CBSE Class 10 Syllabus

563

Syllabus for Science

First Term SA-I

First Term Units

Marks

I.

Chemical Substances

33

II.

World of Living

21

IV.

Effects of Current

29

V.

Natural Resources

7

Total

90

 Unit I: Chemical Substances – Nature and Behaviour

  • Chemical reactions:Chemical equation, Balanced chemical equation, implications of a balanced chemical equation, types of chemical reactions: combination, decomposition, displacement, double displacement, precipitation, neutralization, oxidation and reduction.
  • Acids, bases and salts:Their definitions in terms of furnishing of H+ and OH- ions, General properties, examples and uses, concept of pH scale(Definition relating to logarithm not required), importance of pH in everyday life; preparation and uses of sodium hydroxide, Bleaching powder, Baking soda, Washing soda and Plaster of Paris.
  • Metals and non metals:Properties of metals and non-metals, reactivity series, formation and properties of ionic compounds, basic metallurgical processes, corrosion and its prevention.

Unit II: World of Living

  • Life processes:“living being”. Basic concept of nutrition, respiration, transport and excretion in plants and animals.
  • Control and co-ordination in animals and plants:Tropic movements in plants; Introduction to plant hormones; control and co-ordination in animals: nervous system; voluntary, involuntary and reflex action, chemical co-ordination: animal hormones.

Unit IV: Effects of Current

  • Electric current, potential difference and electric current. Ohm’s law; Resistance, Resistivity, Factors on which the resistance of a conductor depends. Series combination of resistors, parallel combination of resistors and its applications in daily life. Heating effect of electric current and its applications in daily life. Electric power, Inter relation between P, V, I and R.
  • Magnetic effects of current:Magnetic field, field lines, field due to a current carrying conductor, field due to current carrying coil or solenoid; Force on current carrying conductor, Fleming’s left hand rule. Electromagnetic induction. Induced potential difference, Induced current. Fleming’s Right Hand Rule, Direct current. Alternating current: frequency of AC. Advantage of AC over DC. Domestic electric circuits.

Unit V: Natural Resources

  • Sources of energy:Different forms of energy, conventional and non-conventional sources of energy: fossil fuels, solar energy; biogas; wind, water and tidal energy; nuclear energy. Renewable versus non-renewable sources.

Second Term SA-II

Second Term Units

Marks

I. Chemical Substances – Nature & Behaviour

23

II. World of Living

30

III. Natural Phenomenon

29

V.

Natural Resources

8

Total

90

 Unit I: Chemical Substances – Nature and Behaviour

  • Carbon compounds:Covalent bonding in carbon compounds. Versatile nature of carbon. Homologous series Nomenclature of carbon compounds containing functional groups (halogens, alcohol, ketones, aldehydes, alkanes and alkynes), difference between saturated hydrocarbons and unsaturated hydrocarbons. Chemical properties of carbon compounds (combustion, oxidation, addition and substitution reaction). Ethanol and Ethanoic acid (only properties and uses), soaps and detergents.
  • Periodic classification of elements:Need for classification, Modern periodic table, gradation in properties, valency, atomic number, metallic and non-metallic properties.

Unit II: World of Living

  • Reproduction:Reproduction in animal and plants (asexual and sexual) reproductive health-need for and methods of family planning. safe sex vs HIV/AIDS. Child bearing and women’s health.
  • Heridity and evolution:Heredity; Mendel’s contribution- Laws for inheritance of traits: Sex determination: brief introduction; Basic concepts of evolution.

Unit III: Natural Phenomenon

  • Reflection of light at curved surfaces, Images formed by spherical mirrors, centre of curvature, principal axis, principal focus, focal length, mirror formula (Derivation not required), magnification.
  • Refraction; laws of refraction, refractive index.
  • Refraction of light by spherical lens, Image formed by spherical lenses, Lens formula (Derivation not required), Magnification. Power of a lens; Functioning of a lens in human eye, defects of vision and their corrections, applications of spherical mirrors and lenses.
  • Refraction of light through a prism, dispersion of light, scattering of light, applications in daily life.

