ENGLISH

S. Topic Objectives/ Learning Outcomes Methodology Teaching Aids Activities

No.
Prose
1. The Best To make students aware of While the text reading the children’s Chart papers, Prepare a debate on the topic ‘War
Christmas festivities and cultures based on attention will be drawn to the situations Markers, can end conflicts’ and make a collage
Present in other religious faiths and cultures. in which they could develop their Photographs, Colors based on any two events during the
The World imagination and come up with their own and Students. World War 1.
ideas.
2. The Tsunami To sensitize learners to the The session would begin with showing a Smart Board, Chart Collect information on ‘Disaster
imminent issues regarding natural video clip of natural disaster. The title of Papers, Markers, preparedness’ and prepare a poster on
issues. the lesson would be related to the video Colors and White the same. And suppose you were one
by the students in the class interaction Sheets. of the victims of Tsunami. Write a
phase. diary entry for the same.
3. Glimpses of To enable the students to Children will read the illustrative strip Pen and Paper. The making of Indian national
The Past understand the British reign in aloud. Later they will be asked to work in movement 1870-1947. You get an
India and get to know about the pairs to write a summary of what they opportunity to meet a freedom
freedom fighters from the given have read. fighter. Design a set of questions that
text. you would like to ask him/her.
4. Bepin The learners will acquaint with The students will read the text aloud in Pen and Paper. One of the students of your class was
Choudhary’s the humorous aspect of the the class. The text would be further not able to meet the expenses of the
Lapse of narrative and will go through the explained by exposing the different school and you helped him/her. Write
Memory different characters in the story. vocabularies. a letter to your father describing the
same.
5. The Summit To facilitate making connections The students will be exposed to the topic Diary, Pen, Papers, Students would be asked to write a
Within similar situations in different deductively in the target language. Pencil and Markers. biography of a person who has
storyline/life experiences. motivated you in your life and also
write a diary entry based on a task
which you accomplished though you
had thought it impossible earlier.
6. This Is To enable learners to appreciate The learners would infer ideas and Newspapers, Ideas, Read any 5 newspaper articles related
Jody’s Fawn nature and sensitize them to involve in an interactive session. Pen and Papers. to conversation and preservation of
preserve it. nature. Based on your reading suggest
ways for the same in an interesting

7. A Visit to Learners will acquaint with
Cambridge empathy. They will learn how to
cope up with stress and care for
differently abled.
8. A Short To initiate the role of an
Monsoon ambassador in the educated
Diary students and make them stewards
of the earth.
Poetry
9. The Ant and To encourage students to
The Cricket appreciate poetry and read aloud
with proper intonation.
10. Geography To read and recognize the
Lesson purpose of economy of words and
hidden pathos and nuances of
lines, correlating them with
author’s background.
11. The Mystery To facilitate making connections
Cat similar situations in different
storyline/life experiences.
12. The Last The learners would be able to
Bargain develop their basic skills of
language. To prepare the students
for poetic forms and adept them
with the figures of speech, rhyme
The session would start with an
interaction on the title of the lesson and
would be open for class interpretation.
The facilitator would develop the chain
of events with text sequence or discourse
spoken with reference to the educational
and personal domains
Pre reading activity would be the first
step wherein the students would delve
deep into the title of the poem and make
an interpretation of the title as it indicates
the subject and theme.
The learners would infer ideas and
involve in an interactive session.
The facilitator would develop the chain
of events with text sequence or discourse
spoken with reference to the educational
and personal domains.
The learners would infer ideas and
involve in an interactive session. The
text would be explained, difficult words
would be listed. The moral of the poem
would be discussed.
manner.
Write a short poem in the praise of
the Himalayas.
Smart Board, Pen Students would be asked to write a
and Papers. bio sketch of Stephen Hawking. They
would be asked to watch a movie
‘Theory of Everything 2014’ and
write a descriptive paragraph on the
scene that inspires them.
Smart Board, Pen Find out the difference between a
and Papers. Travelogue and Diary Entry. Write
any one.
Students and Smart Prepare for a one-minute speaking
Board. activity to be taken up in the class.
Pen, Paper, Charts, Find 5 words from the poem which
Markers, Pencil and are new to you and make sentences of
Colors. your own from them as well as make
a poster highlighting the main
Geographical factors of your country.
Pen, Paper and Write the qualities and physical
Smart Board. attributes of the cat in the form of a
graphic organizer and also write a
paragraph bringing out all the
similarities and differences of all the
animals of the cat family.
Students Brainstorm, Bargain with your parents and get a
Pen and Paper. thing which gives you joy. Prepare a
set of dialogues on how you
convinced them.
 and rhythm.
13. The School To encourage students to The poem will be read aloud and the title Pen and Papers. Why does the boy compare himself to
Boy appreciate poetry and read aloud of the poem would be open for learner’s a bird in a cage? Write a paragraph
with proper intonation. interpretation. supporting his views.
14. The Duck The learners would be able to The learners would infer ideas and Pen, Paper and Identify 5 pairs of rhyming words
and The develop their basic skills of involve in an interactive session. The Smart Board. from the poem. Now compose a short
Kangaroo language. To prepare the students text would be explained, difficult words five to six lines poem using the same
for poetic forms and adept them would be listed set of rhyming words.
with the figures of speech, rhyme
and rhythm.
15. When I Set To prepare the students for poetic The facilitator would develop the chain Pen, Papers, During last summer vacation you
Out for forms and adept them with the of events with text sequence or discourse Markers, Colors and visited your grandparents living in a
Lyonnesse figures of speech, rhyme and spoken with reference to the educational MS Office Skills. village. Share your experience with
rhythm. and personal domains your classmates in the form of diary
entry and also imagine yourself to be
the secretary of Rao Travels and
prepare a brochure of your company
to be published in the newspaper.
16. On the To facilitate making connections The poem would be explained covering Internet, Pen and Make a list of the things in nature that
Grasshopper similar situations in different the phrases, sentences and discourse as Paper. indicate a change of season. Prepare a
and Cricket storyline/life experiences. To well as their structuring. . The text script for a play which reflects
recognize the purpose of economy would be explained, difficult words geographical diversity.
of words and the nuances of the would be listed. The moral of the poem
lines that highlights the poem. would be discussed.
Reading
17. Unseen After this lesson, students will be Students will be taught the techniques of Pen, Paper and Different passages given to
composition able to: doing the unseen passage. Worksheets. comprehend.
list and identify comprehension
strategies and
apply comprehension strategies to
text.
Writing
18. Notice To enable the students to apply Learners would share their knowledge on Worksheets, Pen and Students will be able to analyze any
the correct format while writing a the importance of a notice (Student- Paper. NOTICE shown to them on the basis
notice. Teacher interaction) The teacher would of the knowledge imparted and will
explain what a notice is and its purpose. be able to use appropriate style and

