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TEACHERS RECRUITMENT BOARD

TEACHER ELIGIBILITY TEST PAPER II


(For Teachers of Classes VI to VIII)

Sl.No. i

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

MCQs 30

Marks 30

ii iii iv

30 30 60

30 30 60

150

150

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TAMIL NADU TEACHER ELIGIBILITY TEST (TNTET) - 2012


TNTET kh dhjh / Model Question Paper jh - 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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i.

FHij nkghL fj KiwfS Child Development and Pedagogy

1. jbdgLJ miu gfjiy ugygLat A fhnuh# B lh C ily D Non Directive councelling was advocated by A Karl Rogers B Darwin C Taylor 2. D

ghnyh Pavlov

fdf M vw iy btlt a n# A #h nl B k uhL C vtL r D The book titled Dream Analysis was published by A John Dewey B William James C Edward Tichenes D Sigmund Freud

3.

kdnghuhlf tiff A 4 B 2

C 3

D D

8 8 D lLj

Types of Mental Conflicts are ___________ A 4 B 2 C 3 4. fj Kj goiy A kL brj B jah brj First step in Teaching A Evaluation B Preparation 5. C thj

C pursuing

Planning

jtwhd n#hoia FLf a) Ez < nrhjid Mg nd b) bkh nrhjidbty c) E.< - C.A. x 100 M.A. A a & b rahd il B a & c rahd il C c & a rahd il D b kL r 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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6.

fUWjnghJ MlUJ bgwgL 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.

Ez rhj gKffhu nfhghoid msl jhil TW t 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.

l-Jyf Vgl fhuz A _is B K C y cWf Stimulus response is due to A Brain B Maturity C Sense organs

mDgtf

D Experience

9.

A B nkny fhQ U nfhLf A vw nfhL B ia l s FiwJ fhQ fhid _____________ vdyh A ghflh fh B gLif nenfhL fh C nrd fh D Ky-ya fh A B In the above figure the line A is perceived to be shorter than the line B. This is due to _____________ A Poyendoffs illusion B Horizontal Vertical line illusion C Zolleners illusion D Muller-Lyer illusion

10. Fku gUt xU fyhd mikaw gUt vd Tat A r B nfh C lh Ah D a k^f Adolescence is a period of storm and stress said by A Brickson B Cole C Stanley Hall D William Mcdougall 11. cl braghLf kW cs braghLf uoid uhf bragl cj Ka ehsyh Ru ______________ A l Ru B ijuhL Ru C ghuhijuhL Ru D md Ru 3

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The main ductless gland that regulates the physiological and psychological functioning of a person is ______________ A The pituitary gland B Thyroid gland C Para thyroid gland D Adrenal gland 12. eKila _jhijaflUJ bjhlJ t tahf cl, csgf rjfSF f _ykhf tUjiy ______________ vd miHnwh A gzhk ts B mLj rj iy khw C ca ku iy D t vJiy The transfer of physiological and genetic characters from parents to off springs through generations is called A Evolution B Transfer to next generation C Biological heridity D None of the above 13. xU fU uilaf xnu NH tsjnghJ, tfilna Ez < (r) A r = 0.087 B r = 0.0870 C r = 0.87 D r = 8.7 The IQ correlation (r) of monozygotic twins, brought up in the same environment is A r = 0.087 B r = 0.0870 C r = 0.87 D r = 8.7 14. ahn# mj w ts _wh iy ______________ A kd braghLF Kija iy B fTlhf ghgij itJ J bragL iy C bjhL czU gUt D Kiwahf nahJ J vzf mogil bragL kdiy 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. cfh _y fwiy Kj Kj sat A B.F. d B nk f n#h C ghnyh D Learning through insight was first shown by A B.F. Skinner B Mary Kavur Jones C nfhy

Pavlov D Kohler

16. jtW br khztid Uj VwJ A jlid B et fhLj C gRf mj D fL bfhshk L Lj

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The best way to change the wrong doing of a child is by A Punishment C by giving awards B D Teaching good moral values ignoring his behaviour D 15-16 15-16

17. Ez K 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. Mfw ga dnrhlh nrhjid (bkh kW bkhyh nrhjid) cUgof vjid A 10 B 14 C 12 D 19 State the total number of creativity tests (Verbal + Non verbal) in Minnesota test of thinking A 10 B 14 C 12 D 19 19. mfKf, wKf MnahuJ afis sat A nfl B Ir C bf D

Personality traits such as introvertism and extrovertism personality was explained by A Cattell B Eysenck C Kemp D Yung 20. MSikia msl gagL f bghUjkhd Kiw A Rarij B Ra kL C kWbkh nfhUgit D kdghik msnfh The most apt method of evaluating a persons personality is through A Autobiography B Self rating C Questionnaire D Attitude scale 21. if iy kd vw iy vj tadUF VgLwJ 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. % lkh Ma ju ms nfhid gagL FlgLs vgid Mal msL brayh A Ma elij kW Mfg B Ma g kW V C Ma aF g kW elij D it midJ

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Which of the following can be evaluated using Bruce Tuckmans Teacher Feedback form A Behaviour & Creativity C Dymanism & Organised demeanor B D Warmth & acceptance All the above

23. A vgtuJ fw bfhifid FF Nu ahJ A SER = DRXSH x K I B RES = DXSRH x K - I ER = XDSRHR x K - I C S D SER = DXSHR x K - I Hulls theory of learning formulae is A SER = DRXSH x K I B C SER = XDSRHR x K - I D RES = DXSRH x K - I SER = DXSHR x K - I

24. _is VgL idF f Ka fhuzkhf aF ntbghU fhnghiAonu A o.v.V. B M.v.V. C uj D The most potential chemical agent responsible for memory is A D.N.A. B R.N.A. C Proteins D Carbohydrates 25. fhy taJ 8, kd taJ 7 kW fhy taJ 7, kd taJ 8 cs Ut Ez < ahJ? A 87.5 & 114.5 B 85.7 & 141.5 C 8.75 & 11.45 D 875 & 114 The Chronological age of one child is 8, Mental age is 7 and another child is with C.A. 7 & M.A. 8, find out their I.Q. Level. A 87.5 & 114.5 B 85.7 & 141.5 C 8.75 & 11.45 D 875 & 114 26. vgt 1909M ML Wa FHijf cs ey kUJt L vF mikJsJ A Mnuah B ah C fhnfh D r mnuah In which country was the Juvenile Psychopathic Institute established in the year 1909 A Australia B India C Chicago D Saudi Arabia 27. ftd ir msf cj fU A fiylhnfh B Motiu nrhjid fU C lh lhnfh D id, cUis fU The device used to measure the span of attention is A Kaliedascope B Mirror drawing apparatus C Tachistascope D Memory drum apparatus

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28. uhg fhnd vgtuJ TWgo fw vgJ ____________ goiyfis bfhlJ A 5 B 7 C 8 D 6 Robert Gagnes theory of Hierarchial learning includes _________ types of learning A 5 B 7 C 8 D 6 29. id Ka uL tiff 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 vgJ ____________ vgjF xU wj vLJfhL A RUf fw B id Nuf C va fw D nkh VIBGYOR is a good example of A abbrevation B Mnemonics C easy learning D monics

ii.

Language I j - Tamil

cs gia goJ 1 Kj 3 tiu cs dhfSF ilaf. j eho rf fhyF Kdnu Xaf tiuagld. jh tiuj Xafis Kj fbzGJ vnw tHd. j

ya vGJ vgjF Xa vW bghU csJ. nenfhL, nfhznfhL, tisnfhL bfhL tiuagl Xaf nfhnlhaf vdgL. Xaf vzf vGia gy tzf Jiz bfhL vGJnthuhj fQ idP vdgld. M Xa juhfj vd, bg Xa unrdh vd miHfgLt.

31. tisnfhLf bfhL tiuagLtJ A vGjh Xa B nfhnlha C idah Xa D ghit Xa 32. fQ idP vwiHfgLgt A yt B ghlf C ehoafhu D Xa

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33. `bg Xaf thW miHfgLt A unrdh B uhfj ughit C D ufhu 34. LJ f gho tj yh vW ah ahiu ghodh A ghujhr ghuia B ghu ghujhrid thjhr ghuia C D ghu thjhrid 35. tUtdt rahd tiria nj brf. A ngij, kif, klij, bgJig B ngij, klij, bgJig, kif C ngij, bgJig, kif, klij D ngij, kif, bgJig, klij 36. j fyiw J, jid xU j khzt vW vGj brhdt A fhLbt B ukhKt C .. ngh D nu ghuah 37. fygf cWf A 10 B 14 C 8 D 18 D tisahg

38. `Fokf fha vW miHfgL A ygfhu B knkfiy C tfjhk 39. wj gij jdfnj bfhl A Kbjhshu B KJbkh fh C milfy gJ D gWgJ 40. fhyfuj bgabur A idKW B <Wbflvkiwbgabur idbjhif D <Wbfl vkiwidbar C 41. `iraKJ vw iy aat A ghuah B ghujhr C ehkf fP D

Rujh

42. jhd thl TLth jUtJ nk vd ngLth vD tfis ghoat A fk B ehkf fP u fP C D ctik fP 43. y, H, s _W vGJfS xnu kh xgJ A kabfh iH B r iH C vGJ iH D x iH 44. uJ x vD Wfij Ma A eh ehl B th.nt.R. Ia C fh.bfs. KjHf D .R. brygh 8

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45. ehnjhW clg br vgJ vtif bjhl A flis bjhl B br bjhl C cz bjhl D clghL bjhl 46. Kj gu A ghrtij gu C ffJgu B D

uatif gu jfahfgu

47. iuf yf vW eh ahiu FLnwh A cLkiy ehuhaz f B F.kh. ghyRuka m.kUjfh C D ghgehr t 48. Kuh tU mo A Fwso B msto C jo D

beoyo

49. gbd fzF f cs w A dh ehgJ B fst ehgJ C ait ehgJ D fh ehgJ 50. Nshk vD Ma A bga bjaiy B C njhyhbkh njt D

ehjFjdh Ujfnjt

51. bgauhzF nrHh l bga A Ubjhl bjhif B nrHh uhz C Ubjhl Utjh D Ubjhl uhz 52. khf jJ A bjhyhF bga C idahF bga B lthF bga D fhythF bga D

53. vLbjhif f mfK, wK fyj A beLbjhif B gWgJ C gghl 54. `mur vgij `miur vW TWtJ A yfzKilaJ B k%c C yfz ngh D lfulf

FWbjhif

55. bghdfu vw Wfij Ma A b#afhj B Jikj C ugr D F.gh. uh#nfhghy 56. `j ehlf nguha vwiHfgLgt A rfujh Rthf B nguP mzh M.v. kndhf C D gk rgj Kjah