Unit V: Natural Resources

  • Conservation of natural resources
  • Management of natural resources. Conservation and judicious use of natural resources. Forest and wild life, coal and petroleum conservation. Examples of People’s participation for conservation of natural resources.
  • The Regional environment:Big dams: advantages and limitations; alternatives if any. Water harvesting. Sustainability of natural resources.
  • Our environment:Eco-system, Environmental problems, Ozone depletion, waste production and their solutions. Biodegradable and non-biodegradable substances.

First Term Practicals

  1. To find the pH of the following samples by using pH paper/universal indicator:
  2. Dilute Hydrochloric Acid
  3. Dilute NaOH solution
  4. Dilute Ethanoic Acid solution
  5. Lemon juice
  6. Water
  7. Dilute Sodium Bicarbonate solution
  8. To study the properties of acids and bases (HCl & NaOH) by their reaction with:
  9. Litmus solution (Blue/Red)
  10. Zinc metal
  11. Solid sodium carbonate
  12. To perform and observe the following reactions and classify them into:
  13. Combination reaction
  14. Decomposition reaction

iii. Displacement reaction

  1. Double displacement reaction

1) Action of water on quick lime

2) Action of heat on ferrous sulphate crystals

3) Iron nails kept in copper sulphate solution

4) Reaction between sodium sulphate and barium chloride solutions

  1. i) To observe the action of Zn, Fe, Cu and Al metals on the following salt solutions:
  2. ZnSO4(aq)
  3. FeSO4(aq)
  4. CuSO4(aq)
  5. Al2(SO4)3(aq)
  6. ii) Arrange Zn, Fe, Cu and Al (metals) in the decreasing order of reactivity based on the above result.
  7. To study the dependence of potential difference (V) across a resistor on the current (I) passing through it and determine its resistance. Also plot a graph between V and I.
  8. To determine the equivalent resistance of two resistors when connected in series.
  9. To determine the equivalent resistance of two resistors when connected in parallel.
  10. To prepare a temporary mount of a leaf peel to show stomata.
  11. To show experimentally that light is necessary for photosynthesis.
  12. To show experimentally that carbon dioxide is given out during respiration.

Second Term Practicals

  1. To study the following properties of acetic acid (ethanoic acid):

i) odour

ii) solubility in water

iii) effect on litmus

iv) reaction with sodium bicarbonate

2. To study saponification reaction for preparation of soap.

3. To study the comparative cleaning capacity of a sample of soap in soft and hard water.

4. To determine the focal length of: Concave mirror and Convex lens- by obtaining the image of a distant object.

  1. To trace the path of a ray of light passing through a rectangular glass slab for different angles of incidence. Measure the angle of incidence, angle of refraction, angle of emergence and interpret the result.
  2. To study (a) binary fission in Amoeba, and (b) budding in yeast with the help of prepared slides.
  3. To trace the path of the rays of light through a glass prism.
  4. To find the image distance for varying object distances in case of a convex lens and draw corresponding ray diagrams to show the nature of image formed.
  5. To study homology and analogy with the help of models/charts of animals and models/ charts/ specimens of plants.
  6. To identify the different parts of an embryo of a dicot seed (Pea, gram or red kidney bean).

 

Syllabus for Mathematics

Assessment Structure

As per CCE guidelines, the syllabus of Mathematics for classes IX and X has been divided term wise. The units specified for each term will be assessed through both formative and summative assessment. In each term, there will be two formative assessments, each carrying 10% weightage (Thus each year there will be a total of four formative assessments). Summative assessments are two in all- one in each term. Each summative assessment will carry 30% weightage. The Question Paper includes value based question to the extent of 3-5 marks.

First Term Syllabus

First Term Units (SA-I)

Marks

I. Number System

11

II. Algebra

23

III. Geometry

17

IV. Trigonometry

22

V. Statistics

17

 

Total

90

 UNIT I: NUMBER SYSTEMS

  1. REAL NUMBERS

Euclid’s division lemma, Fundamental Theorem of Arithmetic – statements after reviewing work done earlier and after illustrating and motivating through examples, Proofs of results – irrationality of √2, √3, √5, decimal expansions of rational numbers in terms of terminating/non-terminating recurring decimals.