19. Paragraph Students will demonstrate
Writing proficiency in written
communication. They will learn
the principles of coherence and
clarity to sentences. The learners
will also understand the role
writing in civic engagement.
20. Diary Entry To express ideas harmoniously
and chronologically without
difficulty in expressions, grammar
usage, format usage, relevant
vocabulary.
21. Article Expressions, grammar usage,
Writing format usage, relevant
vocabulary. To express ideas
harmoniously and
chronologically.
22. E-mail The students will be able to write
Writing an e-mail using correct expression
fluency and accuracy.
23. Speech Expressions, grammar usage,
format usage, relevant
vocabulary. To express ideas
harmoniously and
chronologically.
24. Bio Sketch The students will be able to know
the features of bio sketch.
The standard format of notice writing format to write a NOTICE
would be shown in the class. effectively.
The students will be familiarized to the Smart Board, The students would be asked to
topic and asked to breakdown the placards, Pen, construct a paragraph on any
information into smaller parts. Pencil, Eraser and topic/theme.
Papers.
The format, rules, technique would be Pen, Paper and Diary entry on given hints.
discussed with examples. Sheets for hint.
The usage of language would be taught Pen and Papers. Write articles on different social
and students would be assigned written issues.
tasks.
The teacher will demonstrate how to Smart Board, Write an E-mail to school telling
write an E-mail. Laptops and them about the mistakes they should
Internet. avoid in their school website.
The usage of language would be taught Students, Pen and Write Speech on different Covid
and students would be assigned written Paper. Issues and deliver it in the School
tasks. auditorium.
Teaching students the parts of a Pencils, Paper, Note- Write a biographical sketch about
biographical sketch. taking template, someone they admire.
writing rubric,
construction paper,
glue, sentence strips,
sample biographical
sketch,
brainstorming
template.
25. Formal/ To make students identify the The format, rules, technique would be A4 size sheets, The learners would be asked to draft a
Informal elements of letter and familiarize discussed with examples. Pencils, Pens and letter to any given context or
Letters them with its format. The conventions would be exposed to Envelopes. situation.
To enhance their writing skill. students thoroughly.
26. Report To enable the students to apply The format, rules, technique would be Worksheets, Pen and Students will be asked to write a
Writing the correct format while writing a discussed with examples. Paper. report on the events that took place in
notice. the school the earlier day.
27. Debate The students will be able to The format, rules, technique would be Smart Board, Pen, Give them topics to debate that they
understand that a debate is when discussed with examples. Papers and Students. are interested in and also ask them to
you look at both sides of an write one.
argument.
28. Dialogue Students will be able to The session will begin with a story and Students, Pen and Give some conversation situations to
Conversation incorporate dialogue into their asking students to give their opinions on Papers. act on and also write the script on the
personal narratives. it. paper.
Grammar
29. General To be able to comprehend and use The session would begin with few Students, Pen and They will be able to participate in the
Integrated grammatical organization for sentences read out by the teacher and Papers. class discussion actively and should
Grammar quantifying and sentence written on the interactive board. be able to identify errors and frame
completion. The teacher would wait for the grammatically correct sentences.
students’ responses to know whether they
are able to point the errors. The teacher
discusses the errors and comes to the
rules. (inductive Learning)
30. Phrase/ To enable the students to The students will go through the Worksheets, Pencils The students will be provided with
Clauses, familiarize with types and parts of exercises to help them distinguish the and Erasers. practice papers or worksheets to
Sentences sentences. categories of sentences. The will also undergo a bunch of exercises that
(Kinds and To make them aware the usage of asked to divide the sentence into subject would help them in differentiating
types), different types of sentences. and predicate. As well as they will also various categories of sentences and
Conditional understand the difference between phrases/ clauses.
Sentences phrases and clauses.
31. Tenses Students will be able to identify Facilitation of word sort using simple Pen, Papers, Providing students with fill in the
Review the verb and tense in a sentence. past and present verbs. Leading students Worksheets and blank paragraphs. Instruct them to
Students will be able to write a into discussion so that they can find Students. explain each sentence and label each
sentence using past, present or patterns in the words. blank with the tense needed.
future tense. Ask students to create scenarios and
narrate in different forms of tenses.
After completion, review to ensure
the students understands how to use
verb tenses.
32. Active and To enable the students to use Recognizing the active structure. Make Pen, Papers and Students will be advised to practice
Passive Passive Voice appropriately and the students to restructure the active into Worksheets. the given exercises to identify their
Sentences understand the changes that passive by making the object into weak areas. They will be provided
occur when transforming subject. with a sample of statements to
sentences from active to passive practice with. A set of active
voice. sentences will be given to students to
restructure them into passive. The
students will be asked to jot down
few sentences in reported speech also.
33. Direct and Define direct and indirect speech. Provide students with a chart of the Internet, Pen, Pencils Search the interview and select the
Indirect Distinguish between both direct principal changes in reported speech. and Papers. webpage into word document. Make
Sentences and indirect speech. Ask them to practice the reported speech copies for every two students and
by asking them to convert from direct to divide the students into pairs. Ask the
report speech. students to make a reported version of
it with a word limit of 150 words.
After completion let the students
swap the report with their peer and
reduce it into 100 words.
 SCIENCE

