CURRICULUM

&
SYLLABI
For
Class IX-X

Price Rs. 100.00 only

Printed at : M/S PARTHA OFFSET
73, B.R.B. Road, Happyvilla Board of Secondary Education, Assam
Guwahati-781003 Guwahati-781021
 CURRICULUM
&
SYLLABI
For
Class IX-X

Board of Secondary Education, Assam

Guwahati-781021
Published by :- Foreword
Board of Secondary Education, Assam To keep pace with the changing need, revision of School
Bamunimaidam, Guwahati-781021 Curriculum is a much desired and necessary exercise in the
educational process. One of the notable recommendations of
the National Curriculum Framework, 2005 (NCF, 2005) is
'Learning without burden'. However, in the present age of
competition it is seen that the urge for excellence has pervaded
C Board of Secondary Education, Assam, 2016
the entire ambiance of the educational scenario of changes
and development. Therefore, in spite of regional variations a
uniform pattern of education and evaluation system has become
necessary to address various educational issues. Against this
backdrop the Government’s decision to adopt the NCERT
1st Edition : 2014 textbooks in the subjects English, Mathematics, Science, Hindi
2nd Edition : 2016 and Computer Science is a step to ensure quality education of
3rd Edition : 2017 national standard.
4th Edition : 2018 The Board has taken steps to adopt NCERT syllabus in
English, Mathematics, Science and Hindi subjects and CBSE
Syllabus in Computer Science.
The present volume of Curriculum and syllabus is thus
inclusive of NCERT, CBSE and Board's own Syllabus in certain
Price : Rs. 100.00 (Complimentary Copies to subjects. New syllabi have been developed in Advanced
Recognised schools under SEBA) Mathematics and Geography for class IX. New syllabi have
also been developed in certain elective subjects of class X.
The process of revision of syllabi has been guided by the
recommendations of NCF, 2005.
Any suggestion for improvement of the publication is
most welcome.

(K. J Gogoi, AES)

Secretary,
Printed at : M/S PARTHA OFFSET Board of Secondary Education
Assam, Guwahati-781021
73, B.R.B. Road, Happyvilla
Guwahati-781003

(ii) (iii)
 Curriculum For High Schools
Class IX-X
Subject Details Marks

Preface to the Fourth Edition 1. First Language Any one of the following Languages 100
(MIL) : Assamese, Bengali, Hindi,
Bodo, Urdu, Manipuri, Nepali, Khasi,
I take this opportunity to express my pleasure on Garo, Mizo, Hmar.
publication of the Third Edition of the Curriculum & Syllabi for or
Class IX and X. From the academic year 2018, Internal English(IL) and any one of the 50x2
Assessment marks (class IX & X) for the subjects English, following In lieu languages :
Science, Mathematics and Geography (E) will be 10 (ten). At Assamese(IL), Bengali(IL), Hindi(IL),
the same time Internal Assessment (Environmental project) of Manipuri(IL), Bodo(IL), Santali(IL),
10 (ten) marks has been introduced in Social Science of class (For Karbi Anglong & Dima Hasao
IX & X and Internal Assessment of 10 marks in Advance Maths districts only until further order.)
(E) for class IX & X. So, in these six subjects students will have 2. Second Language English 100
theory papers of 90 marks each. Secondly, the syllabli of 3. General Science 100
Computer Science for classes IX & X are slightly modified 4. General Mathematics 100
(revised) from the academic session 2018.
5. Social Science 100
Any suggestions for improvement are most welcome. 6. Elective Subjects : 100

Any one from the following subjects:

Advanced Mathematics(E), Geography(E), History(E),
(Probin Sarma, AES) Sanskrit(E), Arabic(E), Persian(E), Santali(E), Computer
Secretary Science(E), Fine Art(E), Music(E), Dance(E), Home Science(E),
Board of Secondary Education, Assam Agriculture(E), Woodcraft(E), Cane & Bamboo Technology(E),
Bamunimaidam, Guwahati-781021 Garment Designing(E), Woodcraft(E), Textile Design and
Clothing(E), Assamese(E), Bengali(E), Hindi(E), Bodo(E),
Date 25-02-2018
Manipuri(E), IT & Tes (E), Retail (E), Horticulture (E), Health
Guwahati-781021
Care (E), Private Security (E).

(iv) (v)
Note :
1. English(IL) is for English medium learners of Karbi Anglong and
Dima Hasao district only until further order. The Students will
Curriculum For High Madrassas
take English(IL) and any one of the Language subjects of 50 marks Class IX-X
as given overleaf. Subject Details Marks
2. Courses in Assamese(E), Bengali(E), Hindi(E), Bodo(E) and 1. First Language Any one of : Assamese, 50
Manipuri(E) will be continuation of the Third language courses Bengali, Hindi, Urdu
in the respective subject.
2. Second Language English 100
3. A student studying one MIL Language as first language is not
allowed to study the same language as elective subject. 3. General Science 100
4. An elective subject having Practical component can be taken up 4. General Mathematics 100
only with prior individual permission from the Board, if the subject 5. Social Science 100
is not introduced in the school. 6. Fiqh & Aquaid 50
5. Students with hearing/visual impairment are permitted to learn
7. Arabic Literature 100
only one language either MIL or Second Language. However
Note :
they will be required to study an additional elective subject in
lieu of the language they chose to opt out. Thus the number of 1. The courses in the First Language will be the same as those
elective subject for them are two. They will have to apply before in the corresponding courses for the High School course
hand immediatly after promotion from Class VIII. excepting that they will not have any supplement in the
6. Co-curricular activities will form a part of the School Programme subjects Assamese, Bengali and Hindi.
as per syllabus given. 2. The course in the Second Language (English), General
7. For the Elective subjects - Agriculture NSQF (E), IT & ITes Science, General Mathematics, Social Science will be the
NSQF (E), Retail NSQF (E), Horticulture NSQF (E), Health same as those for High Schools.
Care NSQF (E) and Private Security NSQF (E), it is decided 3. Co-curricular activities will form a part of the school
to follow the syllabi prescribed by RMSA, Assam (Ref. SEBA programme as per syllabus given.
notification - No. SEBA/AB/NVEQF/1/2013/8)

(vi) (vii)
 CONTENTS Syllabus In Page

(a) Curriculum for Secondary Schools 5. Elective subjects :

(b) Curriculum for High Madrassa (i) Assamese(E) 271
(a) (ii) Bengali(E) 279
Syllabus In Page (iii) Bodo(E) 287
1. First Language (iv) Manipuri(E) 292
i) Assamese 1 (v) Nepali(E) 300
ii) Bengali 16 (vi) Hindi(E) 308
iii) Hindi 31 (vii) Advanced Mathematics(E) 310
iv) Bodo 48 (viii) History(E) 324
v) Manipuri 59 (ix) Geography(E) 329
vi) Khasi 70 (x) Sanskrit(E) 335
vii) Garo 76 (xi) Computer Science(E) 341
viii) Hmar 82 (xii) Wood Craft(E) 372
ix) Mizo 88 (xiii) Music(E) 378
x) Urdu 92
(xiv) Dance(E) 390
xi) Nepali 98
(xv) Fine Art(E) 402
2. Supplement to First Language (xvi) Textile Design & Clothing(E) 408
Sanskrit (Group 'c') 116 (xvii) Garment Designing(E) 414
3. Second Language (xviii) Cane & Bamboo Technology(E) 418
English 116
(xix) Home Science(E) 428
English(IL) 126
(xx) Santhali(E) 435
4. Core subject
(xxi) Arabic(E) 446
(i) General Science 130
(xxii) Persian(E) 452
(ii) General Science (For Blind Students) 175
(b)
(iii) General Mathematics 204
HIGH MADRASSA SUBJECTS
(iv) General Mathematics (For Blind Students) 231
(v) Social Science 241 1. Assamese MIL 459
(a) History 246 2. Bengali MIL 461
(b) Geography 250 3. Hindi MIL 463
(c) Political Science 256 4. Urdu MIL 465
(d) Economics 257
(viii) (ix)
 2013/8)
Syllabus In

6. Fiqh & Acquaid

5. Arabic Literature

b) Scouts and Guide

c) Evaluation Criteria
d) Procedure of Assessment

(x)
a) List of Co-curricular Activities
CO-CURRICULAR ACTIVITIES
(Common to High Schools and High Madrassas)

483
481
477
474
473
467

(E)-51, it is decided to follow the syllabi prescribed by RMSA,

(E)-54, Health Care NSQF (E)-52 and Private Security NSQF
& ITes NSQF (E)-50, Retail NSQF (E)-49, Horticulture NSQF
Note : For the Elective subjects viz. Agriculture NSQF (E)-53, IT
Page

480

Assam (Rest SEBA notification - No. SEBA/AB/NVEQF/1/

MARKING PATTERN (SUBJECTWISE)