UNIT II: ALGEBRA

  1. POLYNOMIALS

Zeros of a polynomial. Relationship between zeros and coefficients of quadratic polynomials. Statement and simple problems on division algorithm for polynomials with real coefficients.

  1. PAIR OF LINEAR EQUATIONS IN TWO VARIABLES

Pair of linear equations in two variables and their graphical solution. Geometric representation of different possibilities of solutions/inconsistency.

Algebraic conditions for number of solutions. Solution of a pair of linear equations in two variables algebraically – by substitution, by elimination and by cross multiplication method. Simple situational problems must be included. Simple problems on equations reducible to linear equations may be included.

UNIT III: GEOMETRY

  1. TRIANGLES

Definitions, examples, counter examples of similar triangles.

  1. (Prove) If a line is drawn parallel to one side of a triangle to intersect the other two sides in distinct points, the other two sides are divided in the same ratio.
  2. (Motivate) If a line divides two sides of a triangle in the same ratio, the line is parallel to the third side.
  3. (Motivate) If in two triangles, the corresponding angles are equal, their corresponding sides are proportional and the triangles are similar.
  4. (Motivate) If the corresponding sides of two triangles are proportional, their corresponding angles are equal and the two triangles are similar.
  5. (Motivate) If one angle of a triangle is equal to one angle of another triangle and the sides including these angles are proportional, the two triangles are similar.
  6. (Motivate) If a perpendicular is drawn from the vertex of the right angle of a right triangle to the hypotenuse, the triangles on each side of the perpendicular are similar to the whole triangle and to each other.
  7. (Prove) The ratio of the areas of two similar triangles is equal to the ratio of the squares on their corresponding sides.
  8. (Prove) In a right triangle, the square on the hypotenuse is equal to the sum of the squares on the other two sides.
  9. (Prove) In a triangle, if the square on one side is equal to sum of the squares on the other two sides, the angles opposite to the first side is a right traingle.

UNIT IV: TRIGONOMETRY

1 . INTRODUCTION TO TRIGONOMETRY

Trigonometric ratios of an acute angle of a right-angled triangle. Proof of their existence (well defined); motivate the ratios, whichever are defined at 0° and 90°. Values (with proofs) of the trigonometric ratios of 30°, 45° and 60°. Relationships between the ratios.

  1. TRIGONOMETRIC IDENTITIES

Proof and applications of the identity sin2A + cos2A = 1. Only simple identities to be given. Trigonometric ratios of complementary angles.

UNIT V: STATISTICS AND PROBABILITY

  1. STATISTICS

Mean, median and mode of grouped data (bimodal situation to be avoided). Cumulative frequency graph.

Second Term Syllabus

Second Term Units (SA-II)

Marks

II. Algebra (contd.)

23

III. Geometry (contd.)

17

IV. Trigonometry (contd.)

8

V. Probability

8

VI. Co-ordinate Geometry

11

VII. Mensuration

23

 

Total

90

 UNIT II: ALGEBRA (Contd.)

  1. QUADRATIC EQUATIONS

Standard form of a quadratic equation ax2+bx+c=0, (a ≠ 0). Solution of the quadratic equations (only real roots) by factorization, by completing the square and by using quadratic formula. Relationship between discriminant and nature of roots.

Situational problems based on quadratic equations related to day to day activities to be incorporated.

  1. ARITHMETIC PROGRESSIONS

Motivation for studying Arithmetic Progression Derivation of standard results of finding the nth term and sum of first n terms and their application in solving daily life problems.

UNIT III: GEOMETRY (Contd.)

  1. CIRCLES

Tangents to a circle motivated by chords drawn from points coming closer and closer to the point.