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57. fnH ytiu Mjj ts A ru Rt B rilag ts jfh C D gh 58. fW kyf vgJ A ku fij B iAT 59. `fhto J ghoat A mzhkiyah C murrKfdh C Jfij D kiuT

B kfhf ghuah D mUzehj

60. tz fythk fJLfsh tot tiutJ A toif gyif B idah Xa toif br C D eLf tzf iii. My - English

61. Choose the correct phrase to fill in the blank in the sentence. She ____________ living in Chennai since 1989. A have been B had been C have being D has been

Fill in the blank with correct Homophone. 62. I thought it might ______________ A reign B rein C ruin D rain

63. Change the given verb into noun form : Imagine A imagination B imagined C imaginative D imaginary

In each of the following sentences, an idiomatic expression or a proverb is highlighted select the alternative which best describes its use in the sentence. 64. The police will leave no stone unturned to discover the murderer A turn every stone C make no excuse B investigate thoroughly D be indifferent

65. The concert was brought to a close with a display of fire works A concluded B interrupted C announced D cancelled

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In the following passage, there are blanks each of which has been numbered. Against each number, four words are suggested find out the appropriate word in each case A rich land owner was on his deathbed, gasping for breath. He told his three sons to dig under his bed when he was gone, and he died. Some days later, the sons dug at the spot and unearthed three pots, (66) one above the other. The first pot contained mud, the middle contained dried cow dung and the (67) pot contained straw. Below this pot there was a silver coin. The brothers were puzzled. Obviously, father meant to (68) some message to us through the pots and their contents, said the eldest brother. They (69) for a while but (70) of them could come up with an explanation. Finally they decided to (71) their doctor, who was also a family friend. The doctor laughed when he, heard about their problem. Your father loved puzzles, he said, The interpretation is simple. The topmost pot contains mud you say, that (72) he wants his eldest son to have his fields. The second pot contains cow dung. It means he wants his second son to have his (73) of cattle. The last pot contains straw. Straw is golden coloured that means he wants his youngest so to have all his gold. The brothers were happy with the way their father had divided his wealth and appreciated the doctors (74). The silver coin at the bottom of the pots? What does it mean? asked the youngest brother. Your father knew you would come to consult me, smiled the doctor, The coin is my (75). 66. A only 67. A least 68. A tell 69. A think 70. 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

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71. A go 72. A meaning 73. A herd 74. A effort 75. A friendship

B told B telling B flock B wisdom B pot

C consult

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, and answer the given questions. A) The farmer called his neighbours and asked them to help him put mud into the well but the mule thought that he was calling the neighbours to help him get out of the well. B) A farmer wanted to get rid of his old mule and buy a new one but the mule always came back from wherever the farmer left him. C) D) He walked away from his cruel master and never returned. One day the mule fell into the well and the farmer thought, Why not bury it there so that I dont have to worry about getting rid of it? E) The mule started shaking off all the mud that fell on him and kept climbing on the leap of mud as it fell into the well, soon he was on top of the mud heap and he easily got out of the well. F) When they started putting mud in the well the mule realized his masters plan and started thinking of ways to say himself. Choose the correct order of the sentences from the list given below: 76) A ABDCEF B BDAFEC C DFEABC D BDEFC

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In each sentence below one word has been underlined. Of the four words suggested under each sentence, one can replace the underlined word without changing the meaning of the sentence. Find out the appropriate word in each case. 77. It was a useless attempt on her part to participate in the competition. A fruitful B future C last D futile

78. He is reluctant to ask for permission o leave early. A unhappy B ungrateful C unwilling D unsatisfied

Choose the word which is most opposite in meaning of the word given. 79. Polite A angry 80. 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. Spot the odd one out eg: bag, basket, hat, bucket Ans: hat the others are used for carrying things. 82) A bite B chew C suck D nibble

83) Choose the appropriate word and fill in the blank I do not know what _____________ my father choose that particular school A happened B controlled C asked D made

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Read each sentence to find out whether there is any grammatical error in it. The error, if any, will be in one part of the sentence. The number of that part is the answer. It there is 84) while he was walking along the road (A) / a speeding car (B) / knocked down to him (C) / no error (D) 85) Everybody know that his failure can (A) / be attributed to (B) / his lack of practice (C) / No error (D) 86) Do you wanted to discuss this (A) / project today or can (B) / we do it tomorrow (C) / no error (D) 87) What animal is found, by taking the fifth letter of the second word, the ninth letter of the first word, the sixth letter of the fourth word and the fourth letter of the third word? PARTICIPATION SHOULDER SYMBOLICALLY SALESMAN A TOAD B LAMB C BULL D MARE

88) A horse is tied to a 30 feet rope. A haystack lies 40 feet away, but the horse is able to eat it. How is this possible? A B C D The The The The horse is very smart. other end of the rope is not tied to anything. distance is not measured correctly. wind blew and brought the haystack close to the horse.

89) In the Active Learning Method (ALM) Mind map is drawn to check the ________________ of the students. A drawing Skill C understanding of the content B D writing Skill to while away the time

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90) Identify the compound sentence : A B C D He is too tired to walk After he had done the sums he went to bed. As she worked hard she completed the work. The farmer was old and he could not plough the field himself

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iv. (b)

Social Science TET kh dhjh / TET Model Question Paper r_f ma Social Science jh II - Paper II

91. Augh ehff bgUFs UjJ vgJ czJtJ A KaJt B jjik C nr D gaghL The significance of the presence of Great bath in Harappan Civilization A Importance of water B Holiness of water C Water Harvest D Utility of water 92. cynyna f bjhikahdbjd tuyhwPfsh fUjgLtJ vJ? A fif rkbt B a kiyF bjYs gF C tlnkF a rkbt D ah tlHF gF Which is considered as the most ancient part of the world by historians? A Gangetic Valley B Southern part of Vindhya Mountain C North Western Indian Valley D North Eastern part of India 93. ntj fhy bg fPf A u#hg, Rtg, rjkhdh B Zfh, ghrh, Rtzh C fh, iknu, xsit D mgyh, nfhrh, nyhgKuh The A B C D Female poets of Vedic period Prajapathi, Viswapathi, Sadamana Niska, Panjali, Swarna Garki, Maithreyi, Avvai Abala, Kosa, Lobamudra

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94. bgsj Jwf fhuf Fj khy A fehlf B fh C #hfL D xorh The State that comprises more number of Buddhist Viharas is A Karnataka B Bihar C Jharkhand D Oddisa 95. ruFj bksa M fhy A .K. 298-273 B .K. 324-299 C .K. 261-236 D .K. 280-255 The reign of Chandragupta Mauriya A B.C. 298-273 B B.C. 324-299 C B.C. 261-236 D B.C. 280-255 96. uht vgJ A e B ntj Siravasthi means A River B Holy book C efu C Town D nfh D Temple

97. A tlbkh vGa A fnuh B jk #a C Kuuhrr

D udht

The book written by Harsha in Sanskrit A Karosthi B Dharma Vijayam C Mudraratshasam D Ratnavali 98. -- vD TWtJ A A thf B bgsj kj C A gilbaL D ehsjh gfiyfHf The book Si-Yu-Ki is on A Administration of Harsha C Conquests of Harsha B Buddhism D Nalanda University

99. f#]uhnAh nfhiy foatf A rnjyf B uh#uf brsfhf C D ufhuf Khajuraho temple was built by A Sandelas B Rajputs C Chauhans D Prathiharas

100. bAhrhs kd ZQtjd, jiyefiu nrhr vw lUJ kha l A thuf B njt C bt D JthurKu

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Vishnuvardhana, the Hoysala king, who shifted his capital from Sosaveer to A Warangal B Devagiri C Venki D Dwara Samudra 101. Ibghdh iy br fiyia mKfgLatf A gytf B fhy gytf C nrhHf D fhy nrhHf Iconography was introduced by A Pallavas B Later Pallavas C Cholas D Later Cholas 102. KfkJ f 17 gilbaLfis g FL tuyhW Ma A r. #h kh B r. jhk C r. bA va D r. bA nghL The historian, who mentioned the 17 invasions of Muhamed Gazani was A Sir. John Marshal B Sir. Thomas C Sir. Henry Elliot D Sir. Henry Ford 103. A C yhgh vd fHgl mur F Ig B ghg LZ D eRU

The King who was praised as LakBaksha A Qut-pu-din Ibek B Balban C Iltumish D Nasurudeen 104. A C bl Rjhf M btw Jiw mikr bga th h B th [hy th m D th M

The name of the Foreign Minister in the Rule of Delhi sultanate was A Diwani Inshah B Diwani Rizalat C Diwani Urs D Diwani Am 105. jiynfhil ngh eilbgw ML .. 1545 A B .. 1555 C .. 1565 Battle of Talaikottai was held in the year A AD 1545 B AD 1555 C AD 1565 D .. 1575

D AD 1575

106. _whtJ ghg nghUF K grhig ifgw ah J gyKiw gilbaLjt A f KfkJ B KfkJ nfh C mfkJ h mjh D xsuf www.kalvisolai.com - 19 of 90. 31

The King who invaded India many a times to capture Punjab before the third Battle of Panipet A Gazani Mohamud B Mohamud Ghori C Ahamed Shah Abdali D Auranzeb 107. A uj clgoif nkbfhsgl ML .. 1650 B .. 1665 C .. 1660 D .. 1655

Treaty of Purandhar was signed in the year A AD 1650 B AD 1665 C AD 1660 108. A C

D AD 1655

My nguuir ah njhWjt uhg is ons B #hg r Ia T D

The person who established British rule in India A Robert Clive B Duplex C Mirjafer D Sir. Iyercoot 109. thu nAo MbghGJ mnahl izfgl gF A #hfL B cufhL C nuhfL D gj fhL The place annexed with Oudh during the rule of Warren Hastings A Jharkhand B Utharkhand C Rohilkhand D Bundlekhand 110. ikN vd miHfglt A iAj m B Rjh C rj m D gnj iAj The person who was named as Tiger of Mysore A Hyder Ali B Tippu Sultan C Sabdar Ali D Fadek Hyder 111. A B C D .. 1453 M Mo KaJt mfF ulhtJ MSeuhf gjnawJ bfhyg fl gazij nkbfhlJ JUaf fhlho nehis ifgaJ mghdh gLbfhiy eljJ

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112. kJiu ehaf M fil Mahs A Ukiy ehaf B dh uh kfkh C D tehj ehaf The last ruler of Madurai Nayakas was A Thirumalai Nayak B Meenakshi C Rani Mangammal D Viswanatha Nayak 113. gytf fhy M bkh A j B uj C gh The official language of Pallavas is A Tamil B Grantham C Pali 114. rKjha Kndw isy A L B FLg C g The nurturing field of social progress A House B Family C School D rkUj D Sanskrit

D r_f D Society

115. ah csh mikig KjKj VgLat A fr u B fh u C g u D lbAs u The local Government in India was initially established by A Lord Curzon B Lord Canning C Lord Rippon D Lord Dolhouse 116. jehoYs Cuh xaf vif A 370 B 375 C 380 D 385 Total number of Panchayat Unions in Tamil Nadu A 370 B 375 C 380 D 385 117. khyfsit FoauR jiytuh akd bragL cWdf vif A 12 B 14 C 16 D 18 The number of persons nominated by President in Rajya Saba A 12 B 14 C 16 D 18 118. _W khyf mikJs a unjr A il, lhk B jhuh ehf iAnt C rof D Jnr The Union Territory that is located in three State A Dieu, Damen B Dadra-Nagar Highvalley C Chandigar D Puducherry 33

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119. ah bkhj gugs A 32 87, 263 r... C 34 88, 326 r... The total area of India A 32 87, 263 Sq.Km C 34 88, 326 Sq.Km 120. A C

B D

31 87, 263 r... 32 86, 362 r...