Total Marks Pass Marks
Sl. Subject
No. Theory Internal Practical Total Theory Internal Practical Total
Assessment Assessment

1. All MIL 100 - - 100 30 - - 30

2. English 90 10 - 100 27 3 - 30
3. English (IL) 50 - - 50 15 - - 15
4. General Science 90 10 - 100 27 3 - 30
5. General Maths 90 10 - 100 27 3 - 30
6. Social Science 90 10 - 100 27 3 - 30
(xi)

7. Elective Subjects :
i) Assamese (E) 100 - - 100 30 - - 30
ii) Bengali (E) 100 - - 100 30 - - 30
iii) Boro (E) 100 - - 100 30 - - 30
iv) Manipuri (E) 100 - - 100 30 - - 30
v) Nepali (E) 100 - - 100 30 - - 30
vi) Hindi (E) 100 - - 100 30 - - 30
vii) Advance Maths (E) 90 10 - 100 27 3 - 30
viii) History (E) 100 - - 100 30 - - 30
 Internal Practical Total

30
30
30
30
30
30
30

30
30

30
30
30
30
30
’¸˜œ˚˛± – õ∂Ô˜ ˆ¬±¯∏±

Pass Marks

6
18
21
21
18

15
21

18
09
-
-

-
-
-
SUBJECT CODE - 01

Assessment
Úª˜ - √˙˜ Œ|Ìœ

3
-
-
-
-
-
-

-
-

-
-
-
-
-
’±·fl¡Ô± –
Theory
MARKING PATTERN (SUBJECTWISE)

õ∂Ô˜ ˆ¬±¯∏±1 Ê√ø1˚˛ÀÓ¬ ˆ¬±¯∏± ø˙鬱1 Œfl¡Ã˙˘-|ªÌ, fl¡ÔÚ, ¬ÛͬÚ

27
30
24
12
09
09
12

15
09

12
21
30
30
30
’±1n∏ ø˘‡Ú1 ’Ú≈˙œ˘Ú ’±1n∏ ά◊ißøÓ¬fl¡1Ì1 ά◊ÀV˙… ’±·Ó¬ 1±ø‡ ¤˝◊√
Internal Practical Total

100
100
100
100
100
100
100

100
100

100
100
100
100
100
¬Û±Í¬…Sê˜ ˚≈&ÀÓ¬±ª± ∆˝√√ÀÂ√º õ∂Ô˜ ˆ¬±¯∏± ¸fl¡À˘± ˆ¬±¬ı1 ’±√±Ú-õ∂√±Ú1
¬ı±˝√√Ú Œ˝√√±ª±1 ά◊¬Ûø1 ¸±˜±øÊ√fl¡ ’±1n∏ ¸±—¶‘®øÓ¬fl¡ õ∂˜”˘…, ¸±ø˝√√Ó¬…1¸
Total Marks

20
60
70
70
60

50
70

60
30
-
-

-
-
-
’±ø√ ¢∂˝√Ì fl¡1±Ó¬ Â√±S-Â√±Sœfl¡ ˚±ÀÓ¬ ’±&ª±˝◊√ øÚ¬ı ¬Û±À1, Œ¸˝◊√ fl¡Ô±Õ˘
‘√ø©Ü 1‡± ∆˝√√ÀÂ√º ¤ÀÚ ÚÓ≈¬Ú õ∂À˚˛±· ÚœøÓ¬Ó¬ ø˙鬱ԫœÀ˚˛ ˚±ÀÓ¬ ¤˝◊√ ˆ¬±¯∏±
Assessment

ø˙鬱1 Ê√ø1˚˛ÀÓ¬ ά◊¬Ûfl‘¡Ó¬ ˝√√í¬ı ¬Û±À1 Ó¬±Õ˘ &1n∏Q ø√˚˛± ∆˝√√ÀÂ√º Ê√œªÚ,
10
-
-
-
-
-
-

-
-

-
-
-
-
-
ˆ¬±¯∏± ’±1n∏ ¸±ø˝√√Ó¬…1 ˘·Ó¬ ¸•§g Ôfl¡± ø¬ı¯∏˚˛ ˜±Ú±Ú≈Sêø˜fl¡ ˆ¬±Àª ø¬ıøˆ¬iß
Œ|̜Ӭ ¸øißøª©Ü fl¡1±À1± ø√˝√± fl¡1± ∆˝√√ÀÂ√º
Theory

90
100
80
40
30
30
40

50
30

40
70
100
100
100
ˆ¬±¯∏± ø˙fl¡±1n∏1 ά◊ÀV˙… ˆ¬±¯∏±ÀȬ±fl¡ ¬ı…±fl¡1Ì, ¬ı±Ú±Ú ’±ø√ ÚœøÓ¬
¸˝√√fl¡±À1 qXˆ¬±Àª ø˙fl¡±º ˝◊√˚˛±1 ˘À· ˘À· Â√±S-Â√±SœÀ˚˛ ¸±ø˝√√Ó¬…1¸
Garment Designing (E)
Computer Science (E)

’±26√±√Ú fl¡1±, Ê√±Ó¬œ˚˛Ó¬±À¬ı±Ò ’±˝√√1Ì fl¡1±, øÚÊ√1 Œ√˙ Ó¬Ô± ¸˜±Ê√fl¡

Home Science (E)
Cane & Bamboo
Technologoy (E)
Textile Design &
Wood Craft (E)
Geography (E)

ˆ¬±˘À¬Û±ª±, ¶§-Ê√±Ó¬œ˚˛ ¸—¶‘®øÓ¬, √˚˛± ’±ø√ ˜±Ú¬ıœ˚˛ &Ì1±ø˙1 ø¬ıfl¡±˙

Subject

Sanskrit (E)

Santhali (E)

Persian (E)
Clothing (E)
Fine Art (E)

Arabic (E)

¸±ÒÚ fl¡1±› &1n∏ Q ¬Û” Ì « ά◊ À V˙…º ¸±˜±øÊ√ fl ¡ ’±1n∏ ¸±—¶‘ ® øÓ¬fl¡
Dance (E)
Music (E)

õ∂˜”˘…À¬ı±ÀÒÀ1 øÚÊ√Àfl¡ õ∂fl¡±˙ fl¡ø1¬ı ¬Û1±Õfl¡ ·øϬˇ ŒÓ¬±˘±ÀȬ± ˆ¬±¯∏±

ø˙fl¡±1n∏1 ¤È¬± √±ø˚˛Qº õ∂fl‘¡Ó¬±Ô«Ó¬, õ∂Ô˜ ˆ¬±¯∏± ø˙é¬ÀÌÀ1 ø˙fl¡±1n∏fl¡
˜±Úª ‰¬ø1S ¸•Ûiß ¤Ê√Ú õ∂fl‘¡Ó¬ Ú±·ø1fl¡ ø˝√√‰¬±À¬Û ·øϬˇ ŒÓ¬±˘±ÀȬ±Àª˝◊√
xii)

xiv)

xix)

xxi)
xv)
ix)

xi)

xvii)
xviii)
xvi)
x)

xiii)

xx)

xxii)
No.
Sl.