  1. (Prove) The tangent at any point of a circle is perpendicular to the radius through the point of contact.
  2. (Prove) The lengths of tangents drawn from an external point to circle are equal.
  1. CONSTRUCTIONS

1. Division of a line segment in a given ratio (internally).

2. Tangent to a circle from a point outside it.

  1. Construction of a triangle similar to a given triangle.

UNIT IV: TRIGONOMETRY

  1. HEIGHTS AND DISTANCES

Simple and believable problems on heights and distances. Problems should not involve more than two right triangles. Angles of elevation / depression should be only 30°, 45°, 60°.

UNIT V: STATISTICS AND PROBABILITY

  1. PROBABILITY

Classical definition of probability. Connection with probability as given in Class IX. Simple problems on single events, not using set notation.

UNIT VI: COORDINATE GEOMETRY

  1. LINES (In two-dimensions)

Review the concepts of coordinate geometry done earlier including graphs of linear equations. Awareness of geometrical representation of quadratic polynomials. Distance between two points and section formula (internal). Area of a triangle.

UNIT VII: MENSURATION

  1. AREAS RELATED TO CIRCLES

Motivate the area of a circle; area of sectors and segments of a circle. Problems based on areas and perimeter / circumference of the above said plane figures. (In calculating area of segment of a circle, problems should be restricted to central angle of 60°, 90° and 120° only. Plane figures involving triangles, simple quadrilaterals and circle should be taken.)

  1. SURFACE AREAS AND VOLUMES

(i) Problems on finding surface areas and volumes of combinations of any two of the following: cubes, cuboids, spheres, hemispheres and right circular cylinders/cones. Fructum of a cone.

(ii) Problems involving converting one type of metallic solid into another and other mixed problems. (Problems with combination of not more than two different solids would be taken)

Syllabus of Social Science

First Term Syllabus

First Term Units (SA-I)

Marks

I. India and the Contemporary World – II

23

II.

Contemporary India – II

23

III. Democratic Politics – II

22

IV. Understanding Economic Development

22

V. Disaster Management

 

Total

90

Unit 1: India and the Contemporary World – II

(In Sub-unit 1.1 you are required to choose two themes. In that sub-unit, theme 3 is compulsory and for 2nd theme you are required to choose any one from the first two themes. In Sub Units 1.2 and 1.3 you are required to choose any one theme from each. Thus you are required to study four themes in all.)

Sub-unit 1.2: Livelihoods, Economies and Societies

Any one of the following themes:

  1. The making of Global World:(a) Contrast between the form of industrialization in Britain and India. (b) Relationship between handicrafts and industrial production, formal and informal sectors. (c) Livelihood of workers. Case studies: Britain and India. (Chapter 4)
  2. The Age of Indutrialisation:(a) Patterns of urbanization (b) Migration and the growth of towns. (c) Social change and urban life. (d) Merchants, middle classes, workers and urban poor. (Chapter 5)

Case Studies: London and Bombay in the nineteenth and twentieth century.

  1. Work, Life and Leisure:(a) Expansion and integration of the world market in the nineteenth and early twentieth century. (b) Trade and economy between the two Wars. (c) Shifts after the 1950s. (d) Implications of globalization for livelihood patterns.

Case study: The post War International Economic order, 1945 to 1960s. (Chapter 6)

Sub-unit 1.3: Everyday Life, Culture and Politics

Any one of the following themes:

  1. Print Culture and the Modern World:(a) The history of print in Europe. (b) The growth of press in nineteenth century India. (c) Relationship between print culture, public debate and politics. (Chapter 7)
  2. Novels, Society and History:(a) Emergence of the novel as a genre in the west. (b) The relationship between the novel and changes in modern society. (c) Early novels in nineteenth century India. (d) A study of two or three major writers. (Chapter 8)

Unit 2: Contemporary India – II

  1. Resources and Development:Types – natural and human; Need for resource planning, natural resources, land as a resource, soil types and distribution; changing land-use pattern; land degradation and conservation measures. (Chapter 1)
  2. Forest and Wild Life Resources:Types and distribution, depletion of flora and fauna; conservation and protection of forest and wild life. (Chapter 2)
  3. Water Resources:Sources, distribution, utilization, multi-purpose projects, water scarcity, need for conservation and management, rainwater harvesting. (One case study to be introduced) (Chapter 3)
  4. Agriculture:Types of farming, major crops, cropping pattern, technological and institutional reforms; their impact; contribution of Agriculture to national economy – employment and output. (Chapter 4)