S No. Lesson/ Chapter Objective / Learning Outcomes Methodology Teaching Aids Activity
Name
1. CROP 1. Students will be able to understand Kharif Crop, Rabi Discussion Multimedia
PRODUCTION Crop, Agricultural Practices (Preparation of soil, Sowing, Random To separate good,
AND Manuring, etc. Questioning With the help of healthy seeds from
chart
MANAGEMENT 2. Difference between manure & fertilizer, Traditional and Explanatory damaged ones
Modern methods of irrigation Concept Mapping, Explain
3. Tools & implements used in agriculture Reflective traditional and
4.Weedicides & Pesticides (definition) Discussion modern tools use
5.Animal Husbandry in agriculture.
Students understand the term 1.microorganisms Discussion Multimedia To identify the
2. Microorganism: 2.Enlist the uses of microorganisms Explanation Classification of permanent slides of
friend and foe 3.Tabulate the harmful effects caused by microorganisms brain storming microbes by microorganism like
4. Emphasize the importance of Rhizobium in nitrogen concept formation,. showing charts bacteria, fungi
fixation.
4 Materials: metals Students will be able to understand Discussion, • Burning of
and non-metals 1.Matter (definition) Activity, Multimedia magnesium ribbon
2.Classification of matter Experimental, Showing and sulphur
3. Difference between mixture and compounds Random specimen of • To show
4.Types of oxides, Metals and no- metals, Symbols of Questioning, different metals Displacement
different metals and non-metals from periodic table. Explanatory, and non-metals reaction between
5.How to write chemical equation Concept Mapping, copper sulphate with
6.How to test acidity and basicity of oxides Reflective zinc and iron
7.Reactivity series Discussion, use of • To check the
multimedia. nature of oxides
using litmus paper
5 Coal and Students will be able to understand Discussion, Make a list of
petroleum 1.Fossil fuels, types of fossil fuel Activity, Multimedia various materials
2.formation of fossil fuels Experimental, With the help of used by us in daily
3. Characteristics of products of coal Random flow chart life and classify
4.Fractional distillation and Destructive distillation Questioning, classify coal and them as natural and
 5.Advantages of LPG and CNG Explanatory, compare their man-made
6. Calorific value of different fuels Concept Mapping, calorific value
Reflective
Discussion, use of
multimedia
6. Combustion and students will be able to understand Discussion, To make a working
flame 1.Combustion Explanation, Multimedia model of fire
2 Types of Combustion Experimentation, Through chart extinguisher. To
3.Combustible and non- combustible substances Demonstration show zone of study the different
4. Zones of Flame ,Random Questions flame. zones of candle
5. Conditions necessary for combustion Brain Storming flame
6.Characteristic of fuel Concept formation
7.Characteristics of ideal fuel, Fuel efficiency Concept mapping
7. Harmful effect of burning fuels. Reflective
discussion
7. Conservation of Students will be able to understand Discussion, Find out the
plants and animals 1.Deforestration Explanation Multimedia endemic plants and
2.Cause and consequences sanctuary, National park, Random Questions Through charts animals of the
Biosphere, Flora and fauna, 3.Endemic Species, Endemic Brain Storming show endemic region where you
species of plants and animal, Concept formation species of plants live. Visit to Wild
4.Difference between zoo and a wild life sanctuary Concept mapping and animals. Life Sanctuary
5.Project tiger Reflective
6.Ecosystem discussion
8. Cell Students will be able to understand Discussion, To prepare Mount of
Structure and 1.Parts of cell, 2.Functions performed by the cell, Random Multimedia onion peel. To study
functions Discovery of cell, 3.Difference between Plant cell and Questioning, Through well different parts of
animal cell Explanatory, labeled diagram microscope
4. Role of cell organelles. Mounting. Concept Mapping, of plants and
Reflective animals
Discussion,
Experimental.
9. Reproduction in Students will be able to understand Discussion, Observe permanent
animals 1.Asexual reproduction, Binary fission in amoeba, Budding Explanation Multimedia slides of Hydra and
in Hydra, Life cycle of Frog, 2.Organs of male and female Random Questions Through chart amoeba
reproductive system Brain Storming show asexual and
3.Structure of human male sperm Concept formation sexual
 4.Role of sperm Concept mapping reproduction.
5.Fertilization and Reflective
6.Types Test tube babies discussion
7.Development of Fetus in the Uterus
8.Cloning technique
11 Force and Students will be able to understand Discussion, • To show that
pressure 1.Force (definition), Various effects of force like (force Random Multimedia electrostatic force is
cause movement in stationary body, force can stop moving Questioning, Through char a non-contact force
body, force can change direction, speed and shape of body) Explanatory, show contact and • To show that
2.Differentiate between contact and non- contact force Concept Mapping, non- contact liquids exert
3.Relationship between pressure and area Reflective force. pressure at same
4.Application of atmospheric and fluid pressure Discussion. Also show an depth
5. Instruments used to measure fluid and atmospheric instruments used
pressure. to measure fluid
pressure.
12. Friction Students will be able to understand Discussion, • To measure the
1.Friction (Definition) Random Multimedia force of friction
2.Causes of Friction, Static friction, Limiting friction, Questioning, With the help of using spring balance
Sliding friction, Rolling friction Explanatory, char show • To show that
3.Friction due to liquids & gases, 4.Friction due to air Concept Mapping, friction as friend rolling reduces
5.Disadvantages of friction Reflective and foe friction
6.Ways to reduce friction Discussion
13. Sound Students will be able to understand Discussion, • Visit to music
1.Sound(Definition) Random Multimedia room of your own
2.Vibratory motion Questioning, Through well school. Note the part
3.Part of musical instruments which produces sound Explanatory, labeled diagram of musical
4.Sound cannot travel in vacuum Concept Mapping, show structure instruments & make
5.Amplitude, time period, Frequency (definition), Pitch, Reflective and working of the list of musical
Loudness & timbre (definition), 6.Structure of voice box Discussion human ear. instruments that
7.Structure & working of human ear, Audible & Inaudible vibrate to produce
sounds 8.Difference between noise & music the sound
9.Noise pollution (harmful effects & reduction measures) • To show that
sound requires a
medium to travel
14. Chemical effects of Students will be able to understand Discussion, • To find whether a
electric current 1.Conductors & Insulators (Definition) and Electrical Random Multimedia given liquid is a
conductivity of liquids Questioning, Show the good conductor of
2.Electrolytes and Explanatory, application of electricity or a poor
Non-Electrolytes Concept Mapping, electroplating conductor of
3.Electrolysis Reflective through chart electricity
4.Electrodes, Electrolytic cell Discussion • To test the
5. Uses of electrolysis (Extraction of metals) conduction of
6. Refining of metals 7.Electroplating and Uses of electricity through
electroplating various fruits &
vegetables. Display
your results in a
tabular form
•Electroplating
15 Some natural Students will be able to understand Discussion, Multimedia • To show that a
phenomena 1.Types of charges, Properties of charges, Transfer of Random With the help of charged body
charges Questioning, chat show cause attracts pieces of
2.Earthing, Cause of lightning & thunder 3.Harmful effects Explanatory, and consequences paper towards itself
of lightning Concept Mapping, of earthquake and • To show that like
4. Safety measures during lightning 5.Causes of earthquake, Reflective lightning charges repel each
Terms related to earthquakes, Effects of earthquakes, Discussion other
Safety measures during earth quakes • To show that
unlike charges
attract each other
• To make a simple
electroscope
16 Light Students will be able to understand Discussion, Multimedia • To verify laws of
1.Laws of reflection Activity, Through charts reflection
2.Formation of images in the plane mirror Experimental, show laws of • To show multiple
3. Properties of image formed in the plane mirror Random reflection reflections using
4.Kaleidoscope Questioning, Splitting of white mirror strips
5.Splitting of white light in a glass prism (spectrum) Explanatory, light in different
6. Structure & working of human eye Concept Mapping, colours
7.Power of accommodation, 8.Defects of vision, Care of Reflective
eyes Discussion
9. Visually challenged people, Braille system
17. Stars and solar Discussion,
system Students will be able to understand 1.Universe & Space Random Multimedia • To observe the
(definition) Questioning, Through charts night sky and note
2.Phases of moon Explanatory, show phases of down the
3.Solar System (Structure), Planets (Mercury, Venus, Earth Concept Mapping, moon and solar observations.
, Mars, Jupiter, Saturn, Uranus, & Neptune) Reflective system.
3. Difference between a star & a planet Discussion
4.Units of measuring distances in the universe, Asteroids,
Comet, Meteors & Meteorites, Constellation, Satellite
(definition), Uses of artificial satellites