˝◊√˚˛±1 ά◊ÀV˙…º
(xii) 1
¸±Ò±1Ì Î¬◊ÀV˙… –
1.00 ˝◊√øÓ¬˜ÀÒ… ά◊2‰¬ õ∂±Ôø˜fl¡ ô¶1Ó¬ ø˙øfl¡ ’˝√√± ˆ¬±¯∏±1 ø¬ıøˆ¬iß ø√˙1
›¬Û1Ó¬ ‡1ø‰¬˜±ø1, Ê√±øÚ-¬ı≈øÊ√, ά◊¬Û˘øt fl¡ø1, ¬ı…ª˝√√±ø1fl¡
Ê√œªÚÓ¬ õ∂À˚˛±· fl¡ø1¬ıÕ˘ ¸é¬˜ ˝√√í¬ıº
1.01 ˆ¬±¯∏±1 Ú Ú ø√˙1 :±Ú ’±˝√√1Ì fl¡ø1 Ó¬±1 ø¬ıÀù≠¯∏Ì fl¡1±1
Œ˚±·…Ó¬± ’Ê«√Úº
1.02 ˆ¬±¯∏±Ó¬Q1 :±Ú Ó¬Ô± ˆ¬±ø¯∏fl¡ Œfl¡Ã˙˘1 鬘Ӭ± ¬ı‘øXfl¡1̺
1.03 Œ˜Ãø‡fl¡ ’øˆ¬¬ı…øMê√1 ø¬ıfl¡±˙ ¸±ÒÚ fl¡ø1 ¸±˜±øÊ√fl¡ √±ø˚˛QÀ¬ı±Ò
¬ı‘øXfl¡1̺
1.04 |ªÚ, fl¡ÔÚ, ¬ÛÍ¬Ú ’±1n∏ ø˘‡Ú1 ·øÓ¬À¬ı· ¬ı‘øXfl¡1̺
1.05 Œfl¡±ÀÚ± ’±À˘±‰¬Ú±, Ó¬fl«¡ õ∂øÓ¬À˚±ø·Ó¬±, ¸ˆ¬±-¸ø˜øÓ¬ ’±ø√Ó¬
’—˙ ¢∂˝√Ì ’±1n∏ ¬Ûø1‰¬±˘Ú± fl¡1±1 ’˝«√Ó¬± ’Ê«√Úº
1.06 Œfl¡±ÀÚ± ‚Ȭڱ ¬ı± ¸˜¸…±, ø¬ı¯∏˚˛ ’±ø√1 ›¬Û1Ó¬ øÚÊ√¶§ ˜Ó¬
√±ø„√√ Ò1± ’±1n∏ ¸˜±Ò±Ú fl¡ø1¬ı ¬Û1± :±Ú ’±˝√√1̺
1.07 ÚÓ≈ ¬ Ú ø√ ˙˚Ò±1±, √ ˙ « Ú ø˙鬱ԫ œ Àfl¡fœfl¡, ˜ÀÚ±1?fl¡,
fl¡±˚«øˆ¬øM√√fl¡, ’˝«√Ó¬±øˆ¬øM√√fl¡, :±Ú ’±˝√√1Ì fl¡ø1 ¬ı…ª˝√√±ø1fl¡
Ê√œªÚÓ¬ õ∂À˚˛±· fl¡ø1¬ı ¬Û1± ’±1n∏ ŒÚÓ‘¬Q ø√¬ı ¬Û1± :±Ú ’Ê«√Úº
1.08 ø˚Àfl¡±ÀÚ± fl¡Ô± ¬ı± fl¡±˚« ¬Û˚«À¬ıé¬Ì fl¡ø1 øÚÊ√ ’øˆ¬¬ı…øMê√ ¬ı…Mê√
fl¡ø1¬ı ¬Û1± ’˝«√Ó¬± ’Ê«√Úº
1.09 ˆ¬±¯∏± ’±1n∏ ¸±ø˝√√Ó¬… ’Ò…˚˛Ú1 ¡Z±1± ø¬ıøˆ¬iß Ê√ÚÀ·±á¬œ1 ¸±ø˝√√Ó¬…-
¸—¶‘®øÓ¬1 õ∂øÓ¬ ’Ú≈1Mê√ Œ˝√√±ª±1 ˜±Úø¸fl¡Ó¬± ’Ê«√Úº
1.10 ¸‘ø©Ü˜”˘fl¡ õ∂øÓ¬ˆ¬±1 ø¬ıfl¡±˙ ¸±ÒÚ fl¡1±1 õ∂˚˛±¸ ’Ê«√Úº
2 3
ø˙é¬Ìœ˚˛ ø√˙ –
ø¬ıÀ˙¯∏ ά◊ÀV˙… –
2.00 |ªÌ-fl¡ÔÚ
2.01 ø˚Àfl¡±ÀÚ± ‚Ȭڱ, ¬ıMê‘√Ó¬±, ’±À˘±‰¬Ú±, ·ä-fl¡±ø˝√√Úœ ˝◊√Ó¬…±ø√ qøÚ-
¬ı≈øÊ√ ά◊¬Û˘øt fl¡ø1 ¸±ª˘œ˘ˆ¬±À¬ı fl¡í¬ı ¬Û1± ’±1n∏ ¬ı…ª˝√√±ø1fl¡
Ê√œªÚÓ¬ õ∂À˚˛±· fl¡ø1¬ıÕ˘ ¸˜Ô« Œ˝√±√ª±º
2.02 ˜ÀÚ±1?fl¡ ’Ú≈á¬±Ú ’±ø√ Œ√ø‡-qøÚ ’±Úµ ˘±ˆ¬ fl¡1±1
˘·ÀÓ¬ øÚÀÊ√› ’—˙ ¢∂˝√Ì fl¡ø1¬ı ¬Û1±º
2.03 fl¡›“Ó¬±1 ¬ıMê√¬ı…, ’±‰¬±1-¬ı…ª˝√√±1 ˝◊√Ó¬…±ø√ ø¬ıÀù≠¯∏Ì fl¡ø1 ˜”˘…±˚˛Ú
fl¡ø1 ˜”˘…±—fl¡Ú fl¡ø1¬ı ¬Û1±º
2.04 Œfl¡±ÀÚ± ¬ı‘øM√√˜”˘fl¡ ˆ¬±¯∏Ì, ’±À˘±‰¬Ú± ’±ø√ qøÚ ø¬ı:±Úøˆ¬øM√√fl¡
ø¬ıÀù≠¯∏̱Rfl¡ ‘√ø©Üˆ¬eœ ’±˚˛M√ fl¡ø1 Ê√œªÚ1 ¬ı±À¬ı Œõ∂1̱ ˘±ˆ¬
fl¡ø1¬ı ¬Û1±º
2.05 ’gø¬ıù´±¸, fl≈¡¸—¶®±1 ’±ø√ ø¬ıÀù≠¯∏̱Rfl¡ ‘√ø©Üˆ¬eœÀ1 ø¬ı‰¬±1
fl¡ø1 ∆¬ı:±øÚfl¡ ˜ÀÚ±ˆ¬±ª ·øϬˇ ŒÓ¬±˘±º
2.06 øÚÊ√1 ˜ÚÓ¬ ά◊√˚˛ Œ˝√√±ª± ˆ¬±¬ı ’±1n∏ ’±ÀÚ fl¡1± õ∂ùü ¬ı± fl¡Ô±
∆Ò˚« ¸˝√√fl¡±À1 qøÚ Ó¬±»é¬øÚfl¡ˆ¬±Àª ά◊M√1 ø√¬ı ¬Û1± ’±1n∏
øÚÊ√1 õ∂øÓ¬øSê˚˛± õ∂fl¡±˙ fl¡ø1¬ı ¬Û1±º
2.07 ¬ı±fl¡…1 Ó¬±˘-˜±Ú-Ò√ıøÚ [˚øÓ¬], ù´±¸±‚±Ó¬ [¬ı˘±‚±Ó¬] ’±ø√
1鬱 fl¡ø1 qX ’±1n∏ ¶Û©Üˆ¬±À¬ı ά◊2‰¬±1Ì fl¡ø1¬ı ¬Û1±º
2.08 ø¬ıøˆ¬iß ·œÓ¬-˜±Ó¬, fl¡ø¬ıÓ¬±, ¸—˘±¬Û, ’±fl¡ø¶úfl¡ ¬ıMê‘√Ó¬±, Ó¬fl«¡,
fl≈¡˝◊√Ê√ ’±ø√ õ∂øÓ¬À˚±ø·Ó¬±Ó¬ ’—˙ ¢∂˝√Ì fl¡ø1¬ı ¬Û1±º
2.09 ’±Ú≈ᬱøÚfl¡ ’±1n∏ ’Ú±Ú≈ᬱøÚfl¡ˆ¬±Àª ¬ı…øMê√ ’±1n∏ ¸˜Ê≈√ª±fl¡
3.06 Œ√‡±-qÚ± ¶ú1Ìœ˚˛ ‚Ȭڱ ’±1n∏ øÚÊ√1 Ê√œªÚ1 ’øˆ¬:Ó¬± ’±√1 ¸y±¯∏Ì Ê√ÀÚ±ª± ’±1n∏ ’±:±, ’Ú≈À1±Ò, ¸À•§±ÒÚ ¬ı…Mê√ fl¡1±
’±R¶ú1Ì ’±ø√ ø˘ø‡¬ı ¬Û1±º ’±1n∏ ¢∂˝√Ì fl¡ø1¬ı ¬Û1±º
3.07 ’±ôL–Ê√±øÓ¬fl¡, 1±©Ü™œ˚˛, ¶ö±Úœ˚˛ fl¡˘±-fl‘¡ø©Ü ’±1n∏ ¸—¶‘®øÓ¬˜”˘fl¡ 2.10 ‘√˙…˜±Ú fl¡±˚« ¬ı± ‚Ȭڱ1 ‰¬˘ôL ø¬ıª1Ì ø√¬ı ¬Û1±º
˘·ÀÓ¬ Œ˘±fl¡-¸—¶‘®øÓ¬ ¬ı± Ê√Úfl‘¡ø©Ü1 ø¬ı¯∏À˚˛ ¬ÛøϬˇ, Œ˜±˘ ¬ı≈øÊ√ 2.11 ŒÊ√á¬-fl¡øÚá¬-¸˜Úœ˚˛± Œˆ¬À√ ø˙©Ü±‰¬±1 1鬱 fl¡ø1 fl¡Ô±-¬ıÓ¬1±
Ê√±Ó¬œ˚˛ Œõ∂1̱ ˘±ˆ¬ fl¡1±º ¬Û±øÓ¬¬ı ¬Û1±º