Map work [3 marks]

Unit 3: Democratic Politics – II

1 & 2. Power Sharing & Federalism: Why and how is power shared in democracies? How has federal division of power in India helped national unity? To what extent has decentralisation achieved this objective? How does democracy accommodate different social groups?(Chapter 1 & 2)

3 & 4. Democracy and Diversity & Gender Religion and Caste: Are divisions inherent to the working of democracy? What has been the effect of caste on politics and of politics on caste? How has the gender division shaped politics? How do communal divisions affect democracy? (Chapter 3 & 4)

Unit 4: Understanding Economic Development

  1. Development:The traditional notion of development; National Income and Per-capita Income. Growth of NI – critical appraisal of existing development indicators (PCI, IMR, SR and other income and health indicators). The need for health and educational development; Human Development Indicators (in simple and brief as a holistic measure of development. The approach to this theme: Use case study of three states (Kerala, Punjab and Bihar) or take a few countries (India, China, Sri Lanka and one developed country) (Chapter 1)
  2. Sectors of the Indian Economy:Sectors of Economic Activities; Historical change in sectors; Rising importance of tertiary sector; Employment Generation; Division of Sectors- Organised and Unorganised; Protective measures for unorganised sector workers. (Chapter 2)

Unit 5: Disaster Management

(Through Formative Assessment only)

  • Tsunami
  • Safer Construction Practices
  • Survival Skills
  • Alternate Communication systems during disasters
  • Sharing Responsibility

Second Term Syllabus

Second Term Units (SA- II)

Marks

I. India and the Contemporary World – II

23

II. Contemporary India – II

23

III. Democratic Politics – II

22

IV. Understanding Economic Development

22

V. Disaster Management

 

Total

90

Unit 1: India and the Contemporary World – II

Sub-unit 1.1: Events and processes:

Any two of the following themes:

  1. The Rise of Nationalism in Europe:(a) The growth of nationalism in Europe after the 1830s. (b) The ideas of Giuseppe Mazzini, etc. (c) General characteristics of the movements in Poland, Hungary, Italy, Germany and Greece. (Chapter 1)
  2. The Nationalist Movement in Indo – China:Factors Leading to Growth of Nationalism in India (a) French colonialism in Indo-China. (b) Phases of struggle against the French. (c) The ideas of Phan Dinh Phung, Phan Boi Chau, Nguyen Ac Quoc (d) The second world war and the liberation struggle. (e) America and the second Indo-China war. (Chapter 2)
  3. Nationalism in India: (a) First world war, Khilafat, Non-Cooperation and Civil Disobedience Movement. (b) Salt Satyagraha. (c) Movements of peasants, workers, tribals. (d) Activities of different political groups. (Chapter 3)

Map work based on theme 3 only. (3 marks)

Unit 2: Contemporary India – II

  1. Minerals and Energy Resources:Types of minerals, distribution, use and economic importance of minerals, conservation, types of power resources: conventional and nonconventional, distribution and utilization, and conservation. (Chapter 5)
  2. Manufacturing Industries:Types, spatial distribution, contribution of industries to the national economy, industrial pollution and degradation of environment, measures to control degradation. (One case study to be introduced) (Chapter 7)
  3. Life Lines of National Economy(Chapter 8)

Map Work [3 marks]

Unit 3: Democratic Politics – II

5 & 6. Popular Struggles and Movements & Political Parties: How do struggles shape democracy in favour of ordinary people? What role do political parties playing competition and contestation? Which are the major national and regional parties in India? Why have social movements come to occupy large role in politics? (Chapter 5 & 6)

  1. Outcomes of Democracy:Can or should democracy be judged by its outcomes? What outcomes can one reasonably expect of democracies? Does democracy in India meet these expectations? Has democracy led to development, security and dignity for the people? What sustains democracy in India? (Chapter 7)
  2. Challenges to Democracy: Is the idea of democracy shrinking? What are the major challenges to democracy in India? How can democracy be reformed and deepened? What role can an ordinary citizen play in deepening democracy? (Chapter 8)

