stressing on the importance of the need for scaling. • • • • • To identify Geometrical instruments. Able to identify different kinds • Learning by doing method www. .Topic Content Expected Learning Outcomes table.0◦ 180◦. • Able to construct bar graphs from the given data.92 of 114.
. Mode of Transaction www.com .kalvisolai.93 of 114.Topic Content Expected Learning Outcomes of angles and lines from the given figures.
• Able to perform the four fundamental operations on integers and applies appropriate operations in word problems. commutative. Properties of Integers Introductio n to rational numbers Representa tion of rational numbers on number line. • To recall addition and subtraction of fractions. Four basic operations on rational numbers Fractions and Decimal Fractions Powers Expected Learning Outcomes • To recall the concepts of addition and subtraction of integers. associative. . • Able to multiply and divide integers • To understand that division by zero is meaningless. Real Number System • Content Revision: Integers. • To understand that the above mentioned properties do not hold for subtraction and division of integers. • To learn to divide a fraction by another fraction.Class – VII Mathematics Topic I. • Able to multiply fractions. distributive properties over addition and multiplication). Mark the factions on the number line. • To understand fraction as an operator • To find the reciprocal of a fraction. • Mode of Transaction To introduce the operations through number line Tell how inadequacy of whole numbers leads to integers and factions. Introductio n of multiplicati on and division on integers. Addition and subtraction on integers. multiplicative identity of integers. To find a rational number in between two rational numbers To understand the laws of exponents • • • • • • • • • • • www.kalvisolai.com . additive identity of integers. • To understand the four properties of integers (closure.94 of 114.
• Able to solve word problems that involve fractions (including mixed fractions). • To represent rational number on number line. number of variables is 2) • Able to form simple expressions with two variables. • To understand the necessity for extending fractions to rational numbers. • • Algebraic Expression s Addition and Subtraction on expression s Formation of simple expression s with two variables Solving simple linear equations in one variable • Able to identify constants and variables in a given term of an algebraic expression and coefficients of the terms. • Able to identify into like and unlike terms. . ax = b.kalvisolai. • To solve simple linear equations in one variable (in contextual problems) with two • Introduce expressions in I degree and II degree • Starting from the models x+a = b. • Able to add and subtract algebraic expressions (coefficients should be integers).com . (exponent < 3. Algebra www. • To learn to write the degree of expressions like x 2 y etc. • To learn to perform all four operations on rational numbers. proceed ax + b = c and ax + b = cx +d • • II.95 of 114.
• Able to solve word problems involving rational numbers (all operations). • • To represent rational number as a decimal.) • a m a n = a m + n where m.kalvisolai. . • Able to express a given number in exponential form (exponents – only natural numbers) • To understand the laws of Exponents (through observing patterns and arrives at generalization. To recall addition and subtraction of decimals. • To multiply and divide decimal fractions.n ! N m m−n • an = a a Where www.operations (avoid complicated coefficients).96 of 114.com .n ! N • (a m ) n = a mn where m. • Able to solve word problems based on decimal fractions (all operations).
• To solve word problems based on percentage. • Able to differentiate direct and indirect variation and calculate the needed quantity using direct and indirect variation. Life Mathematics • • • Content Ratio and Proportion Indirect and Direct variation Fraction and decimal into percentag e Solving word problem based on percentag e Profit and Loss Simple Interest Expected Learning Outcomes • To recall the concept of ratio and proportion.kalvisolai. • • • www.com . • Able to calculate simple interest. Mode of Transaction • Time and work.97 of 114. m > n . . • Collect details of profit and loss. Explain the difference between profit and loss. • Able to convert fractions and decimals into percentages and vice-versa. • To understand the concept of profit and loss (single transaction only). time and distance sharing problems etc. Topic III.n ! N . • To understand percentage as a fraction with denominator 100.m.
and right triangles (any two at a time). Quadrilate ral. • Through paper cutting methods derive the formula for different shapes. • To calculate the area of Pathway inside and outside the given rectangles and circles applying the concept of area of rectangle and circle respectively. • Arrive at an approximate value for tabulating diameter and perimeter of circles of different sizes. and Trapezium. Measurements • Circumferen ce of the Circle • Area : Triangle. rectangles. • Through paper cutting introduce methods to find area. Rectangle and Right triangle.com . .kalvisolai. Parallelogram. • To determine the area of Parallelogram. Rhombus. Trapezium and Circle • Area of Pathway • To recall the concepts of Perimeter and Area of Square. • Able to find the area of plane figures made up of squares.IV. www. Rhombus. • To determine the area and circumference of Circles.98 of 114.
which have rotational symmetry. • Rotate figures like square equilateral triangle etc. • Able to apply angle sum property of a triangle. Line or axis of symmetry.99 of 114. • Identify the angle of rotation. Mode of Transaction • Introduce idea of symmetry. www. Geometry Content • Symmetry Mirror and rotational • Line or axis of Symmetry • Triangles Expected Learning Outcomes • To understand the concept of Symmetry. adjacent angles. adjacent angles on a straight line. Give sufficient opportunities to identify all kinds of symmetry.kalvisolai.com . parallel lines and transversal lines. • To understand the properties of angles in intersecting lines.Topic V. Mirror and rotational Symmetry. .