B 31 87, 263 Sq.Km D 32 86, 362 Sq.Km

mua za rig Kj TlF jiyik tjt lhl .M. mngfh B lhl. rjhdj fh lhl nf.v. K D lhl uhn#u urh

The first meeting of constituent Assembly was presided by A Dr. B.R. Ambedkar B Dr. Sachidananda Sinha C Dr. K.M. Munshi D Dr. Rajendra Prasad 121. midtUF f tHF muayik A ruJ 43 B ruJ 44 C ruJ 45 D ruJ 41 The Article which deals with Education for All A Article 43 B Article 44 C Article 45 D Article 41 122. A rhujh rl bfhL tugl ML 1927 B 1929 C 1937 D 1939

Saradha Act was enacted in the year A 1927 B 1929 C 1937 123. A cyf t vgJ IMF B IBRD

D 1939 D IPU D IPU

C ILO C ILO

World Bank means A IMF B IBRD 124. A

ah f mfkhf ngrgL ulhtJ a bkh tfhs B bjYF C fdl D xah

The second Indian language which is widely spoken in India A Bengali B Telugu C Kannada D Oriya 125. ah nja kj cikf Miza VgLjgl ML A 1991 B 1992 C 1993 D 1994 In India, the National Human Rights Commission was established in the year A 1991 B 1992 C 1993 D 1994 34

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126.

A B C D

bghUa mogil TWf cg, bjh, tUkhd cg, bjh, Ef cg, Ef, g cg, g, tUkhd

The A B C D 127.

basic features of Economics are Production, Labour, Income Production, Labour, Consumption Production, Distribution, Consumption Production, Distribution, Income bghUa jij vd miHfgLgt #h kh B Ml fhu kh D kh B Adam Smith D Malthus B cnuhkha cz tif D cnuhkha vGJ Kiw B Cuisine of Romans D Script of Romans

A C

The Father of Economics A John Marshall C Karl Marx 128. A C khdlh vgJ cnuhkha bg fl nuhkha efu

Manatta means A Women Goddess of Romans C Town in Rome 129. A

Na FLg NaDF f mU cs nfh? B j C brth D beo

Which is the nearest planet to the sun in the solar system? A Earth B Mercury C Mars D Jupiter 130. A C nuhk Mfl gF mikJs bgUfl myho bgUfl B a bgUfl g bgUfl D mlho bgUfl B Indian Ocean D Antarctic Ocean B 2,20060 r... D 3,60004 r.. B D 2,20060 Sq.Km 3,60004 Sq.Km 35

Romanche deep sea lies in A Atlantic Ocean C Pacific Ocean 131. jeho bkhj gu A 1,30058 r... C 1,40078 r... Total area of Tamil Nadu A 1,30058 Sq.Km C 1,40078 Sq.Km www.kalvisolai.com - 23 of 90.

132. rahd n#hofis njbjLf m) lu-M M) uhnfh-Mnuah ) -uZah <) }-ka Mfh A M& B &< C < kL D m kL

Select the correct pairs a) Mistral-Alps b) Sirocco-Australia c) Loo-Russia d) Chinook-Central Africa A b&c B c&d C Only d D Only a

133. a l neuij fzl cj fnuif vj a efu tna brwJ? A b# B rhfgod C myfhgh D Nu The Longitude that determines Indian Standard Time passes through the city of A Jaipur B Visakkapattinam C Allahabad D Surat 134. A C btik u vbz Jf gh bghUf

B gH cg D Kil kW nfhgiz B Fruit Production D Egg and Poultry D mnuah

White Revolution A Oil seeds C Milk Products 135. A

flt vJ gfg Mnuah B #gh C IyhJ

Find out the peninsula from the following A Australia B Japan C Iceland 136. A C

D Arabia

thiy khwfSfhd tkly mLF moaLF B gilaLF maaLF D btaLF

The Atmospheric layer of weather changes A Troposphere B Stratosphere C Ionosphere D Exosphere 137. cy bkhj ygu _ xU gF yguig jdfnj bfhLs bgUfl A g bgUfl B myho bgUfl C a bgUfl D Mo bgUfl

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36

Which Ocean has one third of land surface in the world A Pacific Ocean B Atlantic Ocean C Indian Ocean D Arctic Ocean 138. cy fbga r A nl r B gh r C nghnuh r D lhlh r B Palk strait D Tartar strait

Worlds largest strait A Davis strait C Borro strait 139.

mfkhd cjik (Salinity) bfhl iy A fha fl B th V C rhfl D clh V

The highest salinity is found in the waterbody A Caspian sea B Van lake C Dead sea D Lake of Uttah 140. nH cs ynjhw vJ gah bradh cUthdJ my A U tot gsjhF B r C bjhF gsjhF D vJ iy Which is not the work of the glacier from the following? A U shaped valley B Cirque C Hanging Valley D None of these 141. fhQ gl czJtJ

Na

A C

Na ufz ru ufz

B bgsz D mkhthir

The following diagram indicates


Earth

Sun

Moon

A C

Solar eclipse Lunar eclipse

B Full moon D New moon 37

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142. A

kiyfSfhd cyf ms VW bfhsgl w y B gir C kr D gG

Universally accepted colour for mountain A Blue B Green C Yellow 143.

D Brown

iw ru tot gfh- fhW R ir


2
4

1 1 3

B 2

C 3

D 4

On which direction the predominant wind blows in the crescent shaped Barchan
1 A
4 D

2 B

3 C

B 2

C 3

D 4

144. mfkhd btgiy y a efu A b#rhk B $ ffhef C f

D m{

Highest temperature is found in India at A Jaisalmer B Sri Ganganagar C Bikaner D Ajmer 145. A C cjikia (Salinity) msf cj fU yhnfh l B mo l vby l D ghnuh l B Altimeter D Barometer

Salinity is measured by A Laco meter C Electric Salinity meter

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38

146. vj mrnuiffSF il nlhou mikwJ A 30 kW 40 t & bj mr B 35 kW 60 t & bj mr C 5 kW 30 t & bj mr D 5 kW 50 t & bj mr Doldrums lie roughly between A 30 and 40 N & S latitude B 35 and 60 N & S latitude C 5 and 30 N & S latitude D 5 and 50 N & S latitude 147. ah etg Kj ut tiu Ffhy, #] Kj brlg tiu kiHfhy, nfhilfhy vnghJ? A ut-kh B #] kUJ-mnlhg kh-#] C D brlg-org In India from Nov to Feb is winter, June to Sep is rainy reason, when is summer season? A Feb to March B Middle of June to October C March to June D Sep to Dec 148. bga tiugl msitia njbjLJ vGJf. A 1:50,000 B 1:00,000 C 1:250,000 D vJ iy A Choose the largest map scale from the following 1:50,000 B 1:00,000 C 1:250,000 D None of these 149. xnu mss fhwGjid bfhl btntW lfis izF nfhLf A rk caunfhL B rk mGjnfhL C rkbtgnfhL D iAjuh The lines that adjoin different places with the same pressure A Contour B Isobar C Isotherm D Hythergraph 150. ytiuglfis flikF ma nlhnghuh A fhnlhuh B blnkhuh a C D

The science of constructing map A Cartography B Topography C Demography D Geography ---------------------------

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39

Teachers Eligibility Test - Paper 2 i. Child Development and Pedagogy (Relevant to Age Group 11 14) UNIT I: Nature of Educational Psychology Definition of Psychology Methods of Psychology Branches of Psychology Educational Psychology Definition, Nature and Scope of Educational Psychology: The Learner, Learning Process, Learning Experience, Learning environment, Teacher and teaching Significance of Educational Psychology to the teacher. Unit II: Human Growth and Development Interaction of Nurture and Nature. Concept, Distinction among Growth, Development and Maturation. General Principles of Growth and Development Characteristics, Dimensions of Development Physical, Cognitive, Emotional, Social and Moral Phases of Development and Development tasks Infancy, Childhood and Adolescence. UNIT III: Cognitive Development Cognitive Process, Attention Factors relating to attention, Kinds of attention Inattention, distraction and division of attention Span of Attention. Sensation and Perception Factors relating to Perception, Perceptual errors Concept formation Nature and Types of Concepts Piagets stages of cognitive development Bruners theory Concept maps Imagery Language and Thinking Reasoning and Problem Solving Implications to the teacher. UNIT IV: Social, Emotional and Moral Development Social development Factors of Social development Social Maturity Eriksons stages of Social development Emotional development meaning Positive and Negative emotions Emotional control and maturity Place of emotions in life

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Significance of Emotional Intelligence Moral development Kohlbergs stages of Moral development. UNIT V: Learning Nature and importance of learning Individual differences in learning Learning Curves Factors influencing the learning theories of learning Conditioning : Classical and Operant (Pavlov, Skinner), Trial and Error (Thorndike), Learning by Insight (Kohler) Transfer of Learning Learning by Imitation Levels of Learning: Gagne Remembering and Forgetting : Curve of forgetting. UNIT VI: Intelligence and Creativity Nature of Intelligence Distribution of Intelligence Theories of Intelligence: Single, Two factor and Multifactor theories, Guilfords structure of the Intellect, Gardners Multiple Intelligence Theory Constancy of IQ Assessment of Intelligence Users of Intelligence tests. The Process of Creativity- Creativity and Intelligence Identification and promotion of Creativity Thinking: Convergent and Divergent thinking. UNIT VII: Motivation and Group Dynamics Motivation and Learning Kinds of Motives Motivation:

Theories

of

Maslows hierarchy of needs Role of Rewards and

Punishments Level of Aspiration Achievement Motivation: Techniques of Developing Achievement motivation Motivation in the classroom context Competition and Co-operation Leadership Traits Leadership Styles and Classroom Climate. UNIT VIII: Personality and Assessment Meaning and Definitions of Personality Major Determinants of Personality Theories of Personality Type, Trait, Type and Trait, Psychoanalytic Assessment of Personality: Projective and Non projective Techniques Aptitude concept, types and

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measurement. Attitude and interest concept and measurement Integrated Personality. UNIT IX: Mental Health and Hygiene Concept of Mental health and Hygiene Conflict and Frustration Unrest Adjustment and Mal adjustment Causes of Maladjustment Defence Mechanisms Mental Illness. Juvenile

Delinquency. Promotion of Mental health of students and teachers.