Unit 4: Understanding Economic Development

  1. Money and Credit:Role of money in an economy: Historical origin; Formal and Informal financial institutions for Savings and Credit – General Introduction; Select one formal institution such as a nationalized commercial bank and a few informal institutions; Local money lenders, landlords, self help groups, chit funds and private finance companies. (Chapter 3)
  2. Globalisation and the Indian Economy:What is Globalisation (through some simple examples); How India is being globalised and why; Development Strategy prior to 1991. State Control of Industries: Textile goods as an example for elaboration; Economic Reforms 1991; Strategies adopted in Reform measures (easing of capital flows; migration, investment flows); Different perspectives on globalisation and its impact on different sectors; Political Impact of globalisation. (Chapter 4)
  3. Consumer Rights:How consumer is exploited (one or two simple case studies) factors causing exploitation of consumers; Rise of consumer awareness; how a consumer should be in a market; role of government in consumer protection. (Chapter 5)

Unit 5: Disaster Management

(Through Formative Assessment only)

  • Tsunami
  • Safer Construction Practices
  • Survival Skills
  • Alternate Communication systems during disasters
  • Sharing Responsibility

Syllabus for English Language & Literature

Course Structure (Summative Assessment)

There will be one written paper of English at the end of each term carrying 70 marks. The time limit will be three hours. The distribution of marks for Formative Assessments carrying 40% weightage may be done by the schools themselves. A variety of activities to assess all the skills of language may be used for Formative Assessments.

The Summative Assessment Question Papers, if developed by the schools themselves, may be for 70 marks to which 20 marks may be added for Assessment of Speaking and Listening skills making the paper of 90 marks. The one third of the 90 marks i.e. 30 should be added each in both Summative Assessments.

Assessment of Speaking and Listening skills (ASL) will be done formally at the term end examination in Summative – II. Schools can conduct ASL for Summative – I themselves. However, assessment of these skills may also be done under the Formative activities spread over two terms.

Section

Topic

Marks

A Reading Skills

20

B Writing Skills with Grammar

25

C Literature Textbooks and Long Reading Text

25

D Assessment of Speaking and Listening (ASL)

20

Total

90

SECTION A: READING

Qs 1-2. This section will have two unseen passages of a total length of 700-750. The arrangement within the reading section is as follows:

1: A Factual passage of 300-350 words with eight very short answer type questions. [8 marks]

2: A Discursive passage of 350-400 words with four short answer type questions to test inference, evaluation and analysis and four MCQs to test vocabulary. [12 Marks]

SECTION B: WRITING AND GRAMMAR

3: Letter to the editor / article in about 100-120 words based on visual or verbal stimulus. [5 marks]

4: Writing a short story based on a given outline or cue/s in about 150-200 words. [10 marks]

The Grammar syllabus will include the following areas in classes IX and X.

  1. Tenses
  2. Modals (have to/had to, must, should, need, ought to and their negative forms)
  3. Use of passive voice
  4. Subject – verb concord
  5. Reporting

(i) Commands and requests

(ii) Statements

(iii) Questions

  1. Clauses:
  2. Noun clauses
  3. Adverb clauses of condition and time
  4. Relative clauses
  5. Determiners, and
  6. Prepositions

The above items may be tested through test types as given below:

5:Gap filling with one or two words to test Prepositions, Articles, Conjunctions and Tenses. [3 marks]

6:Editing or omission. [4 marks]

7:Sentences reordering or Sentence Transformation in context. [3 marks]

SECTION C: LITERATURE TEXTBOOKS AND LONG READING TEXT

Q.8: One out of two extracts from prose/poetry/drama for reference to context. Three very short answer questions. [3 marks]

One mark in each extract will be for vocabulary. One question will be used for testing local and global comprehension and one question will be on interpretation.