• Identify the different types of triangles • Construction of angle using Scale and Compass. Data handling • Collection and organization of continuous data • To collect and organize continuous data.100 of 114. Median. SAS. • Construction of triangles VII. • Construction of triangles: given SSS. . • To explain perpendicular bisector and angle bisector by paper folding method. • Identify the differences between mean. 60◦. • To construct the angle bisector of the given angle. 120◦. Mode of ungrouped data www. 30◦.kalvisolai.VI. Mode of ungrouped data and understanding what they represent. • Use available data in the class room. • To interpret bar graphs (recall) • Able to form the frequency table • To calculate Mean. Median. Practical Geometry • Construction of Perpendicular bisector and angle bisector • To recall the concepts of angles.90◦. ASA. parallel lines and perpendicular lines from the given figures. • To construct angle using scale and compasses. • Formation of frequency table • Mean . median and mode.com . • To construct the perpendicular bisector of the given line segment.
in this case you can keep finding more and more numbers that lie between them.) To express numbers in exponential form with integers as exponents. Cube roots. Puzzles with numbers Factor Method • To recognize cubes and cube roots (only factor method for numbers containing at most 3 www. Showing density of rational numbers in a number line.com . Square roots. To understand that between any two rational numbers there lies another rational number (Making children see that if we take two rational numbers then unlike for whole numbers.kalvisolai. representation of rational numbers on number line To understand the four properties of rational numbers. (ii) Four properties of Rational numbers (iii)Simplify Expression with three brackets (iv) Powers (a) Express the numbers in exponential form with integers as exponent. Real Number System • • • - o o Experimental method to find approximate square root by squeezing method. • • • I.101 of 114. Able to simplify expressions with utmost three brackets. . (b) Laws of exponent with integral powers (c) Squares. Able to calculate square and square roots of integers. To understand the laws of exponents with integral powers. Cubes. Square roots using factor method and division method for numbers containing not more than 4 digits not more than 2 decimal places (in case of imperfect squares) Mode of Transaction Mark the rational numbers on the number line Tell the numbers on the right are bigger Give examples of rational number which are terminating decimals and repeating decimals.Class – VIII Mathematics Topic Content (i) Revision: Representati on of Rational Numbers on number line. (d) Playing With Numbers (e) Approximatio n of numbers Expected Learning Outcomes • To recall the concept of rational numbers. additive identity and multiplicative identity.
• Able to solve word problems that involves linear equations (avoid complex coefficient in the equations).digits) • • • • • To learn to estimate square roots and cube roots(Learning the process of moving nearer to the required number). II. Algebra (i) Algebraic Expressions (multiplicatio ns and divisions) (ii) Identities (iii) Factorization s (iv) Solving linear equations To recall addition and subtraction of expressions. a2 − b2 = (a + b)(a − b). overhead expenses. Profit & Loss.g. (ii) Application of percentage. ( x ± y ) 2 . Life Mathematics • Able to derive a formula to find compound interest www. a 2 − b 2 . Factor tree Use card boards and paper cutting methods to show identities geometrically Factor Tree Problems through life situations To understand the different between profit and loss through life situations. • Able to multiply and divide algebraic expressions. Revision : Profit. Loss and simple interest. ( x + a)( x + b) . • Able to recognize (simple cases only) expressions that are factorizable of the following types a( x + y ).com . 2 xx = x. profit & (i) III. Able to calculate using shortcut methods in four operations. (Coefficient should be integers).(a − b)2 = a2 − 2ab + b2 . • To solve slightly advanced problems involving applications of Percentages. . numerical examples and applies it in sums (a + b)2 = a2 + 2ab + b2 .102 of 114. Discount. • Able to understand some common errors (e.kalvisolai. 7 xxy = 7 xy ) • To deduce identities with geometrical proofs. Able to approximate numbers up to three digits. tax.
etc. discount sale. Problems from life situations for time and work.kalvisolai. To understand factors involved in completing a project like. • Compound variation (vi) Time & work • problems – Simple and direct word problems To collect details of tax. . Post office RD to understand schemes with different interest rates.loss. To compare quarterly half yearly. annual interest schemes paid by companies.103 of 114.I and C.I (v) • through patterns and use it in simple problems.com . Able to differentiate between simple and compound interest ( 2 years ). (iii) Compound Interest (iv) Difference between S. building construction etc. overhead expenses. (compounded yearly up to 3 years or half-yearly up to 3 steps only). Discount. www. To do problems on compound variation To solve Time and Work problems– Simple and direct word problems. tax.