UNIT X: Guidance and Counselling Nature, Types and Need of Guidance and Counselling Educational, Vocational and Personal. Identification of Children with Counselling Needs Counselling Techniques: Individual and Group Techniques Guidance for the children with Learning Difficulties, Under Achievers and Gifted. _____________

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Teachers Eligibility Test Paper 2 iv. Language I - 1. Tamil Mwh tF w 1. ciugFia ca ghlbghU a 1 fw fj braghLf
x gfhd ciueil gFia FL ca WjJl gof brj. fh, miu, KW Matiw ftJ gof gHFj. br, ciueil gFia bfhLJ, mt bghUslfij btgLJkhW dhfis cUthF g : miu gF miuf (Gaf) btgLkhwhd dhf. vLJfhlhf y dhf bfhLJ, mtiw nghw w dhfis cUthF g. y brhf, ilf tujf dhf mikf g mj. ciueil gia bfhLJ mj ika bghU khwhjthW F rlf jahj. y vLJfhLfis bfhLJ mtiw nghW ghl gFYs gFfSF F vGj gWj. F rlf bfhLJ J

xl goj, ika br fUjj, dh cUthFj, dhnfw ilaj, FbgLj, tj, jhnd fw thJ UFw ciueil jjhjh c.nt.rh. Jizghl filtiu eif yfz iz vGJf mj, F, beo mj bkhw g F, beo ntWghil vLJfhljf thaf. xiw bfh, uil bfh vGJf bfhl thaf, brhbwhlf, d vGJf bfhl thaf, brhbwhlf, brhf mj.

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ghlbghU

fw fj braghLf
vGJ gf bfhLj. bfhLfgLs br, ciueil gF rhj Gaf, eilKiw thif uid bjhlghd dhfis bfhLJ il vGj brhYj. F, beo ntWghLfis vLJfhljf brhbwhlfis vGJ g. (v-L) ir iz ir . . . . . . . xiwbfh, uilbfh cila brhf cila brhbwhlfis vGJj. (btlbt, ntfhjnrhW. . ) td, bkd, ild tiria fhL brhfis vGJj, (fil, ril, jil, gil)

2.

bkh MSik w: brhngh gnfW, ca cznthL ngRj.

a 2 br ehyoah ghuj njr ciueil gwitf gyj Jizghl ghf X

fw gFYs brfis nknfhfho brhbgh jahj. gwitf braf, gHff Kjad g fyJiuahl. ciuahl gFia RU vGJj. ciuahliy khztfis

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ghlbghU ciuahl yfz F, beo clhtJ vgo? vGJfS cw bkhw g v, vQFa vGJ tot, brhfis nrJ J vGJj, j dbtGJl kL nrU vGJf

fw fj braghLf
bfhnl fJj F, beo brhyhf gf dbtGJf miktJ nghw brhfis vGJj. (rf, jf, tf...) (cliy bkkaf brhf, gf, ghf)

ghl gFYs brhfis J, nrJ vGJ g. (tbyhW Ftjhf mik vLJfhLf kL)
fw gFYs brfis nknfhfho mwiu, tUzid fLiu vGJ gaj. fw gFYs ciueil ghlf vLjhsgLs Wj Ffis vLbjGJj. mt njitid g, Wj Ff lhjjh VgL bghU kafij vLJ fhLj. bgabrh, idbrh ntWghil sf jf gaj. idbrhfUJ, wtif brhfis tUF g. tbyhW iH (ulh

3.

fLiu, foj, zgfis ca totJl, Wj Ffis gagL vGJj, jid w mj

a 3 br ehkfoif ciueil Muhnuh Munuh Jizghl u Wt yfz brhf tiff bga brh, id brh mKf bkhw g xW iH, kabfh iH, bga brh, id brh nghwtiw

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ghlbghU ma brj

fw fj braghLf
ntWik bjhif, )

vGJ khwjh bghU khWgLtij vLJfhL gaj. 4. gFia goJ fUJfis bjhFJ, tifgL, btgLj mj. a brhf, wbkh brhf, iz brhf, Madtiw btgLJj a 4 br iraKJ gHbkh eh}W ciueil kf uhF neU vGa foj Jizghl C UHh xU fiyHh yfz uils bkhw g uils Xiw bfh, uilbfh, F, beo ntWghL mj
fw bghUshf cs ghl xbthU gF btgLJ bghUis jiyghf bfhL WW gFf vGJj. (vLJfhL: kiH mKj, kiHbah, cHtU kiH. bris nknfhfho vGj brj). glf fhzgL ff FJ jjna tJ vGJ gaj. (v-L) fht bjt, fufhl, bghf. xF brhfis gagL brhbwhl vGJ gaj. xiwbfh, uilbfh khwij brhffho bghUkhwij RL gaj.. fwgF ciueil cs wbkh brhfis vLbjGJ gj. (vL. KaJt, eht. . . .)

F, beo ntWghlh bghU khWgLtij sF gaj.

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ghlbghU

fw fj braghLf

5.

tuyhW ffis id Tw kW kjcw bgUikid sFj

a 5 br j ghl jhf - J fij ciueil sik bgah nfl nf

Foah, Koah fhyf thif Kiw g thj. _leifah VgL nfLf g thj. j ghl fhzgL gFj fUJfis FJ thj, kWky fUJfis

Jizghl jfkhgHK NLnfhY yfz iHfis fisj bkhg iHfis fisj xW iHf, F, beo iHf, Jiz vGJ iHf, kabfh iH, brhfSl c nrJ vGJj 6. ciuahl, ehlf mikJ vGJj, f mfis ugl, Ritgl TWj, vGJj a 6 br weh}W izia oJ bjUthF J fij

vLJfhLj. xWiH F gaj. Fiy beoyhf beoiy Fyhf kh brhfis cUthFj kj cwf nkikid sF ffis bjhFj.

tuyhW ffsh bgwjf goidfis g J TW gaj.

weh}W br fUij btgLJkhW ciuahl vGj gWj. m tot brhbwhlfis vGJj. m brhyhfis wtUJ ntWgLJ

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ghlbghU ciueil nja fhj brk Jizghl vJ bga cik? yfz RblGJ bkhw g RblGJf, m, , c mKf

fw fj braghLf
gf tHf. br, dh Kja brhbwhl tiff btgL jftfis RitljfthW tUzid, mil brhfis gagLj gWj. ugl mikj ff tirKiwia kh Ritgl TW cfis fhL gfmj. (ndhF, fijkhwhk TWj Kjad) br Ritgl miktjfhd brhyhfis milahsgLJj. RblGJf bkh gagL jikid sF gf

7.

gJiw m bgWj. (j kUJt, E fiyf, isahL, iwa ma fLof) a brhf bghUsj, mfuKjia gagLj mj, kW w mj

a - 7 br UFw ait Tw ciueil fny fiytz Jizghl rhjid bgk yfz msbgil, iz, gh

ma fLo bjhlghd bghJ mit vLbjGj jf jiyfis bfhLJ bjhlila fLofis fLoj ma mPfis g vGj brj. ma fiy brhyhf g. va brhf, brhyhf Kiw mKf. wbkh brhyhia jJ brhbwhlfis

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ghlbghU

fw fj braghLf
brikahf vGJ g. brhf tifghil

bkhw g msbgil c msbgil, xwsbgil iz caiz, m~iz gh - M gh, bg gh, gy gh, xw gh, gy gh 8. bkh ea mj. ctikf, gHbkhf, ku bjhlf, xUbrh gybghU, gybghU xUbrh mj, brhfsa bgUFj a - 8 br jghl mj fhy j fhy ciueil jaf jnyna ngRnth Jizghl ehL efuK yfz khiu, v, l bkhw g khiu msf v - xUik, gik l - jik, Kiy, glif

majf gf (v-L) bga, vr, id nghwd) yfz bgafis mKfgLjhk, ntWgl mikfis milahs fhQj. `msbgil brhyh eilKiw gaghil bjF vLJfhLf jUj.

ciueil, br tot, fw gDtf RitFa bkh TWfis njbjLF g br ctik, gHbkh, kubjhl Kjadtiw khaikJ vGJ g bkhts TWfshd bjhif brhfis, xU brh gbghU, xU bghU gybrh Kjad bfhl gDtfis cUthF gaj. X mobrhiy bfhL gtifahd brhfis cUthF gaj. yfz gFid a Kiw mJ bfhS gfis mj.

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ghlbghU

fw fj braghLf

9.

ea ghuhLj, gilghw

a 9 br Fwhy Fwt nyil ghl ciueil vJ gghL? Jizghl tzf Iah! yfz fhy mj bkh g fhy - wj fhy, f fhy, v fhy

br ea TWfis goaLj x, brh, bghU eaTWfis btgLjjf bjhlf, brh bjhFfis vGJ g. eilKiwF njitahd Kiu brhbwhlf (sgu jikilait) vGJj. (v-L: ehS fngh ; nkY canth) brbkh nyil mikkhwhd brhfis vGj gaj id totfis khW gaj.

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VHh tF w 1. ciugFia ca xl goj, ika fUjj, dh cUthFj, dhnfw ilaj, FbgLj, tj, jhnd fw, jid w mj ghlbghU a 1 br thJ, UFw ciueil brbkh j Jizghl CU ngU yfz rhbgGJf tifbjhif. bkhw g fw fj braghLf gntW Wj Ffis gagLj gaj. (gfhd gF fw gDtUJ, gDt rhuhjdthf mik) UFw gFYs xbthU Fw fUij y brhf TW g (v.fh) thik vd. . . . ...

. . . . . . . . . . . .brh ikaw brhny thik y brhf ilahf tujf dhf mikj.