18. Pollution of air Students will be able to understand Discussion, Multimedia • Design a colourful
and water 1.Pollution (Definition) Random Through flow poster with a catchy
2.Sources of Air Pollution Questioning, chart show source slogan on the need
3.Harmful effects of Air Pollution, Methods of Prevention Explanatory, of pollution its to control air
& Control of Air Pollution Concept Mapping, cause and pollution
4.Causes & harmful effects of water pollution Reflective consequences of
5.Methods of Prevention & Control of Water Pollution, Discussion pollution on
Potable water human health
6.Purification of water at home

SOCIAL SCIENCE
S No. Lesson/ Objective / Learning Outcomes Methodology Teaching Aids Activity
Chapter
Name
1 How, When * To know the important dates of the Discussion *Essay writing on “problems *Suggest how the sources of
and Where historical periods. *Brain Storming of Periodization in History”. study for this period are
* To be familiarize with periodization of the *Concept Formation * Multimedia chart different
Indian history *Concept Mapping to those of earlier periods.
2 From Trade *To understand the process of * Discussion * Make a collage of Governor * to read the chapter
to Territory how the trading company method Generals of British India. * write short note on Doctrine
becomes a political power *Interactive method * Use of multimedia to of lapse.
*To understand and observe understand the expansion of
the colonial administrative the British expansion.
structures of that period *Chart map through
multimedia.
3 Ruling the *understand the skills and Interactive method *Prepare a comparative * to read the chapter.
countryside methods of historical and *Inductive method analysis of structure of Indigo * What is permanent
cultural inquiry * Deductive method cultivation during Pre- settlement.
*understand the various land colonial and Post-colonial
revenue system of the country periods.
during 18th century

4 Tribals, Dikus *To understand the skills Discussion * Locate the areas under *What is jhuming cultivation.
and the Vision and methods of historical *Brain Storming different tribal groups on a Write a short note on Birsa
of a golden inquiry *Concept Formation map of India. Movement.
age *To understand the different ways of how *Concept Mapping * A multimedia chart map be
tribals lived in the country. used to locate important tribal
areas of India.
5 When People *Introduce the learners to Discussion * Prepare a presentation on * to read the chapter.
Rebel the places and leaders of *Brain Storming different causes of the revolt * What is a mutiny?.
the Revolt of 1857 *Concept Formation of 1857 and its causes of
*To understand the *Concept Mapping failure.
changes occurring during * A chart map the Revolt of
the colonial rule. 1857.
6 Colonialism *To understand the Discussion * what is urbanization?
and the City Conquerors from distant *Brain Storming *Introduce the idea of * State why did the British
lands: north western and *Concept Formation different contexts of contact planned a new capital?
western India. *Concept Mapping between distant lands, and the
*Examine the implications of motivating forces.
journeys within the * Multimedia map
Subcontinent.
7 Weavers , *Introduce the learners the core concepts of * Discussion *Give an idea of the * to read the chapter
Iron Smelters crafts in method technologies of weaving and *What is Bandanna?
 and Factory the 19th century *Interactive method the lives of weavers.
owners *Familiarize students with the processes of * A multimedia on ancient
de‐ industries of India.
industrialization and
industrialization.
8 Civilizing the To understand the new * Discussion *Discuss how the politics of Find out about the following:
Native and education system – method education is linked to 1.Woods Dispatch
educating the schools, syllabi, colleges, *Interactive method questions of power and 2.Hunter Commission
Nation universities, technical cultural identity.
training
Discuss how the politics

of education is linked to
questions of power and
cultural identity
9 Women , Discuss why so many Discussion *Illustrate how Write note on Brahma Samaj ?
Caste and reformers focused on *Brain Storming autobiographies, biographies
Reform the women’s question, *Concept Formation and other literature can be
and how they visualized *Concept Mapping used to reconstruct the
a change in women’s
conditions. *Primary sources for studying
history.
Multimedia Chart.
10 The Outline the major development in the sphere Discussion Paste the pictures of Define the terms
Challenging of arts. *Brain Storming following:‐ *Mural art
World of Illustrate how paintings and photographs can *Concept Formation *Mural painting *miniature
Visual Arts be used to understand the cultural *Concept Mapping *Scroll painting
history of a period. *Imperial history painting
*Oil painting
*Showing Paintings through
multimedia.

11 The Making Outline the major * Discussion Make a picture presentation Write notes on—
of the developments within the method of the following:‐ Government of India Act 1919
National national movement and *Interactive method a)Dandi March
Movement focus on a detailed study b)Jallianwala Bag incident.
 1870-1947. of one major event. * Multimedia chart of
Independence movement of
India.

12 India after Discuss the successes Discussion Collect pictures of the leaders Who is known as the father of
Independence and failures of the *Brain Storming of India and find out history Indian Constitution and why?
Indian democracy in *Concept Formation associated with them.
the last sixty seventy years. *Concept Mapping

Civics
1 The Indian * To understand the basic structure of the * Discussion Elect a student council make The Indian Constitution is
Constitution Constitution method rules and regulations for called a living documents’.
*Develop an *Interactive method class. How?
understanding of the rule of * Multimedia to be used to
law and our involvement with understand the making and
the law. importance of the Indian
•Understand the Constitution.
Constitution as the primary
source of all our laws.