Isosceles Triangle. To recall the concepts of area & perimeter -Formula for Square. altitudes. Geometrical instruments • • To understand the concept of Paper cutting congruence of triangles (SSS. postal theorem and able to solve stamps etc. Equilateral Triangle. .kalvisolai. • Card board. • Properties of • Triangles (ii) Congruenc • e of Triangles (iii) Circles (i) • V.IV. Trapezium. Able to draw the parts of a circle and identify and compare the relationship between radius and diameter. RHS theorems). methods. perpendicular bisectors in a To show triangle. To understand theorems based on properties of triangles and applies them to appropriate problems. Scalene Triangle. problems using it. Rectangle. Parallelogram. Rhombus. Able to calculate the area of combined figures (Study of area / perimeter of not more than three figures placed in juxtaposition [only simple combined figures]) To recall the properties of triangles. Triangle. angle bisectors and verify. • www. Right Triangle.104 of 114. objects of congruent To understand Pythagoras shape. Geometry Paper folding techniques to verify properties. ASA. paper cutting and paper folding techniques to understand juxtaposition. and measure sides and To understand the angles and concurrency of medians. circle. Quadrilateral. Measurements i Area and Perimeter of semi circle and quadrant ii Area and Perimeter of combined Plane Figures • Able to calculate area and perimeter of semi circle and quadrant.com . To draw triangles SAS. To see the number of tiles laid in floors various areas etc.
Able to read the linear graphs. To recall formation of heights and frequency table. parallelogra m. (perimeter vs. Construction of Quadrilatera ls: trapezium. VII. Able to calculate mean . (i) Introduction to Cartesian plane with axes (ii) Plotting of points for different kinds of situations • Able to construct quadrilaterals: trapezium. pie charts from www. Able to read the distance vs time graph. Geometrical instruments Paper folding methods. Mark sheets. rectangle and square ii. frequency curve. plotting linear of multiples of different relationship numbers. charts for the given data. data from news To draw Histogram.105 of 114. weights. Practical Geometry i. Able to construct concentric circles. Parallelogram. rhombus. area as a function To understand of side of a square.kalvisolai.VI. To see linear Cartesian plane with axes. simple interest vs between time number of years etc. Graphs . paper cutting frequency polygon for to construct grouped data and interpret frequency To construct simple Pietable. Construction of Concentric Circles.median and mode for discrete data To construct histogram.com . To learn to read graphs. rectangle and square. length for squares. relationship between side Able to plot points for and perimeter different kinds of situations of square. rhombus. • • • VIII.) and work. Data handling (iii) Drawing • straight lines parallel -to -coordinate axes • (i) To recall formation of frequency • table (ii) Drawing Histogram and frequency polygon for grouped data • • To understand the concept of Graph sheets.
land and noise pollution www.Ornamental plants . .Disposal of garbage .Food habits of animals Components of Food .Types of pollution – Air.Plant and animal products used as food – Nutrition . fats and minerals) .Fiber yielding plants .com . proteins.kalvisolai.Deficiency and diseases World of Animals Bio Diversity .The cell . water.Types of cell . Use and Management Our Environment .Garbage .Need of various nutrients . (iv) Measures of central tendency SCIENCE Standard VI Applied Biology The World of Plants Medicinal plants .Different types of organisms .106 of 114.Nutrients (carbohydrates.Timber yielding plants – Spices .Food materials and sources .these datas (iii) Construction of Simple Pie-Chart.Animals and their uses Health and Hygiene Food Habits Food variety . vitamins.Balanced diet .Plants as Food .Unicellular and multicellular organisms Life Process Structural Organization of Cell .Plant and animal cell comparison The cell structure and functions Environmental Science – Resource.Vermi compositing – Pollution .Types of nutrition .