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ghlbghU

fw fj braghLf rhbgGJfSF vLJfhLfis bfhLJ bgafis vGJ gaj. td Fjfhd vLJfhLf vGJ gaj. ciueil gFfSF Vw Jiz jiy vGj gaj. brhnghUfhd gFfis vGJ gaj. fUij VF, kWF cfis vLJfhLj. czfSF Vw brhfis njbjLF g fw br gFia nknfhfho, nkil ngR jahj. Jizghl gFUJ, Gafis

2.

bkh MSik w brhngh gnfW, Vw wffSl ngRj, vGJj

a 2 br weh}W, KJbkhfh ciueil kfhJth dh Rjudh Jizghl Wfij yfz rhbgGJf cbk, Mj bkhw g

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ghlbghU

fw fj braghLf btgLJ sf F jahj. bfhLfgl F mogil jH gghL wig btgLJ g. br fUid tifgL TW g. (v-L) kd jik, bkh jik, bk jik brfis bghU fhLj. ciueil gFYs wbkh brhfSF a j brhf cUthF g. Jizghl gFUJ, iz brhf, a brhf, wbkh brhf Kjadtiw goal brj. jiy xiw

3.

gFia goJ fUJfis bjhFJ, tifgL, btgLj mj. a brhf, wbkh brhf, iz brhf mj, kW w mj

a 3 br fLf ciueil fjnkij uhkhDr Jizghl Wfij yfz ehtifbrhf bkhw g

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ghlbghU

fw fj braghLf jJ, mjF tY nrf Toa fUJfis bjhFF g. ehtif brhfis F g bghUSila brhfis milahs fhQ g. mtiw bghUjkhf brhbwhl

4.

fLiu, foj, zgfis ca totJlD, Wj Ffis gagL vGJj, kj cw w mj

a 4 br jghl ciueil fhaof foj

Jizghl Wfij yfz LFbgaU fhuzbgaU bkhw g

mikj. gntW NHf vGjgL zgf ga mKf ; zgf vGJj. fijfUJ bgwjf miufis goaL w vLJfhLf jUj. KHf brhbwhlfis bfhLJ

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ghlbghU

fw fj braghLf bghUjkhd tuyhW fia vGJ g. bga brhfis tifgLJ g

5.

tuyhW, gghL mj

a 5 br Uth% ehkkhiy, thjhr ghl ciueil fh ef Jizghl Wfij yfz mWtif bgabrhf bkhw g

br bghU dia btgLJ g. br btgLJ miuid sF g. goj brfis nknfhgL, brhngh jahj. Jizghl gFYs tuyhW Ffis sFkhW jftfis uLj. mWtif bgafis tifgLJ g fij tfis nknfhgL ciuahl vGJj. fij tfSF

6.

ciuahl, ehlf mikJ vGJj, f mfis ugl,

a 6 br kUjfh ghl, e. r_ fij

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w Ritgl TWj, vGJj

ghlbghU ciueil ber ehlf Jizghl j ehlf Kndhof yfz idKW, bgabur, idbar bkhw g

fw fj braghLf bghUjkhd KHf thaf vGJj. thif tuyhW wig sF nknfh brfis vLJfhLj. brh tot khw g wbkh brhfSF j brhf Mf g. gJiwf gagL brhf cUthFj ma fLof bjhlghd brfis WW jiyf vGJj. aif ntshik ga wfis WW jiyf vGJ g. fw gDtYs bkhea TWfis

7.

gJiw m bgWj. (j kUJt, isahL, iwa ma fLof) a brhf bghUsj, mfuKjia gagLj mj

a 7 br UFw, KTl gS ciueil aif ntshik nefhz Jizghl Wfij yfz ntWik, milbkh bkhw g

8.

bkh ea mj. (ctikf, gHbkhf,

a 8 br

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w ku bjhlf, xUbrh gybghU, gybghU xU brh mj)

ghlbghU jghl, jhyhL ghl ciueil jHf mbgr Jizghl Wfij yfz _tifnghf bkhw g

fw fj braghLf btgLJ g. fw gDtiy, ctik, gHbkh, kubjhl izJ Ritgl kh vGJ g. Jizghl gF cs brfis WW jiyF vGJj. fw gDt cs bkhts TWfis milahsgLJj. mtiw gagL brhbwhlf vGJj. wbkh brhfSF izahd j brhf vGJj. bkh nghfSfhd vLJfhLf jUj. fw gDt cs a brhfis goaLj. goal brhfis tifgLJj

9.

brhfsa bgUFj

a 9 br mkhid, tfjhk ciueil

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ghlbghU jHf isahLf Jizghl Wfij yfz brh bkhw g

fw fj braghLf brhfis yfz Jiw mik bkh vd tifgLJj. br ea ghuhl g ea TWfis goal fw gDt bjhlghd brafis eagl ciufjf gHbkhf, kubjhlf, KHfbjhlf jahj. Xafiy bjhlghd brhfis uLj. mfis sF vLJfhL brf jiyfSnfg kd tiugl tiuj.

10

ea ghuhLj, gilghw

a 10 br ghujhr ghl fg ghl ciueil Xafiy Jizghl Wfij yfz myfz, WjFf bkhw g

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vlh tF w 1. ciugFia ca xl goj, ika fUjj, dh cUthFj, dhnfw ilaj, FbgLj, tj, jhndfw, jid w mj ghlbghU a - 1 br thJ, UFw ciueil cyfj brbkh khehL wf Jizghl .. ngh yfz FaYfu, Fafu, KaYfu bkhw g fw fj braghLf jhkhdt bghJthd flbfhif btgLkhW fj; UFwfUJfis khzhf csbfhsjf fijf ff jJ fj; brbkh khehL bjhlila Ff bfhLJ fLiu tiua brj. Jizghl fLiuia khzhf jhnk gof, FbgLf gWj. 2. bkh MSik w, thjf gnfW Vw wffSl a - 2 br ait ehgJ, br jU bghU cznfg Fu Vw jhl gof

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w ngRj, vGJj, jid w mj

ghlbghU mayffP ghl ciueil mfuKj tuyhW Jizghl Wfij yfz yatif brhf bkhw g

fw fj braghLf fj, mfuKj mik g jidia l ; ya tif brhfSfhd vLJfhLfis ghl cs ghlgF t fj.

3.

gFia goJ fUJfis gFJ, bjhFJ, tifgL,

a - 3 br UtSt khiy, esbtgh

br gF fUJfis khzhf bjhFJ Tw tfhLj. ciueil ghlij ikakhf bfhL a brhf, wbkh brhf, iz brhfis khzhfnu dfhQkhW gw. briz, Kuiz brhfis goal brj.

btgLj mj. a ciueil brhf, w bkh brhf, iz brhf mj cyf csif Jizghl Wfij yfz tHF bkhw g

4.

fLiu, foj, zgfis ca toY, KiwY, WjFfis gagL vGJj,

a - 4 br ntfjhk, ghujjh ciueil

br ea czJtnjhL ika fUid khzhfnu TWkhW gw ; ciueil brfis

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w kW w mj

ghlbghU a Ljiy ngh jHf bgf gF Jizghl Wfij yfz bjhifiy bjhlf bkhw g

fw fj braghLf fLiu, foj thyhf bjf fj; tUKiw bjhifiy bjhlfis fj.

5.

tuyhW, gghL mj

a - 5 br fhto J, uknrhHcyh ciueil br cUthF tuyhW Jizghl Wfij yfz bjhfhiybjhlf bkhw g

fhto JF ca irnahL ir njhw fj ff brj ; br cUthF tuyhiw tuyhW Kiw fj ; Ff bfhLJ thf vGj brj.

6.

ciuahl, ehlf mikJ vGJj. f mfis ugl, Ritgl TWj, vGJj

a - 6 br Uku, njght ciueil ehlf fiy Jizghl ehlf yfz MFbga bkhw g

Uku cbghU btgLkhW fj. njght ea btgl fj ff brj; ehlf fiy tsia Ritahf TWj Tw brj; ehlf fJj. thifUJ ca

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ghlbghU

fw fj braghLf vLJfhLf jJ MFbgaiu fj. khzhfiu vLJfhLf bjhFJtu brj.

7.

gJiw m bgWj. (j kUJt, isahL, iwa ma fLof ...) a brhf bghUsj, mfuKjia gagLj mj, kj cw w mj

a - 7 br UFw, UtUgh ciueil jH tha Jizghl fnah f yfz ntWik bkhw g

UFw fUJfis khzhf csbfhsjf tha ff fijf rhnwh thif tuyhWf T fj ; ciueil ghl t a brhf bghU fiybrhf Kjyhdtiw dfhz brj bjhFf brj. tUKiw ntWik yfz fj.

8.

bkh ea mj. (ctikf, gHbkhf, ku bjhlf xUbrh gybghU, gybghU xU brh mj)

a 8 br ghuj, Koaur ghl ciueil njtnea ghthz Jizghl Wfij

j a br gFia Kiwahf fgnjhL, mtWl fUJ bjhlila ctikf, gHbkhf, ku bjhlf Kjyhdtiw fj, khzhfiu

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ghlbghU yfz z a, fhu bkhw g

fw fj braghLf bjhFf brj, ciueilt xU brh gybghU, gy bghU xU brh fhQ gaj. a fhu zFa vLJfhLfis ghlUJ vLJfhl brj.

9.

brhfsa bgUFj

a 9 br fguhkhaz, ghujhr ghl ciueil fhLf Jizghl mUfhaf yfz z cW, bkpW bkhw g

fha ea, fea, btgl uhkhazij fj, ghntj fs btgLkhW ghliy fj. ciueil, Jizghl fLiu Jizl brhfsa bgUf gaj, yfz gFia K gF Roa Kiw fj mthnw ff brj.

10.

ea ghuhLj, gilghw

a-10 br KJFkhuRth isj

bris Xirea btgl fj ff brj. ea czj. Jtiu

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ghlbghU ciueil ya eifRit Jizghl Wfij yfz ahyfz, myfz bkhw g

fw fj braghLf fl br gFfSfhd eafis khzhfnu bjhFf gWj. ciueilia fj wF eifRit JQFf gilf brj. ah, m yfz gFfF ghlYs br gFf Jizl fj ff brj.

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i.

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, audio rendition of poems It will be reiterated at a suitable time in future. Learning Outcomes Comprehends oral instructions Learns to pronounce words and phrases Makes meaning of what she listens to and responds appropriately, orally or through written exercises

Competencies

Evaluation

Listening to: Instructions, 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; Write or say a line about the characters in a story; give a suitable title Answer objective questions

Identifying and discriminating difficult words Dictation: Hearing words, and spelling accurately

: gh sounds, silent letters, /s/, /z/, //, /3/ homophones etc.

Learns that spelling and pronunciation are different Learns to spell well as many words as thought appropriate Connects sounds and forms a word picture. Learns New vocabulary

Spelling Games Spells words; finds patterns; uses correct spelling in writing Understands meanings of words learnt.