2 Understanding * Understand why India chose a Discussion A Mock parliament Session. Describe the importance of
Secularism parliamentary form of government. *Brain Storming *Topic will be suggested to separating religion from the
* Gain a sense/rationale of the *Concept Formation the class. state.
essential elements of the *Concept Mapping *Each team will play its role
parliamentary form of government. accordingly.
* multimedia on secularism.
3 Why do we * Understand the main elements of our Discussion Watch question hour of the * to read the chapter* Who are
need a judicial structure. *Brain Storming parliament on T.V. and the people in the parliament?
Parliament * Appreciate the need for the processes *Concept Formation discuss how effective is
followed. *Concept Mapping question hour according to
* Significant differences between you.
criminal and civil law. * multimedia on the
functioning of the parliament.
4 Understanding * to understand that all are equal before ** Discussion *Make a list of all major * Write a short note on
Laws law. method amendments that have taken unpopular and controversial
*Law making process in the parliament. *Interactive method place after making of the laws.
 Constitution of India.
* Multimedia chart on
understanding laws.
5 Judiciary * to understand structure of Indian judicial Discussion * Design a web chart on the * to read the chapter.
system. *Brain Storming structure of Judiciary in *Describe the structure of
*to know the role of the Judiciary in *Concept Formation India. courts in India.
Indian democracy. *Concept Mapping * multimedia
6 Understanding * to understand criminal justice system in * Discussion *Design a sample FIR related * Describe the role of Police in
our Criminal India. method to any crime that has investigating a crime.
Justice System * the role of Police and court in the *Interactive method happened in your locality.
criminal justice system in India. * multimedia
7 Understanding * to know about major marginalized Discussion * Poster making on Social * Write a short note on
Marginalization sections of the society. *Brain Storming Justice in gender equality, Minorities and
* the scheduled castes, scheduled tribes *Concept Formation caste, religious harmony. Marginalization.
and the Muslims and women are major *Concept Mapping * multimedia
marginalized groups in India.
8 Public Facilities * to familiarize students about basic needs * Discussion * Do you think that lack of * to read the chapter.
which are provided by the government as method access to proper sanitation *Write a note on public water
public facilities. *Interactive method facilities affects peoples’ supply in your city.
lives? How?
* multimedia on various
public facilities.
9 Law and Social * to understand the importance of *Discussion method * Make a collage of Bhopal * to read the chapter.
Justice Fundamental Rights. *Interactive method gas Tragedy. *Why do think enforcement of
* to understand the role of law in * Use of multimedia to safety laws is important in any
protecting the Rights of Dalits and understand law and Social factory?
Adivasis. justice.
* multimedi

Geography
1 Resources Understand the resources Discussion Make a list of maximum 7.‘It is said that resources
Awareness about location, variety *Brain Storming number of different resources saved are resources created.’
and distribution of resources *Concept found in your surroundings. Discuss
Develops awareness towards Formation * multimedia chart of
resource conservation *Concept Mapping resources.
2 Land,Soil,Wat Know about the meaning of land resources Discussion *Draw or snap a picture of soil *Prepare a list of national
er,Natural and soil conservation. Understand the *Brain Storming erosion in your surrounding parks, wildlife sanctuaries,
Vegetation and importance of resources in our life. *Concept and paste here. biosphere reserves of India.
Wildlife Formation * use of multimedia chart map
resources *Concept Mapping to elaborate important natural
resources.
3 Mineral and Awareness about uses and * Discussion *On the outline map of the *Describe the formation of
Power distribution of minerals. method world, show the following: coal.
Resources Differentiates between *Interactive (a)One mica producing area in * Make a list of important
conventional and nonconventional method India mineral and energy resources.
sources of energy (b)Two areas of mica
producing in North America.
* multimedia
4 Agriculture Understanding the natural resources Discussion *On the outline map of the *Why is rice known as ‘labor-
provided by agriculture and *Brain Storming world, show the following: intensive’ crop?
appreciates their importance in our *Concept (a)Two important tea * Why agriculture is called a
life. Formation producing countries primary economic activity?
Awareness about the location and *Concept Mapping (b)Coffee producing areas in
distribution of main crops. Asia
(c)A country known as ‘Sugar
Bowl’
* multimedia
5 Industries *Recalling secondary activities Discussion *On an outline map of the *Distinguish between agro
*Able to define industries on the basis of *Brain Storming world, identify the following: based industry and heavy
raw material, size and ownership *Concept (a)Pittsburg industries.
*The meaning of industrial regions and Formation (b)Ruhr Valley
location and distribution in the world *Concept Mapping (c) Damodar Valley
with special reference in India. * multimedia
6 Human Awareness about human resources. Discussion * Analysis of the population *What is a population
Resources Appreciate the gender quality and *Brain Storming distribution in the world. pyramid?
respect for human dignity. *Concept Multimedia to be used to * to read the chapter.
Analysis of the population distribution Formation understand the density of
in the world. *Concept Mapping population in the world.
Understanding the factors affecting * multimedia
distribution of population.
 Disaster Management
1 Earthquake and * to understand the meaning of earthquake * Discussion * Prepare a report on Major * On a outlined map of India
Cyclone and cyclone as hazard and disaster. method events of Earthquakes and show the Earthquake zones.
*to know the mitigation strategies of *Interactive cyclones in our country of last
earthquake and cyclone. method five years.
* multimedia

2 Flood and * to familiarize with the meaning and effects * Make a collage of Floods and * on the outlined map of India
Drought of Flood and Drought. *Concept Droughts. show the major areas affected
Formation * Use of multimedia chart map by floods and droughts.
*Concept Mapping to know the areas generally
affected by flood and drought.

MATHEMATICS
S Lesson/ Objective / Learning Outcomes Methodology Teaching Aids Activity
No Chapter Name
Rational By the end of this lesson students will be able Deductive method  Use of ICT  Mathematics lab activities
Numbers to….  Chart showing  Oral test
1  Understand properties of rational numbers. Problem solving the properties  Classroom Activity: Large graph
 Represent rational numbers on number line. method of Rational paper and mass involvement of
 Find rational numbers between two rational Numbers students needed
numbers. Comparing numbers using a number line
 Link with daily life and find suitable condition (Negative rational Numbers)
for applying the concept. Students may be asked to represent the
 Apply operations on rational numbers rational numbers on number line.
Linear By the end of this lesson students will be able Inductive method  Use of ICT  Mathematics lab activity
Equations In to….  Use of chalk
2 Problem solving
One Variable  Frame linear equation and duster
 Solve linear equation having variable in one
side as well as on both sides
 Solve word problems based on linear equation
3 Understandin By the end of this lesson students will be able Demonstration  Use of ICT Group work
g to…. method  Chart showing  Demonstration
Quadrilateral some  Mathematics lab activities
s  Identify the polygons Problem solving quadrilaterals 1. To verify the sum of the interior angles
 Understand diagonals of polygons with their of a quadrilateral is 3600 by using activity
 Understand properties of quadrilaterals based properties. method.
on sides, angles, diagonals 2. To verify that the opposite angles of a
parallelogram are equal, by using activity
method.
3.To verify that the diagonals of a
rectangle are equal by using activity
method.
4 Practical By the end of this lesson students will be able Heuristic method  Use of ICT  Geo board activity
Geometry to….  Use of  Demonstration
Demonstration geometrical  Mathematics lab activities
 Identify different parts and types of method instruments Teacher may show math lab objects
quadrilaterals foe drawing and tools to explain criteria.
 Extend construction from basics to some specific Students may be asked to submit
quadrilaterals angles and project and models made with sticks
 Apply suitable construction criterion quadrilaterals. to form quadrilaterals following the
 Link with acquired skill criteria.
 Analyse and finds own way of constructing Students may be asked to perform by
special quadrilateral paper folding activity to justify the
constructions.