mechanical and solar energy Exploring Phenomena Magnetism .Science today – Flying trains Light .Classification of changes .Methods of separation (hand picking.Plastics and environment .Sources of energy .Plane mirrors and reflection sedimentation.Slow and fast Reversible and – irreversible . separation.Electricity.kalvisolai.Periodic and non periodic .Science today . Matter and Measurement Measurement .Matter Separation of Substances .Sources of light – Shadows .Magnetic and non-magnetic materials .Pinhole camera .107 of 114.Types of Motion .Preparation of Magnets .Soaps.Glass and uses . winnowing. one method Exploring Chemical Changes and Formulation Changes Around Us . magnetic filtration.Separation and its importance – Definition .Synthetic fibers . more than decantation.Preparation and uses.Robot Exploring Energy Types of Energy .Need of Standard VII www.Types and uses – Plastics .Uniform and Non uniform . chemical.Linear and Circular . Separation by evaporation. detergents .Path of light .Moving things around us .Multiples and sub Multiples of units Forces and Movement Motion . time and mass ) .Desirable and – undesirable .Types and uses of plastics .Magnetic poles .com .Standard unit of measurement (Length.SI unit . sieving.Exothermic and endothermic Exploring the World Chemistry in Everyday Life . condensation and crystallization) .Cement and uses .Discovery of magnets . .
108 of 114.Advantages of Preservation of drying and physical activity freezing.Applied Biology Animals in Daily Life .Herbs. www.Types of teeth – Ruminants My Body Human Body – Form & Function .Characteristics of living things .Photosynthesis .Other modes of nutrition in plants . leaves . shrubs and trees . adding preservatives) .Human digestive system .Animal Fibers – Sericulture – Apiculture – Poultry Animal protection and maintenance Health and Hygiene Nutrition in Plants and Animals .Binomial Nomenclature Life Process in plants .The body & health as understood in the Indian system of health care .com . .Science today .Kinds of stem Movements drawing World of Animals Basis of Classification .The 5 kingdom classification .Nutrition in amoeba .) .Observation of plants & trees. recording data. stem.kalvisolai.Mode of nutrition in plants Autotrophic and heterotrophic nutrition .Uses of animals .Need for classification . Disorders and preventing Diabetes Mellitus .Diseases. leaves and flowers .Animal products (Food.Parts of plant ..Methods of preservation (heating. stems. food .Root.Irradiated food World of Plants Plants – Morphology . etc.Nutrition in animals .Modification of roots.Fast food – its ill effects . Clothing.Habitat – various habitats of plants .Brief overview of human body— structure & functions of all the Human organ systems .
Respiration in plants Environmental Science .Physical Changes (crystallization.Efficiency of fuels . Exploring Chemical Changes and Formulation Matter and Its Nature . melting. Bases and salts (used in our daily life) Natural indicators (No Equations) – Neutralization (in everyday life) Exploring the World Combustion and Flame .Chemical changes (rusting of iron.Combustion and its type . burning and curdling.Depletion of water .Food web . evaporation.Ground water .Availability of water .Scarcity of water .Differences between physical and chemical changes .Physical nature of matter .Desalination of sea water . chemical reaction of Baking Soda with lemon juice) .Water management—rain water harvesting Science today – Drinking ice berg .Acids.Respiration in Plants and Animals . Use and Management Water –A Precious Resource .The different biomes--.Flame and its structure .Sources of water Forms of water .109 of 114.Flow of Energy – Biomes .Importance of forest biomes .Fire control .Need for respiration .Characteristics of particles of matter .Fuels and environment Matter and Measurement www.vegetation & climatic zones . liquid and gas.Different flora & fauna in the Environmental Science – Resource.Sweet water on earth Matter Matter in our Surroundings .Ecology Ecosystem .kalvisolai. .com .Food chain .Respiration in human being .States of matter .Effect of temperature on solid.Distribution of water .Respiration in animals .Acids. Bases and Salts . freezing and sublimation) .Ecosystem (Biotic and abiotic factors) .
Heat and temperature – Measuring temperature – Clinical and Laboratory thermometers Exploring Phenomena Light – Reflection .Concept of indirect measurement or estimationExample (Time.Sources of heat (sun.Images of spherical mirrors .Electric switch .kalvisolai.Idea of derived quantities. combustion (or) burning.time graph – Velocity – Acceleration .An electric circuit .Sunlight – seven colors – dispersion & synthesis of colors – Newton’s Disc.Science today – Adventures in sports – like a bird flies Exploring Energy Electricity and Heat .Measuring astronomical distances Forces and Movement Motion – Speed .110 of 114.Symbols of electric components .Protection from weeds – Harvesting – Storage – Marketing .Agricultural practices .Electric cell .Hot and cold objects .Simple pendulum) .com .Conductors and insulators .Area.Measurement .Preparation of soil and sowing – Irrigation . electrical) .Heating effect of electric current . .Measuring speed and Units of speed – Distance .Magnetic effect of electric current . Volume and Density of solids and liquids .Electric bell – Heat . friction.Plane Mirror (Right or left) .Biotechnology in Agriculture Biotechnology in food processing Health and Hygiene www.Rotation of crops .Electro magnet . Standard VIII Applied Biology Crop Protection and Management .Basic practices of crop protection .