3.08 ¬ı…ª˝√√±ø1fl¡ Ê√œªÚÓ¬ ¬ı…±fl¡1Ì1 qX õ∂À˚˛±· fl¡1±º 2.12 ø˘—·-¸˜Ó¬± ’±1n∏ ˜˚«√± 1鬱 fl¡1±1 ˜±Úø¸fl¡Ó¬± ·øϬˇ Ó≈¬ø˘
¬Ûø1À¬ı˙ ¬Ûø1ø¶öøÓ¬¸±À¬ÛÀé¬ ˆ¬±¯∏±-∆˙˘œ õ∂À˚˛±· fl¡ø1¬ı ¬Û1±º
4.00 ø‰¬ôLÚ – 2.13 ’±ÀÚ Œfl¡±ª± ˆ¬±¯∏± ’±1n∏ fl¡ÔÚ-ˆ¬eœ1 õ∂øÓ¬ ¸ij±Ú õ∂√˙«Ú
4.01 ¬ÛϬˇ±-qÚ± Ó¬Ô…, ‚Ȭڱ ’±ø√1 Sê˜ ’Ú≈¸ø1 ø¬ı‰¬±1 ø¬ıÀ¬ı‰¬Ú± fl¡1±º
fl¡1±1 鬘Ӭ± ’Ê«√Ú fl¡1± ’±1n∏ Œ¸˝◊√À¬ı±11 fl¡±˚«, fl¡±1Ì ’±1n∏
Ù¬˘ øÚÌ«˚˛ fl¡ø1 Ó≈¬˘Ú± fl¡ø1¬ı ¬Û1±º 3.00 ¬ÛͬÚ-ø˘‡Ú –
4.02 Œfl¡±ÀÚ± ¤È¬± ø¬ı¯∏˚˛ ¬ıd1 ¸¬ÛÀé¬ ¬ı± ø¬ı¬ÛÀé¬ øÚÊ√1 ˚≈øMê√ ’±1n∏ 3.01 qX ά◊2‰¬±1Ì, Ò√ıøÚ ˘˚˛, ù´±¸±‚±Ó¬ [¬ı˘±‚±Ó¬] ’±1n∏ ¬ÛͬÚ1
ˆ¬±ª ø¬ı‰¬±1 fl¡1±1 ˘·ÀÓ¬ ø¸X±ôLÓ¬ ά◊¬ÛڜӬ ∆˝√√ ˜ôL¬ı… √±ø„√√ ·øÓ¬ øÚ˚˛LaÚ1 ›¬Û1Ó¬ &1n∏Q ø√ ˙s, ¬ı±fl¡… ’±ø√ ¬ÛøϬˇ¬ı ’±1n∏
Òø1¬ı ¬Û1±º ø˘ø‡¬ı ¬Û1±º
4.03 ¸Ó¬…±¸Ó¬… øÚÌ«˚˛ fl¡ø1¬ı ¬Û1±º 3.02 ˆ¬±¬ı ’Ú≈¸±À1 ¬ı±fl¡…1 ’±À1±˝√√Ì ’±1n∏ ’ªÀ1±˝√√Ì 1鬱 fl¡ø1
4.04 Ê√±Ó¬œ˚˛ fl¡˘±-fl‘¡ø©Ü1 õ∂øÓ¬ |X± Œ¬Û±¯∏Ì ’±1n∏ ‹øÓ¬˝√√… ¬Û1•Û1± ¬ÛøϬˇ¬ı ’±1n∏ ^nÓ¬·øÓ¬Ó¬ ¸±ªø˘˘ˆ¬±Àª ¬ÛøϬˇ¬ı ¬Û1±º
¸•ÛÀfl«¡ ∆¬ı:±øÚfl¡ ˜ÀÚ±ˆ¬±ª ·øϬˇ ŒÓ¬±˘±º 3.03 ¬ÛͬÚ-ø˘‡Ú1 ¸˜˚˛Ó¬ ø¬ı1±˜ ø‰¬˝ê1 [˚øÓ¬, fl¡˜±, ˆ¬±ªÀ¬ı±Òfl¡
’±ø√] ›¬Û1Ó¬ &1n∏Q ø√˚˛±º
5.00 ¬Û±Í¬Ó¬ õ∂øÓ¬Ù¬ø˘Ó¬ ˝√í¬ı ˘·± ø√˙¸˜”˝√ – 3.04 Œ|Ìœ ’Ú≈¸ø1 ¬ÛÍ¬Ú ’±1n∏ ø˘‡Ú1 ·øÓ¬ ¬ı‘øX [¸˜˚˛ ’Ú≈¬Û±ÀÓ¬]
1±©Ü™œ˚˛ ø˙鬱ڜøÓ¬1 ˜”˘ √À˝√√±È¬± ά◊¬Û±√±Ú – fl¡1±º
v ˆ¬±1Ó¬1 ¶§±ÒœÚÓ¬± ¸—¢∂±˜1 ˝◊√øÓ¬˝√√±¸ 3.05 ˜±Úø‰¬S, ø¬ıøˆ¬iß Ó¬±ø˘fl¡± 1ø‰¬√, fl¡±ø˝√√Úœ, ø¬ıøˆ¬iß 1n∏ø‰¬1 fl¡ø¬ıÓ¬±,
õ∂ªg, ø‰¬øͬ, ø√Úø˘ø¬Û ’±ø√ Œ√ø‡-qøÚ ’±1n∏ ¬ÛøϬˇ ¬ı≈øÊ√ Œ¬Û±ª±
v ¸±—ø¬ıÒ±øÚfl¡ √±˚˛ªXÓ¬±
’±1n∏ øÚÀÊ√› ø˘ø‡¬ıÕ˘ ¸±˜Ô« Œ˝√√±ª±º
5 4
 v Ê√±Ó¬œ˚˛ ¬Ûø1ø‰¬øÓ¬ ¬Ûø1¬Û≈ø©Ü1 ’ÀÔ« õ∂À˚˛±Ê√Úœ˚˛ ¸˜˘
v ˆ¬±1Ó¬1 ά◊Õ˜˝√√Ó¬œ˚˛± ¸±—¶‘®øÓ¬fl¡ ‹øÓ¬˝√√…
v ¸±˜…¬ı±√, ·ÌÓ¬La ’±1n∏ Ò˜«øÚ1À¬Ûé¬Ó¬±
v ø˘—·1 ¸˜Ó¬± [Ú±1œ ’±1n∏ ¬Û≈1n∏¯∏ Œˆ¬À√ ¸˜Ó¬±]
v ¬Ûø1À¬ı˙1 ¸—1é¬Ì
v ¸±˜±øÊ√fl¡ ∆¬ı¯∏˜… ”√1œfl¡1Ì
v ¸1n∏ ¬Ûø1˚˛±˘1 ’±ø˝«√ ¢∂˝√Ì
v ø¬ı:±Ú¸ijÓ¬ ‘√ø©Üˆ¬—·œ ’±˝√√1Ì
˘·ÀÓ¬ ˆ¬±1Ó¬œ˚˛ ’±1n∏ Ê√±Ó¬œ˚˛ ¸±ø˝√√Ó¬…1 ¶§1+¬Û ’Ú≈Ò±ªÚ
¸±˜±øÊ√fl¡ √±˚˛¬ıXÓ¬± [1±Ê√Uª± ¸•ÛøM√√ 1é¬Ì±-Œ¬ıé¬Ì], ø˝√√—¸±-
¸La±¸, ’±Ó¬—fl¡ ’±ø√1¬Û1± ’±“Ó¬1Ó¬ Ôfl¡± ¸Ó¬…¬ı±√œÓ¬±, ¸À‰¬Ó¬ÚÓ¬±,
ø˙©Ü±‰¬±1, Œ¸ª±-˜ÀÚ±ˆ¬±ª, ¸˝√√À˚±·œÓ¬±, ¸˜˜ø˜«Ó¬±, ¸˜˚˛1 ¸»¬ı…ª˝√√±1,
’ø˝√√—¸±, √±ø˚˛QÀ¬ı±Ò, øÚᬱ √˚˛±, fl¡1n∏̱, ¸˝√√Ú˙œ˘Ó¬±, Œ√˙Àõ∂˜, |˜1
˜˚«±√±, ¬Ûø1À¬ı˙ ¸À‰¬Ó¬ÚÓ¬±, ø¬ıù´ ˆ¬±Ó‘¬Q, ŒÚÓ‘¬Q, ’Ú≈fl¡•Û±, fl‘¡ø©Ü-
¸—¶‘®øÓ¬1 õ∂øÓ¬ |X±, ’±Rø¬ıù´±¸, ¶Û©Ü ’±1n∏ ^nÓ¬ ø¸X±ôL, ¸±˝√√ø¸fl¡Ó¬±
’±1n∏ õ∂˜”˘…À¬ı±Ò ’±ø√º
˝◊√˚˛±1 ά◊¬Ûø1 ø¬ÛÂ√¬Û1± Â√±S-Â√±Sœ1 ø¬ıfl¡±˙ ¸±ÒÚ [¬ı±Ò±¢∂ô¶],
’ø˝√√—¸± ÚœøÓ¬1 ά◊¬Û˘øX, Ê√œªÚ Ò±1Ì1 Œfl¡Ã˙˘ ’±1n∏ fl¡˜«-¸—¶‘®øÓ¬
·øϬˇ ŒÓ¬±˘±, Ú±µøÚfl¡ ’Ú≈ˆ”¬øÓ¬ ø¬ıfl¡±˙ ¸±ÒÚ ’±ø√ ø√˙¸˜”˝√ÀÓ¬± &1n∏Q
ø√˚˛± ∆˝√√ÀÂ√º
5.01 ¬Û±Í¬1 õ∂fl¡±1 – ¬Û±Í¬…¬Û≈øÔÓ¬ õ∂ªg, Ê√œªÚœ, ’±RÊ√œªÚœ,
fl¡±ø˝√√Úœ, ¸±—¬ı±ø√fl¡Ó¬±, w˜Ì, ڱȬ…±—˙ ’±ø√ ¸±ø˝√√øÓ¬…fl¡ 1+¬Û
6 7
[¬ıÌ«Ú±Rfl¡, fl¡ÀÔ±¬Ûfl¡ÔÚ, ڱȬ…1+¬Û, ¸˜±À˘±‰¬Ú±Rfl¡], 1¸
¸˜”˝√ õ∂øÓ¬Ù¬ø˘Ó¬ Œ˝√√±ª± ¬Û±Í¬ ¸øißø¬ı©Ü ˝√√í¬ıº
5.02 ∆˙˘œ – ¬Û±Í¬…¬Û≈øÔÓ¬ õ∂±‰¬œÚ, Œ1±˜±øKI◊fl¡ ’±1n∏ ¸±•xøÓ¬fl¡ ˚≈·1
ø˘‡øÚ ¸øißø¬ı©Ü fl¡1± ˝√√í¬ıº
5.03 ¬ı…ª˝√√±ø1fl¡ ø√˙ – 1±ô¶±-‚±È¬, ¸˜˚˛¸”‰¬œ, [Œ1˘, ¬ı±Â√],