Q.9: Four short answer type questions from FIRST FLIGHT & FOOTPRINTS WITHOUT FEET (two from each) to test local and global comprehension of theme and ideas (30-40 words each). [2×4=8 marks]

Q.10: One out of two long type questions to assess how the values inherent in the texts have been brought out (FIRST FLIGHT & FOOTPRINTS WITHOUT FEET). Creativity, imagination and extrapolation beyond the text and across the texts will be assessed. (80-100 words) [4 marks]

Q.11: One out of two Long Answer Questions on theme or plot or character involving interpretation and inference in about 100-120 words based on prescribed novel. [10 marks]

Prescribed Books

  • FIRST FLIGHT – Textbook for Class X
  • FOOTPRINTS WITHOUT FEET – Supplementary Reader for Class X

NOVEL (either one)

  • Diary of a Young Girl – 1947 By Anne Frank (unabridged edition)
  • The Story of My Life – 1903 By Helen Keller (unabridged edition)

Syllabus for English Communicative

Course Structure

There is one written paper of English at the end of each term carrying 70 marks. The time limit is three hours. 20 marks are added for Assessment of Speaking and Listening skills making the paper of 90 marks. One-third of the 90 marks (i.e. 30) are added each in both Summative Assessments.

Summative Assessment I & II

Section Topic

Marks

A Reading Skills

20

B Writing Skills with Grammar

25

C Literature Textbook and Long Reading Text

25

D Assessment of Speaking & Listening (ASL)

20

Total

90

SECTION A: READING

Qs 1-2. This section will have two unseen passages of a total length of 700-750 words. The arrangement within the reading section is as follows:

Q.1: A Factual passage 300-350 words with eight very short answer type questions. [8 marks]

Q.2: A Discursive passage of 350-400 words with four short answer type questions to test inference, evaluation and analysis and four MCQs to test vocabulary. [12 marks]

SECTION B: WRITING & GRAMMAR

Q.3: Letter to the Editor / Article in about 100-120 words based on any visual / verbal stimulus. [5 marks]

Q.4: Writing a short story based on a given outline or cue/s in about 150-200 words. [10 marks]

The Grammar syllabus will include the following areas in classes IX & X.

  1. Tenses
  2. Modals (have to/had to, must, should, need, ought to and their negative forms)
  3. Use of passive voice
  4. Subject – verb concord
  5. Reporting

(i) Commands and requests

(ii) Statements

(iii) Questions

  1. Clauses:

(i) Noun clauses

(ii) Adverb clauses of condition and time

(iii) Relative clauses

  1. Determiners, and
  2. Prepositions

The above items may be tested through test types as given below:

Q.5: Gap filling with one or two words to test Prepositions, Articles, Conjunctions and Tenses. [3 marks]

Q.6: Editing or Omission [4 marks]

Q.7: Sentences reordering or Sentence Transformation in context. [3 marks]

SECTION C: LITERATURE TEXTBOOK AND LONG READING TEXT

Q.8. One out of two extracts from prose / poetry / play for reference to context. Three very short answer questions. [3 marks]

One mark in each extract will be for vocabulary. One question will be used for testing local and global comprehension and one question will be on interpretation.

Q.9. Four short answer type questions from the Literature Reader to test local and global comprehension of theme and ideas (30-40 words each) [2×4 = 8 marks]

Q.10. One out of two long answer type questions to assess how the values inherent in the text have been brought out.

Creativity, imagination and extrapolation beyond the text and across the texts will be assessed. (80-100 words) [4 marks]

Q.11. One out of two Very Long Answer Question on theme or plot involving interpretation, inference and character in about 150-200 words based on prescribed novel. [10 marks]

Prescribed Books

INTERACT IN ENGLISH SERIES

  • Main Course Book (Revised Edition)
  • Workbook (Revised Edition)
  • Literature Reader (Revised Edition)

NOVEL (either one)

  • Diary of a Young Girl – 1947 By Anne Frank (unabridged edition)
  • The Story of My Life – 1903 By Helen Keller (unabridged edition)

Syllabus for Hindi A and B

hindi10a 1

hindi10a 2

Happy Learning!!