Smoking hazards – Sprouting . imbalances and uses. agriculture. Life Process Diversity in Living Organism . .111 of 114.Sex determination .Flowering & Non Flowering – Algae – Bryophytes – Pteridophytes – Gymnosperms – Angiosperms – Monocotyledons – Dicotyledons .cells – tissues – organs – organ system – Homeostasis .Reaching the Age of Adolescence .Role of hormones in reproduction .Relationship between man & microbes – Balances.Reproductive phase of life in human .Adolescence and puberty Secondary sexual characters . World of Animals Micro Organisms .com . fungi and protozoa Uses of microorganisms in medicine.Organization-.Prevention and protection from sexual and other abuse .Human body and its movements .Virus. cockroach. fish and World of Plants Pictorial Feature of Plant Kingdom – Fungi . algae.Cell as a fundamental unit of life – type of human cells related to functions .Movements of animals (Earthworm.Skeleton . bacteria.Structure & function of all organelles in brief .Cancer and Prevention My Body Body Movements .Structure of leaf.Structure of root Structure of stem . birds.Cellular respiration – Metabolism Design of the body –based on function – some examples. snakes) www.Reproductive Health – Nutritional needs – Personal hygiene . industry and daily living Harmful microorganisms Microbes in food preservation .Ductless glands .kalvisolai.Joints and types of joints .
Wildlife sanctuary and National park .Traditional knowledge & people’s initiatives in biodiversity conservation .Elements found in Human Body .Science today – Bio pole – easily decomposable and reusable plastics Matter Elements and Compounds Around us .kalvisolai.Valency Atomic Structure Atomic Structure .Atomic model .Deforestation and aforestation .Discovery of Protons .Gases) .Electrical nature of matter .Discovery of Fundamental Particles Discovery of Electrons . liquids .Ecology Conservation of Plants and Animals . .Classification of Elements based on properties Symbol of elements .Water pollution .Formula of compound .Water purification .Dalton’s atomic theory – Merits – Demerits .Sources of air pollution .112 of 114.Air pollution .Types of pure substances – Element .Flora and fauna Endangered species .Conservation of forest and wild life .Molecule of compound .Land pollution .Classification of elements based on states (solids.com .Molecule of an element – Compound Characteristics of Compounds .J.Properties of fundamental particles .Sources of water pollution .Properties of Cathode Rays .Laws of chemical Combination . Thomson’s model of atom .Threats to biodiversity .J.Migration .Limitation of Thomson Model www.Environmental Science .Uses of compounds-day to day life .Classification of compounds .Sources of land pollution . Water and Soil .Human wildlife conflicts Environmental Science – Resource use and Management Pollution of Air.Ancient views of atomic structure .Occurrence of elements in Nature .Red data book .
Refraction (Snell’s law not www.Effects of Heat . convection and radiation Exploring Phenomena Light .Natural Resources limitation .Angle.State of motion .Science today Matter and Measurement Measurement . System of units – Temperature .Chemical effects electric current . .Pressure exerted by Atmospheric pressure Pascal’s law – Friction .Gravitational force .Laws of reflection .Contact forces .Luminous intensity .Conduction of electricity in liquids .kalvisolai.Magnetic forces liquids and gases .Types of Coal – Petroleum Occurrence and Refining .Transfer of heat – conduction.S.Applications of Chemical effects of electric current – Electroplating .Multiple images .Pressure exerted by air .Action of force & its effects .Story of lightening and thunder Lightening – safety – Heat . Solid Angle Forces and Movement Force and Pressure Definition .Regular and irregular reflections Multiple reflections .Electrostatic force – Pressure .com .Types of charges Transfer of charges . series and parallel .Natural gas .Electric current .Three kinds of circuit.Non contact forces .necessary evil – Increasing and reducing friction Exploring Energy Electricity and Heat .Simple.Electric charges at rest .113 of 114.Amount of substance .I.Factors affecting friction .Friction .Exploring the World Coal and Petroleum – Coal .
Human ear medium for propagation .Sound and Hearing .Science today – Fiber optics – sending message by light www.114 of 114.Dispersion – using prism .com .Noise pollution .and frequency of vibration Audible and Inaudible sounds . .Sound needs a produced by human .kalvisolai.Amplitude. Time period .included) .Total internal reflection Human eye – Image formation – Sound .Noise .
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