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Speaking Classroom activities and Competencies processes Reading aloud from a text Reading aloud from their reader

Learning Outcomes Reads clearly with pauses; pronounces words accurately

Evaluation Read the given passage fluently without erase and with correct pauses.

Reciting: reading from text Reciting from memory

Learning and reciting in groups, or individually from the selection of specified poems

Read in unison, with sense of meter and rhyme Reads alone without stumbling, with expression Expresse appreciation for the poem read; Recite with expression; without faltering Memorise the poem

Using appropriate greetings for various occasions Making requests Enacting Instructing another classmate

Activity: role play, 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

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Information Questions

around a story or passage: Teacher guided

answers correctly in the Wh/ Yes/No model; also knows how to ask, to elicit relevant information

different situations: Eg; Ask questions to - find a place, - find the time of a trains arrival or departure

Participation: In discussions in class In a dialogue

Large group discussions, 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.

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, clearly and correctly Address the class on why we need to grow more trees.

Telling Jokes; Puzzles and Riddles.

Students share jokes, puzzles and riddles.

Students share jokes, puzzles and riddles in a lively manner Build interactive skills Reading Anyone can share a joke, puzzle or riddle which they enjoyed?

Competencies

Classroom activities and processes

Learning Outcomes

Evaluation

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Skimming

Scanning

Reading independently, short passages in prose and comprehending its content Reading and following level appropriate instructions

Using various short passages, the teacher facilitates skimming content as a reading skill Using various short passages, the teacher facilitates scanning content as a reading skill Reading passages; from text; Reading selected unseen comprehension passages of selected level Teacher writes instructions on board and asks children to follow them: a play way learning activity (Simon says games) The teacher facilitates the following activities and skills: Underline main facts Use dictionary or vocabulary list (put up on board) to find meaning, and understand in the context Use reading material to answer questions Enjoy reading

The student learns skimming as a skill, and understands its value in reading and understanding The student learns scanning as a skill, and understands its value in reading and understanding

Read the given passage and answer the questions.

Read the given information and find the data asked.

Reads and comprehends Understands and enjoys stories and essays Learns to read independently

Follow instructions clearly;

Understanding sequence Understanding content Finding answers to questions on the given passage Understanding the authors intention Recognizing and learning vocabulary in context Appreciating style: first steps Picking out main facts and supporting detail

Understands vocabulary; builds vocabulary and uses words in context; answers questions correctly Begins to build cognitive skills in reading and understanding Takes the first steps in looking at the literary qualities and merits of a piece of writing

Uses the dictionary effectively; Independently works at understanding a passage or poem Follows sequence correctly; Answers questions appropriately VSA, SA

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Relating stories to ones own life and responding

Answer open ended questions: What do you think? [Teacher facilitates] Read and respond to poetry; answer questions; illustrate

Responds to literature; understands life through reading Appreciates poetry Understands meaningfully Free association and imagine activities

Reads poetry: appreciates it, understands, relates and responds

Illustrations and responses show understanding;

Answer questions accurately

Reading Extension Activities

Supplementary reading, use of the Library, Referencing skills and activities

Reads for interest Reads to deepen knowledge Reads to link and connect additional data

Small assignments and projects

Writing Competencies Answers questions in complete sentences, using punctuation Uses relevant and level appropriate vocabulary to make sentences Writes on a given topic: (to an established word limit) [5 lines] Classroom activities and processes Comprehension passages Learning Outcomes Write in sentences; writes complete answers; uses punctuation Uses vocabulary to make sentences Evaluation Answer questions appropriately in complete sentences

Exercises in vocabulary

Use vocabulary correctly; writes original sentences Write cogently, organise content; relevant to topic; spell and use grammar correctly. Short Answers [5 lines]

Specific paragraph topics; teaching writing a paragraph

Paragraph unity, relevance, 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

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the teacher] May be a text passage Writing letters in a Learns about given format the format of a leave letter through relevant examples provided by the teacher Journal writing Short journal prompts Free writing Five minutes of class time to write Forming stories Story writing tasks; from outlines or story starters Developing Hints Hints are given, 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; Use imagination; Apply grammar conventions

Not assessed Not assessed; a freeing exercise Write a original story of a own on any theme of your choice. Write clearly and imaginatively. Write cogently. Use all the hints Imaginative Innovative Original

Writing simple messages and descriptions

Mind/Concept mapping Summarize content in any framework, 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

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with a range of graphic organizers Spelling words Spelling Students know the Objective questions correctly activities around spellings of and fun games for familiar and selected words spelling unfamiliar words Dictation Grammar Classroom Evaluation Competencies Learning Outcomes activities and processes Have an overview Introduction to Understands the Classify the given of parts of speech: parts of speech different words and words in the words have through what part of speech respective different roles in explanation and they are coloumn noun, sentences exercises adjective, verb & Functional use of adverb words in full Objective exprestions. questions Concept of a sentence: subject predicate; types of sentences; capital letters and punctuation; Difference between sentences and fragments; correcting run-ons [Assertive, Interrogative, Imperative, Simple Negative] Nouns and types of nouns: all proper and abstract nouns Through varying exercises on each concept, with explanation of logic behind each Learns the structure of sentences; recognise differences between sentences and fragments; understands and corrects run on errors Learns four simple sentence types Separate sentences into subject and predicate. Use appropriate capital and end marks. Write sentences with appropriate structure Objective questions

Through exercises and explanations of nouns, their role and use; rules;

Recognises all types of proper and abstract nouns

Identify the nouns in the following sentences and state what kind of noun has been used Objective questions

Verbs: being and doing words: adds to understanding predicates Simple Present

Learns all doing and being verbs in the required contexts, through sheets,

Recognise verbs and their role as predicates Students use different tense forms in different situations

Pick out verbs, simple predicates, use verbs in sentences

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[Habitual Action, universal truth], Simple Past [Completed actions], Simple Future [Intended actions] [SVC;SVO; SVIO DO] Learning the different kinds of Describing words and Modifying words in a sentence [Adjectives and Adverbs]

explanations and activities

Students understand simple sentence structures SVC, SVO and SVOO

correctly Objective questions

Rules of capital use: basic rules: beginning of sentences; types of proper nouns; pronoun I. End marks (connected to types of sentences) Revise already learnt concepts through exercises.

Learns through exercises and explanations of describing words, their role and use; Learns about modifying words and their required contexts, through sheets, explanations and activities Worksheets, explanations learning the rules of capitalising 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; Understands meaning of checks with peers, meanings of unfamiliar teacher helps with words in words from meaning context reading materials Vocabulary Activities, crosswords, Students learn exercises in: word search some homonyms, homonyms, synonyms, synonyms and antonyms antonyms Builds

Evaluation Uses the words in sentences; understands context and meaning Objective questions Completes the related exercises correctly

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familiarity, identifies words correctly

Language Functions Competencies Reading and interpreting pictorial information: comic strip, pictures etc. Reads a graphic organiser Tabular data Narrating stories Classroom activities and processes Activities, tasks, 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; or charts or black board drawings Activities, tasks, and language games Activities, tasks, and language games Activities, tasks, and language games

Understands and interprets different kinds of data

Enrichment and application

Original, imaginative, clear sentences Simulates effectively

Enrichment and application

Enrichment and application

Write originally, authentically

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Class VII
Listening Classroom activities and processes Listening to and following instructions; listening to selected audio stories; listening to a classmates speech

Competencies Listening and responding to items

Content Recorded songs, poems, stories, dialogues, etc.,

Learning Outcomes

Evaluation

Listening to specific words and their different forms, in different contexts

Same words that differ in meaning in different contexts Eg.: cry-weep cry-shout aloud

Using specific word forms in appropriate context; worksheets and other interactive exercises Dictation on these forms Teacher initiates a discussion on the report.

Listening to a Report

Report on 1. Annual Day function, 2. Sports Day function, etc.; 3. News report, 4. Weather report, etc

Student Testing to find understands out whether oral the students instructions; follow understands instructions stories read correctly, and out or played respond follows a appropriately speech and Oral Questions responds to it. o check comprehension Distinguishes Find pattern, different word gain better forms; learn accuracy in the spelling; peculiarities of connect spelling; learn sounds with to spell words words correctly Word Pun, Objective type questions Student Able to recall understands basic elements the structure of an oral of a report report, and improvise to create one in a given context, using given basic parameters

Competencies

Content

Telling Jokes; Jokes, puzzles Puzzles, and tongue tongue twisters twisters as play an words and meanings

Speaking Classroom activities and processes Students share jokes, puzzles and riddles.

Learning Outcomes Shares jokes, puzzles and riddles in a lively manner Build interactive skills

Evaluation Use words like puns, homonyms etc., in group conversation.

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Narrating an experience

Incidents in the class, playground etc.

Students share their experience in class

Uses descriptive vocabulary and connectors Appreciates, recognises rhyme, meter and meaning and brings it out through recitation Expresses thoughts using the correct language, vocabulary and syntax

Reciting poems from memory and from text

Poems from the text

Learning and reciting in groups, or individually from the selection of specified poems The teacher facilitates formal conversation around a chosen topic; Eg; groups converse around Sports today, or TV Programmes

Recount your experiences on your way to school this morning. Recite clearly; with correct inflexion and pronunciation

Speaking formally

Familiar topics

Speak with confidence on a topic of their choice.

Competencies Identifying the topic sentence of a paragraph

Content Simple passages on games, articles on science, nature, moral values, adventure, biographies, jokes etc. Passages on topics of general interest

Reading Classroom activities and processes Read text, locate meanings if necessary, underline main points

Learning Outcomes Independent reading and comprehension of reading matter

Evaluation Summarise effectively through mind maps and other graphic organisers; answer questions accurately Find the topic sentence of a given paragraph.

Reading independently; picking out main facts and supporting details

Teacher guides the students to finding the topic sentence of a paragraph by eliciting responses through questions.

Identifies the topic sentence of a paragraph.

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Analyzing what is read

Simple comprehension passages depicting celebrations etc.,

Apply their mind to understand various aspects of a passage: Eg; character, style, plot, inference, other interesting information Reading written instructions and following them

Makes connections and interpret what they read

What, How, Why questions

Understanding and following written instructions after or before a given passage; Following a trail of written instructions to arrive at a learning outcome

Pre reading and post reading questions on simple passages Re-arranging jumbled sentences into a logical sequence

Follows written instructions

Read the instructions and respond accordingly MCQs, Objective type questions, VSA and SA

Exercises given after the lesson, aiding understanding,an alysis, evolve connections

Follows a sequence and build on what is known

Relating stories to ones own life and responding

Stories inculcating values like friendship, good conduct, etc.,

Answer open ended questions: What do you think?