Œ˚±·±À˚±· [ø¬Û ø‰ ¬›, Ó“¬±1 ¬ı±Ó«¬±, ’±fl¡±˙¬ı±Ìœ, ¬ı±Ó¬ø1fl¡±fl¡Ó¬,
”√1√˙«Ú fl¡ø•Ûά◊Ȭ±1] ¶ö±Úœ˚˛ øÚfl¡±˚˛ [¬Û=±˚˛Ó¬, ’±1鬜, fl¡íÈ«¬-
fl¡±Â√±1œ] 1±øÊ√…fl¡ ’±1n∏ ¸˝√√À˚±·œ ˆ¬±¯∏±1 ˆ”¬ø˜fl¡± ¸•ÛÀfl«¡
Ê√Ú± õ∂À˚˛±Ê√Úº
5.04 ¬Û±Í¬ øÚ¬ı«±‰¬Ú –
›¬ÛÀ1±Mê√ ø˙fl¡Úœ˚˛ ø√˙¸˜”˝√ õ∂øÓ¬Ù¬ø˘Ó¬ Œ˝√√±ª±1 ¬ı±À¬ı Ó¬˘Ó¬
ø√˚˛± ø¬ı¯∏˚˛¬ıd¸˜”˝√1 ¬Û±Í¬ øÚ¬ı«±‰¬Ú fl¡1± ˝√√í¬ıº
Úª˜ Œ|Ìœ1 ¬Û±Í¬…Sê˜ –
·√ … ø¬ıˆ¬±· – ‹øÓ¬˝√ √ ± ø¸fl¡ ‚Ȭڱ, Œ‡˘-ŒÒ˜±ø˘, Ê√ œ ªÚœ
[1±©Ü™œ˚˛˚’±ôL–1±©Ü™œ˚˛], ¸—¬ı±√À˘‡±, fl¡˘± ¸—·œÓ¬, Ê√±Ó¬œ˚˛ ¬Ûø1ø‰¬øÓ¬,
¶§±ÒœÚÓ¬± ¸—¢∂±˜, Ê√±Ó¬œ˚˛ ¸—˝√√øÓ¬, ¬ı‘øM√√˜≈‡œ ø¬ı¯∏˚˛, |˜1 ˜˚«…√±,
¶§À√˙Àõ∂˜, ’¸˜1 ˆ¬±¯∏± ¬Ûø1ø‰¬øÓ¬, Ê√ÚÊ√±Ó¬œ˚˛ ·ä, w˜Ú ¬ı‘M√±ôL,
∆¬ı:±øÚfl¡ ‘√ø©Üˆ¬eœ, õ∂fl‘¡øÓ¬ ø¬ı¯∏˚˛fl¡, ‹fl¡… ’±1n∏ ¸—˝√√øÓ¬, ˜”˘…À¬ı±Ò
¸•Ûfl«¡œ˚˛ ø¬ı¯∏˚˛ ’±1n∏ ¸±ø˝√√Ó¬…1 ø¬ıù´Ê√ÚœÚ ’±À¬ı√Ú ¸•Ûfl«¡œ˚˛ ø¬ı¯∏˚˛º
fl¡ø¬ıÓ¬± ø¬ıˆ¬±· –’±Ò…±øRfl¡, √±˙«øÚfl¡, ÚœøÓ¬˜”˘fl¡, Œ√˙Àõ∂˜˜”˘fl¡,
õ∂fl‘¡øÓ¬ ø¬ı¯∏˚˛fl¡, ‹fl¡… ’±1n∏ ¸—˝√√øÓ¬, ˜”˘…À¬ı±Ò ¸•Ûfl«¡œ˚˛ ø¬ı¯∏˚˛ ’±1n∏
¸±ø˝√√Ó¬…1 ø¬ıù´Ê√ÚœÚ ’±À¬ı√Ú ¸•Ûfl«¡œ˚˛ ø¬ı¯∏˚˛º
¬ı…fl¡1Ì – [1] øÚÀ«√˙fl¡ õ∂Ó¬…˚˛, [2] õ∂Ó¬…é¬ ’±1n∏ ¬ÛÀ1±é¬ ά◊øMê√,
[3] ¬ı…?Ú ’±1n∏ ø¬ı¸·« ¸øg, [4] ’Ô« ’Ú≈¸ø1 ¬ı±fl¡… ¬Ûø1¬ıÓ«¬Ú-
’ô¶…Ô«fl¡, Ú…ô¶…Ô«fl¡, õ∂ùü±Ô«fl¡, [5] fl‘¡» ’±1n∏ Ó¬øXÓ¬ õ∂Ó¬…˚˛, [6] ¶aœ ˝√√í¬ıº Â√±S-Â√±Sœ ¸fl¡À˘ ë‡í ˆ¬±·1 ¸˘øÚ ë·í ˆ¬±·1 ¸—¶‘®Ó¬
õ∂Ó¬…˚˛, [7] Ò±Ó≈¬ ’±1n∏ øSê˚˛±¬Û√, [8] ¬ı±fl¡…1‰¬Ú±, [9] ˆ¬±ª ø¬ı¯∏˚˛ÀȬ± ¬ÛøϬˇ¬ı ¬Û±ø1¬ıº Ú•§1 ø¬ıÓ¬1Ì ¤˝◊√√À1 ˝√√í¬ıº
¸•x¸±1Ì, [10] ¬Û≈1n∏¯∏ øÚÀ«√˙fl¡ õ∂Ó¬…˚˛, [11] ¬ı±fl¡… ¸•x¸±1Ì, ëfl¡í ˆ¬±· -- 75 Ú•§1
[12] ¬ı±fl¡… ¸—Àfl¡±‰¬Úº
ë‡í ˆ¬±· -- 25 Ú•§1
1‰¬Ú± – ø‰¬ôL±˜”˘fl¡˚∆¬ı:±øÚfl¡˚ά◊»¸ª ø¬ı¯∏˚˛fl¡˚¸˜¸…±¬ıU˘º
Ú±˝◊√¬ı± ë·í ˆ¬±· -- 25 Ú•§1
√˙˜ Œ|Ìœ1 ¬Û±Í¬…Sê˜ – 6.00 ø˙é¬Ì-ø˙fl¡Ú1 &1n∏Q –
·√… ø¬ıˆ¬±· – ‹øÓ¬˝√√±ø¸fl¡ ‚Ȭڱ, ’±RÊ√œªÚœ, fl¡˘± ¸—·œÓ¬, 6.01 ø˙é¬Ìœ˚˛ &1n∏Q –
¸—¬ı±√À˘‡±, Ê√±Ó¬œ˚˛ ¬Ûø1ø‰¬øÓ¬, ¶§±ÒœÚÓ¬± ¸—¢∂±˜, Ê√±Ó¬œ˚˛ ‹fl¡… ’±1n∏ ¬Û±Í¬ ’±√±Ú-õ∂√±ÚÓ¬ -- 45 ˙Ó¬±—˙
¸—˝√√øÓ¬, fl¡˜« ’øˆ¬:Ó¬±, |˜1 ˜˚«…√±, ¸±ø˝√√Ó¬…1 ø¬ıù´Ê√ÚœÚ ’±À¬ı√Ú, [õ∂±‰¬œÚ ¸±ø˝√√Ó¬… ’±1n∏ ›¬Û1ø=]
w˜Ì ¬ı‘M√±ôL, ’¸˜1 Ê√ÚÊ√±øÓ¬, ¶§À√˙Àõ∂˜, ∆¬ı:±øÚfl¡ ‘√ø©Üˆ¬—·œ, Ê√œªÚœ øSê˚˛±-fl¡˘±¬ÛÓ¬ -- 25 ˙Ó¬±—˙
[’±=ø˘fl¡] ˜ø˝√√˘± ˚¬Û≈1n∏¯∏, õ∂fl‘¡øÓ¬ ø¬ı¯∏˚˛fl¡, ˜”˘…À¬ı±Ò ¸•Ûfl¡œ«˚˛, ¬ı…±fl¡1Ì ’±1n∏ 1‰¬Ú± -- 15 ˙Ó¬±—˙
ˆ¬±1Ó¬œ˚˛ Ê√±Ó¬œ˚˛QÀ¬ı±Ò ¸•§ø˘Ó¬ ø¬ı¯∏˚˛º ¬ı…ª˝√√±ø1fl¡ ø√˙Ó¬ -- 8 ˙Ó¬±—˙
fl¡ø¬ıÓ¬± ø¬ıˆ¬±· – ’±Ò…±øRfl¡, √±˙«øÚfl¡, Œ√˙Àõ∂˜˜”˘fl¡, õ∂fl‘¡øÓ¬ ø¬ı¯∏˚˛fl¡, õ∂fl¡ä, ¸‘Ê√Úœ˜”˘fl¡ fl¡˜« -- 5 ˙Ó¬±—˙
˝√√±¸…1¸±Rfl¡, ¬ı…e±Rfl¡, Â√ÀÚȬ, Œõ∂˜˜”˘fl¡º øÚ√±Ú˜”˘fl¡ ¬ı…ª¶ö± -- 2 ˙Ó¬±—˙
¬ı…±fl¡1Ì – ¬ı±fl¡… ¬Ûø1¬ıÓ«¬Ú [¸1˘, Œ˚Ãø·fl¡, Ê√øȬ˘], ¸˜±¸, ÌQø¬ıøÒ
’±1n∏ ¯∏Qø¬ıøÒ, ˚øÓ¬ ø‰¬Ú1 ¬ı…ª˝√√±1, ‡G¬ı±fl¡…˚ Ê√Ó≈¬“ª±Í¬±‰¬, ø¬ı¬Û1œÓ¬±Ô«fl¡, 100 ˙Ó¬±—˙
¸À˜±2‰¬±ø1Ó¬ ’±1n∏ ¸˜±Ô«fl¡ ˙s, ά◊¬Û¸·«-’Ú≈¸·«, ¸øg, Â√µ õ∂fl¡1Ì 6.02 ¸˜˚˛1 &1n∏Q – ¬ıÂ√1ÀȬ±1 fl¡˜«ø√Ú 262 øˆ¬Ó¬1Ó¬ ø¬ı√…±˘˚˛1
[¬Û√ ≈√˘Î¬ˇœ Â√ø¬ı], ¤È¬± ˙sÓ¬ õ∂fl¡±˙ fl¡1±, õ∂Ó¬…˚˛º ’Ú…±Ú… fl¡±˚«1 ¬ı±À¬ı 16 ø√Ú ’±1n∏ ¬Û1œé¬±1 ¬ı±À¬ı 16 ø√Ú
1‰¬Ú± – ø‰¬ôL±˜”˘fl¡˚∆¬ı:±øÚfl¡˚ά◊»¸ª ø¬ı¯∏˚˛fl¡˚¸˜¸…±¬ıU˘º ¬ı±√ ø√À˘ ¬Û±Í¬ √±Ú1 ¬ı±À¬ı 230 ø√Ú Œ¬Û±ª± ˚±¬ıº õ∂øÓ¬ ¸5±˝Ó¬√√