5 Data By the end of this lesson students will be able Project method  Use of ICT  Mathematics lab activities,
Handling to…. Problem solving  Use graph  Survey
method board Collect information from your class
 Know about data about which sports among the
 Understand distribution table, bar graph, pie following, is each ones favorite and
chart
write it down against the name of the
 Differentiate bar graph and histogram
pupil.
 Applies probability
Football, basketball, cricket, handball,
Now organize the data using tally marks.
6 Squares and By the end of this lesson students will be able Deductive method  Use of ICT  Mathematics lab activities
Square Roots to…  Use of models Put three different numbers in the circles
Problem solving so that when you add the numbers at the
 Know about square numbers end of each line you always get a perfect
 Find square of numbers square.
 Understand relationship of square number and
its square root
 Understand various methods to find square
root

7 Cubes And By the end of this lesson students will be able Deductive method  Use of ICT  Mathematics lab activities
Cube Roots to….  Use of rubric Students will be given 8 small cubes
Problem solving cube for the (dice) to form a larger cube.
 Find cube root of a number by prime demonstration
factorization method The number of cubes in each side of
 Estimate cube root of a number larger cube is the
 Apply knowledge of cube roots cube root of 8 (i. e.
2)

8 Comparing By the end of this lesson students will be able to..
Quantities
 Understand and derive the formulae as
generalization of cases
 compare the quantities
 Link with real life influenced fully with money
transaction, comparing, savings and percentage
 Apply the concepts to solve problems from
different spheres using the concepts in own
ways
 Find problems and solve for which simple and
compound interest applies
Project method  Use of ICT  Money transaction game ( Dummy
Problem solving Currencies)
 Group work
 Class activity-
Teacher can organize an activity which
involves purchasing, depositing and
borrowing money, cases of simple and
compound interest.
Teacher can involve all the students using
dummy currencies to explain Profit, Loss,
Simple Interest and Compound Interest
staring with Rs 100 or Rs 1000
9 Algebraic By the end of this lesson students will be able Inductive method  Use of ICT  Group work
Expressions & to…. Problem solving  Chart showing  Mathematics lab activities
Identities method the types of To verify (a + b)2 = a2 + 2ab + b2 by
 Identify monomials, binomials and other algebraic using activity method
polynomials expressions Take a graph paper/squared sheet
 Find addition and subtraction of algebraic paper, mark a square of side 5 cm,
expressions another square of side 3 cm and two
 Understand the process of multiplication of rectangles each having sides 5 cm and
polynomials 3 cm.
 Identify and use the identities Colour the two squares using two
different colours and colour both the
rectangles using a third colour.
Write their areas in their respective
regions.
Now cut the squares and rectangles.
Paste them on a sheet of paper to
complete the square
10 Visualizing By the end of this lesson students will be able Demonstration  Use of ICT  Individual
Solid Shapes to…. method  Use of 3D  Group work
Problem solving Models  ICT,
 Recognise 2D and 3D shapes method  Use of charts  Mathematics lab activities
 Identify top, front and side view of solids showing some Verify Euler’s formula for given
 Read and draw maps 2D figures solid:
 Understand various polyhedron
 Know Euler’s formula
 Verify Euler’s formula

Mensuration By the end of this lesson students will be able Demonstration  Use of ICT  Individual
11 to…. method  Use of Charts  Group work
 Understand of measurements of polygons Problem solving showing some  ICT,
 Find area of trapezium and method 2D figures  Mathematics lab activities
formation of formula to find surface area of  3D Models To determine a formula for the curved
cube, cuboid and cylinder surface area of a cylindrical can by
 Find surface area of cube, cuboid and cylinder activity method.
 Find volume of cube, cuboid and cylinder Wrap a sheet of paper snugly around the
 can and tape it together.
Trim the paper at the top and bottom to
match the shape of the can.
Then slide the paper off the can and cut
this paper cylinder parallel to its axis so
that it forms the rectangle shown in the
following diagram.

12 Exponents By the end of this lesson students will be able Inductive method  Use of ICT,  Quiz
And Powers to…. Problem solving  Chart showing  Class Group activity
method the Let us convert 3500 = 3.5 X 1033.5 is
 Understand the concepts of exponents and interconversio between 1 and 10; we go from larger
powers n of large number to smaller number, So we use a
 solve sums related to exponents numbers in Positive Exponent 0.0000001 = 1 X 10-7
 Get Knowledge of large and small numbers standard form 1 is between 1 and 10; we go from
 express large and small numbers in standard smaller number to larger number,
form So we use a Negative Exponent.
0.123456 = 1.23456 X 10-1 1.234565 is
between 1 and 10; we go from smaller
Number to larger number, So we use a
Negative Exponent.
13 Direct and By the end of this lesson students will be able to.. Deductive method  Use of ICT  Group work
inverse  Understand the relation between two quantities Problem solving   Oral test
proportion  Identify and analyse direct and inverse method  Mathematics lab activities
proportions Teacher can conduct classroom activity to
 represent word problems in mathematical form make the students understand.
 Correlate the concept to real life and apply to A student covers a notebook in 10
find the solution of problems. minutes.
How many such notebooks can he cover
in 30 minutes?
10 Min-1 NB , 20 Min-2 NB, 30Min-3NB
14 Factorization By the end of this lesson students will be able to.. Problem solving  Use of ICT  Group work
 Understand the factors method  Chart showing  Mathematics lab activities
 Understand the suitable identity the processes
 Differentiate between expansion and of
factorization. factorisation
 Use of algebraic identities in factorisation
15 Introduction By the end of this lesson students will be able Demonstration  Use of ICT  Mathematics lab activities
to graphs to…. method  Use of graph To identify and write the coordinates of
 Draw the graph paper to point from the graph.
 Draw the conclusion from graph demonstrate
 Plot the given points on graph paper graph plotting