Responds to literature; understand life through reading, Reads with pause, stressing words appropriately and with proper intonation Appreciates poetry Responds to the imagery and emotions in a poem. Reads with pause, stressing words appropriately and with

Eg. If you were the boy in this story, how would you have

Reading poetry: appreciating it, understanding, relating and responding

Poems on simple themes

[Teacher facilitates] Read and respond to poetry; answer questions; illustrate

Answer questions eliciting imagination and emotions.

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proper intonation Reading with rhythm and emotionextensive reading Newspapers, Childrens magazines, etc., Supplementary reading, Use of the Library, 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; or text based written exercises

Learning Outcomes Explains clearly in writing, use appropriate expressions; answer in own words

Evaluation Answer accurately in an organised, complete and clear manner Normative MCQs, Objective type questions, VSA and SA

Diffentiates between the language used in prose and poetry.

Poems

Read, comprehend and respond clearly Identifies sentence patterns

Interprets and understands the poems

Questions VSA and SA

Paraphrasing poetic lines.

Poems

Read, comprehend and respond clearly Use mind maps and graphic organizers to aid understanding

Interprets and understands the poems, expresses views with originality and writes in prose form

Rewrite the given line / lines of the poem in prose form.

Writing descriptive and narrative essays of specified

Topics of general interest

Introduction to essay writing; writing on given topic with

Writes up to 10 cogent lines on a given topic

Write grammatically correct sentences in

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length [8 10 lines]

guidelines provided

an organised manner on a given topic Long Answers [8 10 lines]

Using discourse markers

Linkers / connectives

Passages with the selected discourse markers are provided to students; teacher facilitates familiarity with them through pre and post reading questions. Formats are given. Teacher shows the style of language used in formal / informal letters

Identifies the specified discourse markers in connected sentences

Identify the discourse markers, linkers, connectives in a given passage Use discourse markers in appropriate places in sentences Eg. 1. Write a letter to our friend about the pollution of the river in your area. 2. Write a letter to the Collector about the pollution of the river in your area. 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, students are encouraged to convert it to direct speech, through taking roles, evolving a script, etc.,

Responds appropriately and builds a clear written dialogue sequence for a story/narrative

Simple Slogan writing

Short, catchy phrases and sentences

Teacher evolves various contexts to create awareness Eg; Waste

Evolves catchy and effective slogans on relevant themes

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segregation, conservation of water, keeping the campus clean, 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, general topics Current affairs, 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. Reinforcement of knowledge of parts of speech through usage related interactive activities

Free writing

Competencies Revision of Parts of speech

Content Nouns, verbs, adjectives, adverbs, pronouns, preparations, conjunctions, interjections. 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, structure and use of the Continuous tense

Past, Present, Future continuous

Learn about the continuous tenses and their required contexts, through sheets, explanations and activities

Students use different Continuous tense forms in different situations appropriately

Students have a clear, meaningful and focussed understanding of the usage of the Continuous tense - Eg; Imagine a match is going on, and give a commentary using the Present Continuous tense. Narrate a past event

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using the Past Continuous Tense Objective type questions

Using Modal Verbs for Suggestion, Obligation, Politeness, Willingness

would, may, can, will

A passage in the text that highlights the required grammatical functions. Learn through exercises, activities and explanation, of modal verbs, their role and use in the specified contexts Learn about verbs that take objects and those that take complements, and their required contexts, through sheets, explanations and activities

Students use different Modal forms in different situations appropriately

Objective type Questions that test use of Modals for suggestion, obligation, politeness, willingness, ability.

Being and Doing Verbs: Differentiating Transitive and Intransitive Verbs Sentence pattern

Be and Do as main and auxiliary verbs Verbs that take objects and those that do not SVO, SVC, SVOO, etc.,

Students deepen their understanding of simple sentence structures [SVC, SVO and SVOO] Has a clear, meaningful and focussed understanding of the usage of selected Transitive and Intransitive verbs in the specified sentence structures Students understand the use of Noun Groups, with head words and modifiers, 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.e. subject & predicate) Phrasal Verbs

A passage in the text that highlights the required grammatical functions. Learn through

Objective type questions

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using bring, come, take

exercises, activities and explanation, of noun groups and phrasal verbs, their role and use Various exercises and situations to highlight the three degrees of comparison

some common phrasal verbs, 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, the students supply the other two forms of the adjectives Sentences with the adjective in brackets are given and students supply the right form of the adjective, suiting the context, in the blanks provided. Punctuate the given passage; Supply the missing punctuation marks

Revision of Punctuation marks

Fullstop, Comma, Inverted commas, question and exclamatory marks

Passages with the relevant punctuation marks are provided to students; teacher facilitates revision Through varying exercises and classroom activities -on each concept, with explanation of the logic behind each: Eg; He took the book, didnt he? He didnt take the book, did he?

Students use the punctuation marks appropriately

Framing Question Tags

didnt, hasnt, isnt did, has, is

Applies the rules influencing Question Tags, in a meaningful manner Clear in this concept in their writing; recognise errors and

Objective type questions

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Subject and verb agreement

Identifying the Active and Passive Voice

Singular subject singular verb Plural subject verb in the plural Each, every, either, neither, etc., Transforming sentences from the Active to Passive and vice versa. Sentences of the Simple Present, Past and Future

Through exercises and substitution tables, verbal situations etc.,

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, verbal situations etc.,

Objective type questions

Identifying Phrases and Clauses

Phrase- ie a group of words without a finite verb in it Clause- ie a group of words with a finite verb in it

Passages in the text, additional exercises and verbal situations.

Differentiate Phrases and Clauses Objective type questions

Vocabulary Competencies Locating words in the dctionery for their meaning, synonyms, antonyms and usage Content Guided use of dictionary for unfamiliar words Classroom activities and processes Activities; 1. Exercises and word games; 2. Break up of kangaroo words 3. Use of dictionary and thesaurus Exercises through pattern finding Learning Outcomes 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

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Compound words, homophones

Noun + noun, noun + verb, adjective + noun

Activities and exercises

Learns to recognise them

Form compound words. Use the words in different contexts, 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, Conversation Learns to speak dislikes, friends, class; teacher in sentences and etc., anchors and communicate helps children their thoughts speak and feelings with authentically: ease and clarity Interaction questions based on Favourites: players, hobbies, friends, books, leaders, movies, TV programmes, etc Word searches, Activities and Reinforces crosswords, and games in concepts learnt in Whats the class, at grammar and good word? various levels, vocabulary; to strengthen develops the skill and reinforce of problem various solving competencies Situations,plays, Presentation Visualises the etc., of skits in story; role play, small groups develop confidence Tabular data Worksheets, 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

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Class VIII
Listening Classroom activities and processes Listen as a large group, with pointers and interventions from the teacher, for better understanding Words & passage read out in class focussing on stressed syllables and words Listen to how poems could be read or recited Speaking Classroom activities and processes Students share jokes, puzzles and riddles.

Competencies Listening to recorded commentary of any sport

Content Sports commentaries; 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, and their stress and inflections

Words like conduct & conduct; present & present

Students pronounce accurately and with proper intonation, the words heard Appreciate rhyme, meter, and the special use of words Learning Outcomes Students share jokes, puzzles and riddles in a lively manner and use language appropriately; build interactive skills Rephrases and narrates in with originality Speaks over the telephone using appropriate vocabulary, 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.

Content Jokes, puzzles and riddles

Evaluation Jokes, 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, children enact telephonic conversation and apply

Rephrasing

Learn to speak and express oneself to others

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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, cogency and focus Speaks clear complete sentences, and expresses ideas clearly Learning Outcomes Enjoys reading given poems, appreciates and responds to chosen poems

Group discussion on various topics

Competencies Reading poetry: appreciating, understanding, relating and responding to various themes

Content Poems

a) Reading for content and style b) Understanding sequence, c) Scanning content to find answers to questions in the given passage d) Understanding the authors intention e) Recognising or learning vocabulary in context f) Appreciating style Extensive reading

Stories / passages with moral values, witty and humorous passages, historical, narrative, mystery passages etc.

Reading Classroom activities and processes Activities related to the poem in content. Read and answer questions based on the poem Read stories and other passages, to understand and appreciate the plot, characters, style and intention Understand and summarise the story in various ways, creating organizers and using the ones given; make connections with life and learning

Evaluation SA questions

Abridged novels, fiction, books of pupils choice

Supplementary reading, Use of the Library, Referencing

Comprehends selected passages from literature Enjoys the reading process and learn from it, pronounce the words correctly, stress appropriately, passing at the right places with proper intonation Summarises the story, assesses its plot, character and style Reads for interest Reads to deepen

MCQ, Objective type Questions, VSA, SA, LA

Questions to build interest

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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, using proper punctuation

Using both active and passive vocabulary to make sentences Writing Paragraphs: Topic sentence; unity and structure [Linking small paragraphs]

Words, phrases, phrasal verbs, etc., Simple topics, proverbs, etc., Eg. 1.Cleanliness is next to Godliness 2. The importance of good manners. Simple topics, proverbs, personal experiences, etc., Topics for letter writing

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, writes correct and clear answers, 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. b) Write a paragraph on the given topic.

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; 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, introduction, content and conclusion a) Write a letter to the forest authorities about the cutting of trees in that area. b) Wrtie a letter to your friend expressing your

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Writing a summary

Passages for summarising

Teacher explains the steps involved in writing a summary. Teacher provides a passage. The students make use of the steps and make a summary of the given passage. Teacher facilitates understanding of fantasy through reading a story, and having pre and post reading discussion

Writes a summary

disapproval on cutting down the trees in his compound. Write a summary of the given passage in about one third of its length.

Creative Writing; Exercising ones imagination in a creative manner

Captions for pictures, topics; Writing essays on given topics

Writes creatively, evoking powers of the imagination: Writes and illustrates with cogency and fluency

Free articulation, imagination, expression of ideas

Collecting, recording and collating information

General topics

Competencies Identifying the three kinds of sentences.

Content Simple, Complex and Compound sentences.