¸±Ó¬ ø¬Ûø1˚˛√Õfl¡ Òø1 ¤¬ıÂ√1Ó¬ õ∂Ô˜ ˆ¬±¯∏±1 ¬ı±À¬ı 259
5.05 õ∂øÓ¬ÀȬ± ¬Û±Í¬1 Œ˙¯∏Ó¬ ˆ¬±¯∏±1 ’˝«√Ó¬± ø¬ıfl¡±˙ Œ˝√√±ª±Õfl¡ øSê˚˛±-
ø¬Ûø1˚˛√ Œ¬Û±ª± ˚±¬ıº ¬Û±Í¬ ’±√±Ú-õ∂√±Ú1 ¬ı±À¬ı Ó¬˘Ó¬ ø√˚˛±
fl¡˘±¬Û ¸—À˚±Ê√Ú Ô±øfl¡¬ıº ˝◊√˚˛±1 ¸˝√√±˚˛Ó¬ ¬ı…ª˝√√±ø1fl¡ ¬ı…±fl¡1Ì1
Ò1ÀÌ ø¬Ûø1˚˛√1 øÚX«±1Ì fl¡1± ˝√√í¬ıº
Ò±1̱, ’Ú≈˙œ˘Úœ, ŒÈ¬±fl¡± ’±ø√ ¸øißø¬ı©Ü fl¡1± ˝√√í¬ıº
·√…- 111 ø¬Ûø1˚˛√, ¬Û√…- 74 ø¬Ûø1˚˛√, ¬ı…fl¡1Ì- 37,
5.06 Úª˜-√˙˜ Œ|Ìœ1 ¬Û±Í¬¸˜”˝√ ëfl¡í ’±1n∏ ë‡í ≈√Ȭ± ˆ¬±·Ó¬ ˆ¬À·±ª±
1‰¬Ú± - 37
˝√√í¬ıº ë‡í ˆ¬±·Ó¬ Œ¬ÛÃ1±øÌfl¡ ø˘‡fl¡1 ø˘‡Ú ¸øißø¬ı©Ü fl¡1±
8 9
 [¸˜˚˛ ¸±À¬ÛÀé¬ ¸±˘-¸˘øÚ ˝√√íÀ˘ ∆˙øé¬fl¡ ø√Ú¬Û?œÓ¬ ά◊À~‡ ŒÓ¬›“À˘±fl¡Àfl¡± ’±·¬ıϬˇ±˝◊√ ’±øÚ¬ı ˘±ø·¬ıº ’±Ú˝√√±ÀÓ¬ ø˙é¬fl¡-
fl¡1± ˝√√í¬ıº ] ø˙é¬ø˚˛SœÀ˚˛› øÚÊ√1 ø˙é¬Ì ¬ÛXøÓ¬˚Œfl¡Ã˙˘Ó¬ Ôfl¡± Œ√±¯∏-
6.03 ˜”˘…±˚˛Ú1 Ò±1̱¸˜”˝√ ’±√˙« ’±ø˝«√ õ∂ùü fl¡±fl¡Ó¬Ó¬ ¸øißø¬ı©Ü Sn∏øȬ ¬ı≈øÊ√ ∆˘ qÒ1øÌ ˜”˘fl¡ ¬ÛXøÓ¬˚Œfl¡Ã˙˘ ¢∂˝√Ì fl¡ø1¬ı
˝√√í¬ıº ¬Û±ø1¬ıº ˜”˘…±˚˛Ú1 ¡Z±1± Â√±S-Â√±Sœ¸fl¡˘1 ø¬ı√…±˚˛Ó¬øÚfl¡ ’±1n∏
6.04 ¬Û±Í¬ ¬ıø˝«√ˆ«”¬Ó¬ ø˙é¬Ìœ˚˛ ø√˙¸˜”˝√ Œ˚ÀÚ- ’±fl¡ø¶úfl¡ ¬ıMê‘√Ó¬±, ¸˝√ ø¬ı√…±˚˛Ó¬øÚfl¡ ά◊ˆ¬˚˛ ø√˙À1 ˜”˘…±˚˛Ú fl¡1± ˝√√í¬ıº ¤˝◊√ ¬ÛXøÓ¬
Ó¬fl«¡ õ∂øÓ¬À˚±ø·Ó¬±, ¬Û≈øÔˆ“¬1±˘ ’Ò…˚˛Ú, fl¡ø¬ıÓ¬± ’±1n∏, õ∂±‰¬œ1 ¸•ÛÀfl«¡ ¸fl¡À˘± fl¡Ô± ¬Ûø1¯∏√1 ¡Z±1± õ∂fl¡±ø˙Ó¬ ∆˙øé¬fl¡
¬ÛøSfl¡± ø˘‡Ú, ’±À˘±‰¬Úœ-¬ı±Ó¬ø1 fl¡±fl¡Ó¬ ¬ÛϬˇ±, ¸±é¬±»¬fl¡±1, ø√Ú¬Û?œ ’±1n∏ Continuos and Comprehension evalu-
¸±—¶‘®øÓ¬fl¡ fl¡±˚«Ó¬ ’—˙ ¢∂˝√Ì fl¡1±, ¬ı…±˚˛±˜ ’±ø√ ¸±˜ø¢∂fl¡ ation Ú±˜1 ¬Û≈øÔ ≈√‡ÚÓ¬ ‡1ø‰¬ ˜±ø1 ø˘‡± ’±ÀÂ√º
’±1n∏ ’ø¬ı1Ó¬ ˜”˘…±˚˛Ú1 ¬Û≈øÔ ’±1n∏ ∆˙øé¬fl¡ ø√Ú¬Û?œ ’±ø√Ó¬ ø¬ı√…±˚˛Ó¬øÚfl¡ ø√˙1 ˜”˘…±˚˛Ú1 ¬ı±À¬ı Ó¬˘Ó¬ ø√˚˛± Ò1ÀÌ Ú•§1
¸øißø¬ı©Ü fl¡1± ∆˝√√ÀÂ√º ø¬ıÓ¬1Ì fl¡1± ˝√√í¬ı –
7.00 ¬Û±Í¬…¬Û≈øÔ1 ’±“‰¬øÚ, fl¡À˘¬ı1˚’±fl¡±1 ˝◊√Ó¬…±ø√ øÚX«±1Ì –
Úª˜ ’±1n∏ √˙˜ Œ|Ìœ1 ¬ı±À¬ı ¸≈fl¡œ˚˛± ¸≈fl¡œ˚˛±Õfl¡ ¤Àfl¡±‡Ú ëfl¡í ø¬ıˆ¬±· ë‡í ø¬ıˆ¬±·
¬Û±Í¬… ¬Û≈øÔ [¸±ø˝√√Ó¬…] ˝√√í¬ıº ·√… – 25 ·√… – 10
¬ı…±fl¡1Ì Û≈øÔ ≈√À˚˛±È¬± Œ|Ìœ1 ¬ı±À¬ı ¤Àfl¡‡ÀÚ ˝√√í¬ıº ¬Û√… – 20 ¬Û√… – 8
¬Û±Í¬…¬Û≈øÔÓ¬ 70 ˙Ó¬±—˙ ·√… ’±1n∏ 30 ˙Ó¬±—˙ ¬Û√… Ô±øfl¡¬ıº ¬ı…±fl¡1Ì– 10 ¬ı…±fl¡1Ì – 7
¤˝◊√ ≈√Ȭ± Œ|̜Ӭ 40 ˙Ó¬±—˙ ¬Û±Í¬ ¸±ø˝√√Ó¬…Àfl¡øffl¡ ˝√√í¬ıº ¬Û±Í¬…¬Û≈øÔ1 1‰¬Ú± – 8 -25 Ú•§1
¬Û‘ᬱ ¸—‡…± 150 1 øˆ¬Ó¬1Ó¬ ˝√√í¬ıº ’±fl¡±1 Sê±Î¬◊Ú√, ’±‡1 12 ¬Û˝◊√ KI◊ ¬ı±fl¡…1‰¬Ú±˚ˆ¬±¬ı ë·í ø¬ıˆ¬±·
’±1n∏ ŒÈ¬±fl¡±, ’Ú≈˙œ˘Úœ, øÚÀ«√˙Ú± ’±ø√ 10 ¬Û˝◊√KI◊Ó¬ ø˘‡± ˝√√í¬ıº ¸•x¸±1Ì˚’±À¬ı√Ú ·√… – 10
8.00 ˜”˘…±˚˛Ú – ø˘‡Ú – 4 ¬Û√… – 8
’øÓ¬ø1Mê√ ¬ÛÍ¬Ú 8 ¬ı…±fl¡1Ì – 7
8.01 Â√±S-Â√±Sœ¸fl¡À˘ ˆ¬±¯∏±1 ’˝«√Ó¬±¸˜”˝√ õ∂øÓ¬ÀȬ± Œ|̜Ӭ ¸±˜¢∂œ– 25 Ú•§1
øfl¡˜±Úø‡øÚ ’±˚˛M√ fl¡ø1À˘ Ó¬±fl¡ ˜”˘…±˚˛Ú1 Ê√ø1˚˛ÀÓ¬ Ê√±øÚ¬ı 75 Ú•§1
¬Û1± ˚±˚˛º ¬Û±Í¬…¬Û≈øÔ ’±1n∏ ¬Û±Í¬¬ıø˝√√ˆ«”¬Ó¬ ά◊ˆ¬˚˛ ø√˙ÀÓ¬ ¸¬ı«˜≈ͬ Ú•§1 – 100
¸±˜¢∂œfl¡ˆ¬±Àª ˜”˘…±˚˛Ú1 ¬ı…ª¶ö± Ô±øfl¡¬ıº õ∂øÓ¬ÀȬ± Œ·±È¬1 [Â√±S-Â√±Sœ¸fl¡À˘ ëfl¡í ø¬ıˆ¬±· ’±1n∏ ë‡í ø¬ıˆ¬±· Ú±˝◊√¬ı±
¸±˜ø˚˛ fl ¡œ ˜” ˘ …±˚˛ Ú 1¡Z±1± ø¬ÛÂ√ ¬ Û1± Â√ ± S-Â√ ± Sœ¸fl¡˘fl¡ ëfl¡í ’±1n∏ ë·í ø¬ıˆ¬±·1 ¬Û±Í¬…Sê˜ ¬ÛøϬˇ¬ıº]
ø‰¬Ú±Mê√fl¡1Ì fl¡ø1 øÚ√±Ú˜”˘fl¡ [remedial] ø˙é¬Ì1 ¡Z±1± vvv