16 Playing with By the end of this lesson students will be able to.. Lecture method  Use of ICT  Mental Computation
numbers  Understand the divisibility rules. Inductive method  Use of flesh  Flash card activity
 Compare andAnalyse numbers based on cards Teacher can play a flash card game in
divisibility  Chart showing which students are given number cards of
 Compute and solve with indirect ways the divisibility 2,3,4,5,6,8,9,10 and 11.
 Find logic and apply on similar cases rules of Teacher shows a number and asks the
 Identify numbers as odd, even, prime and numbers students to check the divisibility with the
composite etc. number on number on number card.
 Apply divisibility rules on numbers.
 Represent numbers in interesting ways.
 Appreciating the beauty of number
 ISLAMIC
S Lesson/ Objective / Learning Outcomes Methodology Teaching Activity
No. Chapter Name Aids
1. Iman Bil To tell the students about Iman Bill Akhirah and its Meaning and explanation Book Write short notes on Iman Bil
Akhirah importance Akkhirah
To explain the efforts of Iman Bil Akhirah
2. Heaven and To explain the students about heaven, its comforts , and Meaning and explanation Book Learn the supplications for
Hell the happenings of Jahannum protection from the hell fire
3. Prophet To tell the students about the life of prophet Dawood (A.S) Meaning and explanation Book To tell some instances from the
Dawood (A.S) and the special favors of bestowed upon him life of Dawood (A.S)
4. Taqwa To tell the students about tawqa and its advantages Meaning and explanation Book To explain Quranic verses
regarding taqwa
5. Rights of To tell the students about the rights of animals and the Meaning and explanation Book To explain some examples
Animals benfits of treating them with kindness Hadiths on rights of animals
6. Israf To tell the students about the forms of Israf and the harms Meaning and explanation Book Learn the supplication on Isarf
caused by it
7. Consoling the To tell the students about the importance of ayadah and its Meaning and explanation Book Learn the etiquettes of ayadah
Sick rewards
8. Rights of Non – To explain the students the rights of Non – Muslims for which Meaning and explanation Book To tell some examples on how
Muslims a Muslim is duty bound prophet (S.A.W) treated Non –
Muslims
9. Prophet Isa (A.S) To tell the students about the life of Isa (A.S) and the science Meaning and explanation Book Learn all the titles of prophet Isa
given to him (A.S)
10. Halal and Haram To tell the students about the permissible in forbidden things Meaning and explanation Book Write a short note on
Mutashabihat
11. Fashion To tell the students about the islamic dress code and the Meaning and explanation Book Explain how fashion leads to
harmful effects of fashion decline
12. Two festival of To tell the students about the festivals of Eid and etiquettes of Meaning and explanation Book Memorise the wordings od
Eid Eiden takbeer
 HINDI
S. Lesson/ Objectives / Learning Outcomes Methodology Teaching Aids Activity
No Chapter
Name
1 ¼dkO;  Nk=ksa esa dfork ds çfr #fp çnku djuk rFkk vk'kkoknh n`f"Vdks.k cukuk Nk= }kjk loZçFke dfork dk y?kq ,oa dVhj m|ksxksa ds
[k.M½/ofu] i;kZoj.k ij laosnu'khyrk fn[kkuk y?kq ,oa dqVhj m|ksxksa dks çksRlkgu okpu ,oa v/;kid }kjk v/;;u, cPpksa xzkeh.k vkSj 'kgj ds vk/kkj ij cPPkksa ls fØ;k
¼dfork½ nsukA dfork dk HkkokFkZ dfBu 'kCn okrkoj.k dk vUrj Li"V dyki djokuk rFkk ck¡l
 ç'u-mRrj, Hkk"kk dk v/;;u ls djukA dh cuh gqbZ phtksa ls x`g
lEcfU/kr ç'uA dk;Z djkukA
|

|
2 nhokuksa dh  Nk= }kjk loZçFke dfork dk
gLrh¼dfork½ okpu ,oa v/;kid }kjk v/;;u,
| dfork dk HkkokFkZ dfBu 'kCn |
 ç'u-mRrj, Hkk"kk dk v/;;u ls
| lEcfU/kr ç'uA

|
3 Hkxoku ds  Nk= }kjk loZçFke dfork dk
Mkfd;s | okpu ,oa v/;kid }kjk v/;;u,
¼dfork½  | dfork dk HkkokFkZ dfBu 'kCn
 |
, | ç'u-mRrj, Hkk"kk dk v/;;u ls
lEcfU/kr ç'uA

|
4 ;g lcls  Nk= }kjk loZçFke dfork dk
dfBu le; | okpu ,oa v/;kid }kjk v/;;u,
ugha¼dfork½  | dfork dk HkkokFkZ dfBu 'kCn
|
 | ç'u-mRrj, Hkk"kk dk v/;;u ls
lEcfU/kr ç'uA

|
5 dchj dh  dchj dh lkf[k;ksa esa Kku çse rFkk HkfDr dh Hkkouk ifjiw.kZ gS rFkk muds Nk= }kjk loZçFke ikB dk okpu dchj ds tUe ls ysdj
lkf[k;k¡¼dchj½ HkfDr ds jgL;dks Kku esa Hkh cPpksa eas mnkgj.k ,oa v/;kid }kjk v/;;udfork d{kk esa HkfDrdky ds dfo;ksa deZ rd ds LFkku dks
dk HkkokFkZ dfBu 'kCn dh iwjh tkudkjh nsukA cPpksa esa Kku çlkfjr
lfgr ç'u&mRrj Hkk"kk v/;;u ls djrk rFkk cPpksa esa dchj
 lEcfU/kr ç'uA dh thouh dk pfj=
fp=.k djukA

|
6 ¼x| [k.M½  yk[k dh pwfM+;k¡ dgkuh ls gesa y?kq ,oa dqVhj m|ksxksa ds ckjs esa tkudkjh Nk=ksa }kjk ikB dk okpu yk[k dh pwfM+;ksa ds
yk[k dh nsukA v/;kid }kjk ikB dk v/;;u fo|ky; dh vksj ls cPpksa dks dkj[kkuksa esa cPpksa dks
pwfM+;k¡  m|ksx djkuk ç'u&mRrj dgkuh ls ,sfrgkfld LFkkuksa esa ;k=k fo|ky; dh vksj ls ysdj
vkxs ç'u&mRrj Hkk"kk dk djokukA tkuk vkSj mUgsa bldk
| v/;;u dfBu 'kCnksa dk p;u egRo crkukA
 vFkZ Li"V djukA
|
7 cl dh ;k=k  fo|kfFkZ;ksa esa lekt dh orZeku fLFkfr voxr djkuk rFkk lkekftd ifjos'k Nk=ksa }kjk ikB dk okpu ;k=k fo=kUr ds ckjs esa
dh tkx#drk mRiUu djukA v/;kid }kjk ikB dk v/;;u fucU/k fy[kokuk cPpksa
djkuk ç'u&mRrj dgkuh ls dksA
 vkxs ç'u&mRrj Hkk"kk dk
| v/;;u dfBu 'kCnksa dk p;u
vFkZ Li"V djukA