Teacher invites Collects, students to records and collect and collates present information on information on suggested various topics topics or happenings around them My school, My neighbours, the Library, Hospital, Movies, Music / Dance performances etc. Grammar Classroom Learning activities and Outcomes processes Worksheets, Learns the rules peer review and uses of and exercises clauses and phrases, and

Summative Effectively collect, record and collate information on a suggested topic

Evaluation Learn the differences between clauses and phrases

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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

Content Debates

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 data

Interpret and summarise the ideas you infer from the picture or data provided

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iv. (b) Social Science (History, Geography, Civics & Economics)

HISTORY Standard VI - History Unit 1 Pre-historic Period Hunting, gatherers, living together, villages, agriculture, (Neo-lithic culture) sites in India and in Tamil Nadu specifically Adhichanallur, Thiruvallur and Thandikudi Learning Outcomes using evidences to understand their tools, paintings and skeletal remains. Unit 2 Indus Valley Civilization Harapan Civilization and its Dravidian Features Learning outcomes To understand the concept of chalcolithic Period To know the town planning, drainage system, hygiene, To know and understand the life of primitive people To acquaint with the environment and geography of the To understand groups, communities and skills and their To learn about tools found in India, habitation of ancient man,

period knowledge.

prominent buildings religion, seals,language, script and other features of life To understand the concept of Indus valley civilization Unit 3 Ancient Land of Thamizhagam Pre-historic Land of Tamils, the Lemurian Continent, First, Middle and Third sangam of Tamil Historic Period in Tamizhagam Cheras, Cholas and Pandiyas

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Learning outcomes To understand the antiquity of the pre-historic Tamil Land To be aware of the three sangams prevailed The bravery philanthropy and administration of the Cheras,

Cholas and Pandiya Kings Unit 4 Vedic Period Early Vedic period Later Vedic period political, social life of the people food dress ornaments, religion status of women education etc. Learning Outcomes To understand the concept of Vedic age To be aware of the life of the people of the Vedic period

Unit 5 Jainism and Buddhism Rise of Janism and Buddhism. The causes for the rise. The teachings of Lord Buddha and Lord Mahavira Learning Outcomes To understand the causes for the rise of the Buddhism and To know the life of Buddha and Mahavira To be aware of the contribution of the two religions for art, architecture etc Unit 6 Rise of Empires Mahajanapadas, The Mauryan Empire, Chandra Gupta Maurya Ashoka The administration Inscriptions of Ashoka Learning Outcomes To be aware of the social life of the people under different kings To note the location, extension of boundaries of different kingdoms Jainism

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To know the polity, expansion, role and contribution - art, literature and architecture Historicity and Significance for the rulers of the period Unit 7 Kushana Empire Kanishka Contribution and relevance Gupta Empire Chandra Gupta I, Harsha Empire Role and Contribution Learning Outcomes To know about the Kushanas To understand the administration of Kanishka To appreciate golden period of Gupta To know the administration of Harsha Standard VII - History Unit 1 Pre-historic Period Hunting, gatherers, living together, villages, agriculture, (Neo-lithic culture) sites in India and in Tamil Nadu specifically Adhichanallur, Thiruvallur and Thandikudi Learning Outcomes using evidences to understand their tools, paintings and skeletal remains. Unit 2 To know and understand the life of primitive people To acquaint with the environment and geography of the To understand groups, communities and skills and their To learn about tools found in India, habitation of ancient man,

period knowledge.

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Indus Valley Civilization Harapan Civilization and its Dravidian Features Learning outcomes To understand the concept of chalcolithic Period To know the town planning, drainage system, hygiene,

prominent buildings religion, seals,language, script and other features of life To understand the concept of Indus valley civilization

Unit 3 Ancient Land of Thamizhagam Pre-historic Land of Tamils, the Lemurian Continent, First, Middle and Third sangam of Tamil Historic Period in Tamizhagam Cheras, Cholas and Pandiyas Learning outcomes To understand the antiquity of the pre-historic Tamil Land To be aware of the three sangams prevailed The bravery philanthropy and administration of the Cheras,

Cholas and Pandiya Unit 4 Vedic Period Early vedic period Later vedic period political, social life of the people food dress ornaments, religion status of women education etc. Learning Outcomes To understand the concept of Vedic age To be aware of the life of the people of the Vedic period

Unit 5

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Jainism and Buddhism

Rise of Janism and Buddhism. The causes

for the rise. The teachings of Lord Buddha and Lord Mahavira Learning Outcomes To understand the causes for the rise of the Buddhism and To know the life of Buddha and Mahavira To be aware of the contribution of the two religions for art, architecture etc Unit 6 Rise of Empires Mahajanapadas, The Mauryan Empire, Chandra Gupta Maurya Ashoka The administration Inscriptions of Ashoka Learning Outcomes To be aware of the social life of the kingdoms To know the polity, expansion, role and contribution - art, literature and architecture Historicity and Significance for the rulers of the period Unit 7 Kushana Empire Kanishka Contribution and relevance Gupta Empire Chandra Gupta I, Harsha Empire Role and Contribution Learning Outcomes To know about the Kushanas To understand the administration To appreciate golden period of of Kanishka Gupta people under different kings To note the location, extension of boundaries of different Jainism

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To know the administration of

Harsha

Standard VIII - History Unit 1 The Great Mughals-Conditions of India on the eve of Baburs invasionBabur-HumayunSur-Dynasty-Shershah Sur-Akbarand Jahangir-Shajahan-Aurangazeb-Administration-Art Architecture-Causes for the decline of the Mughals. Unit 2 Rise of the Marathas-Shivaji-Administration -Successors-Peshwa rule-Nadir Panipat. Unit 3 Advent of the Europeans-Portuguese-Dutch-English-Danish-FrenchConflict between the English and the French-Causes for the Success of the British. Unit 4 Anglo-French Struggle the first carnatic war second carnatic war third carnatic war the first anglo Mysore war Unit 5 Rule of the English East India company-Establishment of the British rule in India from 1773 to 1857Warren Hastings-ReformsRevenue of Impeachment-Lord Settlement-Lord Cornwallis-Reforms-Permanent Wellesley-Subsidiary shah-Ahmad shah Abdali invasions-Third Battle of

Alliance-Marquees

Hastings-Lord William Bentinck-Reforms-Lord Dalhousie-Doctrine of Lapse-Reforms-Revolt of 1857-Causes and Effects. Unit 6 The Nayak Rule 1773 to 1857 in Tamill Country The Nayaks rule in Tamil country Nayaks of Madurai-Vishwantha Nayak-Thuramalai Nayak-Rani Mangammal and Meenakshi, the Nayaks of Thanjavur and Senji-Nayaks Contribution to Art and

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Architecture- The Marathas of Tanjore-Poligars Revolt-South Indian RebellionUnit 7 Vellore mutiny GEOGRAPHY Standard VI - Geography Unit 1 Earth and Solar System Structure of Solar System Sun Planets Size Orbits Composition 7 planets Unique position of Earth in the Solar System. Learning Outcomes To know that the Earth is a unique planet To understand that the earthis a living planet in the solar To know that planets are at different orbits and theyrevolve

system around the sun Unit 2 Earth - Day and Night Change of Seasons Earth size, shape revolution, rotation day and night Differences in time seasons How do they occur? How they affect our daily life? Learning Outcomes axis elliptical orbit To know the causes for the occurance of day and night To find out the causes for the change of seasons To know our interdependence on seasons To understand the concepts size of the earth, shape, tilted

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Standard VII - Geography Unit 1 The Earth-Its Structure and Tectonic movements. Origin of Earth, formation of continents and oceans internal process of Earth, Plate tectonic Earthquake and Volcanoes. Unit 2 Changing the face of the lithosphere, Weathering Process. Shaping of Earth by Natural agents - rivers, wind waves and glaciers. Unit 3 Weather and Climate Factors determining weather and climate Components of the Atmosphere-layers Thunderstorms Unit 4 Disaster and Disaster Management Natural Disasters, Volcanoes, Earthquakes, Land slides, Cyclone, Floods, Droughts, Tornadoes and Tsunami Unit 5 An Introduction to Oceanography The Major oceans Topography of the ocean floor, Hydrological cycle, Salinity, Temperature, waves, ocean currents and tides. of the Atmosphere Weather elements temperature, Pressure, Winds, Rainfall, Clouds, Lightening and

Standard VIII - Geography Unit 1 Resources-Resources Activity Unit 2 Primary Activity-Types of Primary Activities- Gathering, Hunting and Fishing-Mining-Classification of minerals and their types-Resources and Human

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Unit 3 Primary Unit 4 Secondary Activity-Industries-Classification of Industries-Factors Determining Development of Industries. Unit 5 Tertiary Services Unit 6 Population and Resource-Population Growth and DistributionPopulation Growth and Resource Depletion-Resources and Space Technology CIVICS Standard VI Civics Unit 1 Family and Society Society Family interdependence, Social diversity multiple facets discrimination and difference Learning Outcomes To understand the interdependence of individualfamily and school for strength and variety. Unit 2 To realise the strength of unity in the multiplicity, difference To know the differences and diversities multiplicity To understand that thediversity is not weakness and it works society Activity-Transport, Trade-Transport-Trade-Other Activity-Agriculture-Agriculture and Crops-Factors Determining Agriculture

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Community and School Understanding that school as one of the social institutions Learning outcomes The School to fulfil the expectations of the society School as a place for cultivating social development To be aware of the regularities, norms and disciplines of (school) life. To know the social objectives of the school.

Unit 5 The Local Government The need for the local Self Government - Panchayat Raj Local Bodies - (Municipalities, Corporations, District Administration Village Administration related aspects functions) Learning Outcomes To understand the meaning of Local Self Government To realise the need for Local Self Government To understand the structure and functions of Local Bodies To be familiarise with the Village Panchayat, Block Panchayat District Panchayat Town Panchayats, Municipalities Unit 6 Democracy, Human Development and Women Empowerment All citizens in a democratic country have equal rights Women power The capable and Noble Women Dr. Muthulakshmi Learning Outcomes To understand the meaning of gender disparity and social equality and social justice To understand the concept of empowerment To know the equality of opportunity To be aware of the Intellectuals

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Standard VII Civics Unit 1 Our Nation Location, Political Administration and National Symbols Unit 2 INDIAN CONSTITUTION Salient Features Unit 3 POLTICALPARTIES Functions, Structures & Types Regional and National parties Unit 4 United Nations Organization- Objectives Organs - Funtions Unit 5 Legislations and Welfare schemes for Children and Women Standard VIII - Civics Unit 1 National Integration - Unity in diversity - Factors promoting national integration - Factors affecting national integration. Unit 2 Socio-Economic Unit 3 Human Rights and the UNO - Human Rights Declaration Womens Rights - Child Rights - National Human Rights Commission - State Human Rights Commission. Unit 4 Road Safety Rules and Regulations problems Illiteracy-Child labour Unemployment Poverty - Population explosion.

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ECONOMICS Standard VI Economics Unit 1 Consumption Production Distribution Learning Outcomes To understand the economic aspects of daytoday life. To understand how food is produced, distributed and how it is To understand how these activities happen in a market

consumed at home. economy. Standard VII Economics Unit 1 Factors of production - Land - Labour-Division of Labour Capital Organization - Different Sectors of the Economy Primarysector Secondary sector - Tertiary sector and their contribution to the devolpment of the country. Standard VIII Economics Unit 1 Money, savings and investment: Barter system Medium of exchange Definition of money value of money Nature of money, Functions of money Economic significance of money importance of money savings and investment

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