10 11
 ASSAMESE (MIL) Group-B : ∆¬ıfl¡øäfl
SUBJECT CODE - 01 ¡
Class -IX Time : 3 hours
10. ·√…±—˙
Full Marks : 100 Pass Marks : 30
Œ‰¬±1Ò1±
˙—fl¡1 ˜±Òª1 ø˜˘Ú 10

11. ¬Û√…±—˙
˝√√Ú≈˜ôL1 ˘—fl¡±√˙«Ú
08
≈√¯∏…ôL-˙fl≈¡ôL˘±1 ¬Û≈Úø˜«˘Ú

12. ¬ı…±fl¡1Ì
ø¬ı¬Û1œÓ¬ ø˘—·¬ı±‰¬fl¡ ˙s, ø¬ı¬Û1œÓ¬±Ô«fl¡ ˙s, ¸˜±Ô«fl¡ ˙s, 07
˚≈1œ˚˛± ˙s, ’±Ò≈øÚfl¡ ’¸˜œ˚˛± ˙sÕ˘ 1+¬Û±ôL1º
˜≈ͬ 100

* ’¸˜œ˚˛± ø¬ı¯∏˚˛1 ’—˙ ø˝√√‰¬±À¬Û Sanskrit (Group-C) ˘í¬ı Œ‡±Ê√ ±

ø˙鬱Ԝ«¸fl¡À˘ Riju Bharati ¬Û≈øÔ‡Ú ¬ÛøϬˇ¬ı ˘±ø·¬ıº
õ∂‰¬G Ò≈˜≈˝√±˝◊√ õ∂ùü fl¡ø1À˘ Œ˜±fl¡