|
|
8 fpfV~B;ksa dh  fpfV~B;ksa dh vuks[kh nqfu;k eas fpfV~B;ksa ds egRo dks crk;k x;k gS rFkk Nk=ksa }kjk ikB dk okpu Mkd[kkus dh fof'k’Vrk cPpksa Mkd[kkus ls iksLVdkMZ
nqfu;k muds i`"B Hkwfe esa fdl rjg ge viuh Hkkvksa vkSj fopkjksa dks çdV djukA v/;kid }kjk ikB dk v/;;u dks crk,aA cPPksa esa forj.k djds rkj
 , djkukdgkuh ls vkxs rFkk fpfV~Bh fy[kus ds
ç'u&mRrjHkk"kk dk v/;;u çfØ;k dks fl[kk;s rFkk
dfBu 'kCnksa dk p;u vFkZ Li"V cPpksa eas muds ?kjksa esa
djukA iksLV dj nsaA
9 dkepksj]  dkepksj dgkuh esa ysf[kdk us la;qDr ifjokj dh vFkZO;oLFkk dks fn[kkus dh Nk=ksa }kjk ikB dk okpu dkepksj dgkuh esa ,dy
¼dgkuh½ ps"Vk dh gSA v/;kid }kjk ikB dk v/;;u ifjokj vkSj la;qDr ifjokj
 djkuk, dgkuh ls vkxs ds vUrj ij ,d o`{k
ç'u&mRrj, Hkk"kk dk v/;;u, rkfydk cuok;kA
dfBu 'kCnksa dk p;u vFkZ Li"V
| djukA

|
10 tc flusek us  tc flusek us cksyuk lh[kk ikB ds vuqlkj flusek ds ;k=k çFke ls var Nk=ksa }kjk ikB dk okpu vk/kqfud flusek iqjkuh
cksyuk rd djok;k x;k gS ftlds ek/;e ls gesa ;g irk pyrk gS fd ge fdrus v/;kid }kjk ikB dk v/;;u flusek esa vUrj Li"V
lh[kk¼fucU/k½ fodkl'khy gks x;s gSa ;g cPpksa esa crkukA djkuk ç'uksa&mRrj dgkuh ls djrs gq, ,d fucU/k
 vkxs ç'u&mRrj Hkk"kk dk fy[kok,aA
v/;;u dfBu 'kCnksa dk p;u
| vFkZ Li"V djukA


11 tgk¡ ifg;k gS  rfeyukMq dh efgykvksa esa vkus okyhLora=rk dk Lokyacu vkfFkZd Lora=rk Nk=ksa }kjk ikB dk okpu lkbZfdy dh bfrgkl dh ikB ls lEcfU/kr lkbZfdy
rFkk l'kfDr dj.k ds fopkjksa dk o.kZu fd;k x;k gS Nk=ksa esa bldk v/;kid }kjk ikB dk v/;;u tkudkjh d{kk esa cPpksa çf’k{k.k
Li"Vhdj.k djsaA djkuk ç’uksa&mRrj dgkuh ls dsUnz dk çpkj çlkj gsrq
çpkj çlkj djsaA foKkiu rS;kj dhft,A
vkxs ç’u&mRrj dk

v/;;u dfBu Cnksa dk p;u
? | vFkZ Li”V djukA
 |
|

12 ikuh dh dgkuh  jpukRed ,oa dykRed {kerk dk fodkl rFkk ftKklq çxfr dk fodkl Nk=ksa }kjk ikB dk okpu ty lap; rFkk ty
rFkk foKku dh #fp ij mRiUu djuk oSKkfud le{k tkx#drk çkIr v/;kid }kjk ikB dk v/;;u laj{k.k ij d{kk esa fucU/k
djukA djkuk ç'u&mRrj dgkuh ls fy[kok,a vkSj ml ij
vkxs ç'u&mRrj Hkk"kk dk ikuh cpkvksa ij ,d pkVZ
 v/;;u dfBu 'kCnksa dk p;u | isij ij pfj= fp=.k
vFkZ Li"V djukA djok,aA
|

13 ckt+ vkSj lk¡i  thou ds çfr lkdkjkRed vkSj n`f"Vdks.k dks c<+kok nsuk vPNs fe= dh Nk=ksa }kjk ikB dk okpu mnkgj.k }kjk cPpksa dks
igpku djokuk vkSj vkilh esy >ksy dks c<+kok nsukA v/;kid }kjk ikB dk v/;;u Li”Vhdj.k djuk vkSj
djkuk ç’u&mRrj dgkuh ls vkxs | Nk=ksa ls okrkZ yki djukA

ç’u&mRrj Hkk”kk dk v/;;u
| dfBu ‘kCnksa dk p;u vFkZ Li”V
 djukA
|
14 ¼O;kdj.k  vH;kl iqfLrdk ij buds ç’u&mRrj le>k,a rFkk muls vH;kl djok,aA loZçFke budh ifjHkk”kk le>k,a d{kk esa O;kdj.k ds bu
[k.M½o.kZ  | d{kk eas fy[kok,a rFkk ‘;ke iB lw=ksa ds ç’u&mRrjdh
foPNsnmilxZ& ij le>k,aA çfr;ksfxrk djok,aA
çR;;dkjd] 
lekl] laf/k | |

15 eqgkojsa vkSj  vH;kl iqfLrdk ij buds ç’u&mRrj le>k,a rFkk muls vH;kl djok,aA loZçFke budh ifjHkk”kk le>k,a d{kk esa O;kdj.k ds bu
yksdksfDr;k¡laca/kc d{kk eas fy[kok,a rFkk ‘;ke iB lw=ksa ds ç’u&mRrj dh
ks/kdleqPp;cks/kd  ij le>k,aA çfr;ksfxrk djok,aA
|
 - |
|

16 in ifjp;,  vH;kl iqfLrdk ij buds ç’u&mRrj le>k,a rFkk muls vH;kl djok,aA loZçFke budh ifjHkk"kk le>k,a d{kk esa O;kdj.k ds bu
jpuk ds vk/kkj  d{kk eas fy[kok,a rFkk ';ke iB lw=ksa ds ç'u&mRrj dh
ij ij le>k,aA çfr;ksfxrk djok,aA
| |
okD;#ikUrj.k,
vyadkj] ,
foKkiu,i=,
vuqPNsn@vifB
r
|
 ADVANCE URDU

 /      /    /   

     

                         
               

   
           


  

    
 

      
    
     
   
  

      
  
                
      "  
    
                
         
    
                 

              
           
              
        
    
                   

        
         
   

                     
     
                  
            

                         
            
                 
   
   
                     
        
              
 
         


                   

        

             

  
 
       

                       
          

       
  

   
         

                   
  

                        
  
         
                         

          


        
                   
    
         
 
                   " " 
        
        
        

         

                      
 
                  
         

 
  
  
             
 

 
 
  
               / 
 
     
 
                  
  
    
 

                 

 
 ARABIC
Activity Teaching Aids Methodology Objective/Learning Lession/Chapter S. No.
Outcome Names

     
     
         
  01

   
  
  
     
         02

    
  
  
              03

 
   
 
       04

 
   
 
          05

 
   
 
         
 

 06

 
   
 
            07

  
   
 
              08

  
   
 
           09

    

  
  
               10

  
   
 
          11

  
   
 