12 13
14 15

¬ı±—˘± – õ∂Ô˜ ˆ¬±¯∏±
SUBJECT CODE - 02
Ú¬ı˜-√˙˜ Œ|øÌ
¬Û”¬ı«fl¡Ô± –
õ∂Ô˜ ˆ¬±¯∏±¬ı˛ ˜±Ò…À˜ ˆ¬±¯∏± ø˙鬱¬ı˛ Œfl¡Ã˙˘- |¬ıÌ, fl¡ÔÚ, ¬Û±Í¬Ú
¤¬ı— ø˘‡ÀÚ¬ı˛ ’Ú≈˙œ˘Ú ¤¬ı— ά◊ißøÓ¬ fl¡¬ı˛À̬ı˛ ά◊ÀV˙… ¸ij≈≈À‡ Œ¬ı˛À‡
¤˝◊√ ¬Û±Í¬…Sê˜ ·Í¬Ú fl¡¬ı˛± ˝√√À˚˛ÀÂ√º õ∂Ô˜ ˆ¬±¯∏± ¸fl¡˘ ˆ¬±À¬ı¬ı˛ ’±√±Ú-
õ∂√±ÀÚ¬ı˛ ¬ı±˝√√Ú ˝√√›˚˛±¬ı˛ ά◊¬ÛÀ¬ı˛› ¸±˜±øÊ√fl¡ ¤¬ı— ¸±—¶‘®øÓ¬fl¡ õ∂˜”˘…,
¸±ø˝√√Ó¬…¬ı˛¸ ˝◊√Ó¬…±ø√ ¢∂˝√Ì fl¡¬ı˛±˚˛ Â√±S-Â√±SœÀ√¬ı˛ ˚±ÀÓ¬ ¤ø·À˚˛ øÚÀÓ¬ ¬Û±À¬ı˛
Œ¸ø√Àfl¡ ‘√ø©Ü ¬ı˛±‡± ˝√√À˚˛ÀÂ√º ¬ıÓ«¬˜±Ú ¸ˆ¬…Ó¬±¬ı˛ ’±Ò≈øÚfl¡œfl¡¬ı˛Ì - ø¬ıù´±˚˛ÀÚ
Ê√œøªfl¡±¬ı˛ ø¬ıøˆ¬iß Ò¬ı˛ÀÚ¬ı˛ ÚÓ≈¬Ú ÚÓ≈¬Ú ¬ÛÔ ‡≈À˘ Œ·ÀÂ√ ¤˝◊√ õ∂fl¡±¬ı˛ ÚÓ≈¬Ú
õ∂À˚˛±· ÚœøÓ¬ÀÓ¬ ø˙鬱ԫœ·Ì ˚±ÀÓ¬ ¤˝◊√ ˆ¬±¯∏± ø˙鬱¬ı˛ ˜±Ò…À˜ ά◊¬Ûfl‘¡Ó¬
˝√√ÀÓ¬ ¬Û±À¬ı˛ Ó¬±¬ı˛ õ∂øÓ¬ &1n∏Q Œ√›˚˛± ˝√√À˚˛ÀÂ√º Ê√œªÚ, ˆ¬±¯∏± ¤¬ı— ¸±ø˝√√ÀÓ¬…¬ı˛
¸Àe ¸•Ûfl«¡œÓ¬ ø¬ı¯∏˚¬˛ ıd ˜±Ú ’Ú≈¸±À¬ı˛ ø¬ıøˆ¬iß Œ|ÌœÀÓ¬ ¸øißø¬ı©Ü fl¡¬ı˛±¬ı˛›
¬Û¬ı˛±˜˙« Œ√›˚˛± ˝√√À˚˛ÀÂ√º
ˆ¬±¯∏± ø˙é¬Àfl¡¬ı˛ ά◊ÀV˙… ˆ¬±¯∏±øȬÀfl¡ ¬ı…±fl¡¬ı˛Ì, ¬ı±Ú±Ú ˝◊√Ó¬…±ø√
ÚœøÓ¬ ¸˝√√fl¡±À¬ı˛ - qXˆ¬±À¬ı ø˙鬱 fl¡¬ı˛±º ¤¬ı˛ ¸Àe¸Àe Â√±S-Â√±SœÀ√¬ı˛
¸±ø˝√√Ó¬…¬ı˛¸ ’¶§±√Ú fl¡¬ı˛±, Ê√±Ó¬œ˚˛Ó¬±À¬ı±Ò ’±˝√√¬ı˛Ì fl¡¬ı˛±, øÚÀÊ√¬ı˛ Œ√˙
Ó¬Ô± ¸˜±Ê√Àfl¡ ˆ¬±˘¬ı±¸±, ¶§-Ê√±Ó¬œ˚˛ ¸—¶‘®øÓ¬, √˚˛± › ˜±Ú¬ıœ˚˛ &Ì«±¬ı˘œ¬ı˛
ø¬ıfl¡±˙ ¸±ÒÚ fl¡¬ı˛±› &èQ¬Û”Ì« ά◊ÀV˙…º ¸±˜±øÊ√fl¡ ¤¬ı— ¸±—¶‘®øÓ¬fl¡
õ∂˜”˘…À¬ı±ÀÒ¬ı˛ ¡Z±¬ı˛± øÚÀÊ√Àfl¡ õ∂fl¡±˙ fl¡¬ı˛±¬ı˛ ˜ÀÓ¬± fl¡À¬ı˛ ·Àάˇ ŒÓ¬±˘±˝◊√
ˆ¬±¯∏± ø˙é¬Àfl¡¬ı˛ ¤fl¡øȬ √±ø˚˛Qº õ∂fl‘¡Ó¬±ÀÔ« õ∂Ô˜ ˆ¬±¯∏± ø˙é¬Àfl¡¬ı˛ ¤fl¡øȬ
16
˜±Ú¬ı ‰¬ø¬ı˛S ¸•Ûiß ¤fl¡Ê√Ú õ∂fl‘¡Ó¬ Ú±·ø¬ı˛fl¡ ø˝√√¸±À¬ı ·Àάˇ ŒÓ¬±˘±˝◊√ ¤¬ı˛
ά◊ÀV˙…º
¸±Ò±¬ı˛Ì ά◊ÀV˙… –
1.00 ˝◊√øÓ¬˜ÀÒ… ά◊2‰¬-õ∂±Ôø˜fl¡ ô¶À¬ı˛ ø˙À‡ ’±¸± ˆ¬±¯∏±¬ı˛ ø¬ıøˆ¬iß
ø√Àfl¡¬ı˛ ά◊¬ÛÀ¬ı˛ ŒÊ√±Î¬ˇø√À˚˛ ŒÊ√ÀÚ ¬ı≈ÀÁ¡, ά◊¬Û˘øt fl¡À¬ı˛,
¬ı…¬ı˝√√±ø¬ı˛fl¡ Ê√œªÀÚ õ∂À˚˛±· fl¡¬ı˛ÀÓ¬ ¸é¬˜ ˝√√À¬ıº
1.01 ˆ¬±¯∏±¬ı˛ Ú¬ı-Ú¬ı ø√Àfl¡¬ı˛ :±Ú ’±˝√√¬ı˛Ì-fl¡À¬ı˛ Ó¬±¬ı˛ ø¬ıÀù≠¯∏Ì fl¡¬ı˛±¬ı˛
Œ˚±·…Ó¬± ’Ê«√Úº
1.02 ˆ¬±¯∏±Ó¬ÀQ¬ı˛ :±Ú Ó¬Ô± ˆ¬±ø¯∏fl¡ Œfl¡Ã˙À˘¬ı˛ 鬘Ӭ± ¬ı‘øX fl¡¬ı˛±º
1.03 Œ˜Ãø‡fl¡ ’øˆ¬¬ı…øMê√¬ı˛ ø¬ıfl¡±˙ ¸±ÒÚfl¡À¬ı˛ ¸±˜±øÊ√fl¡ √±ø˚˛QÀ¬ı±Ò
Ê√±¢∂Ó¬ fl¡¬ı˛±º
1.04 |¬ıÚ, fl¡ÔÚ, ¬ÛÍ¬Ú ¤¬ı— ø˘‡ÀÚ¬ı˛ ·øÓ¬À¬ı· ¬ı‘øX fl¡1±º
1.05 Œfl¡±ÀÚ± ’±À˘±‰¬Ú±, Ó¬fl«¡õ∂øÓ¬À˚±ø·Ó¬± ¸ˆ¬±-¸ø˜øÓ¬ÀÓ¬ ’—˙
¢∂˝√Ì fl¡À¬ı˛ Ó¬±˝√√± ¬Ûø¬ı˛‰¬±˘Ú± fl¡¬ı˛±º
1.06 Œfl¡±ÀÚ± ‚Ȭڱ ¬ı± ¸˜¸…±, ø¬ı¯∏˚˛±ø√¬ı˛ ά◊¬Û¬ı˛ øÚÀÊ√¬ı˛ ¶§˜Ó¬ Ó≈¬À˘
ÒÀ¬ı˛ Ó¬±¬ı˛ ¸˜±Ò±Ú ‡≈“ÀÊ√ Œ¬ı¬ı˛ fl¡¬ı˛±º
1.07 ÚÓ≈¬Ú ø√fl¡˚Ò±¬ı˛ ± , √ ˙ « Ú ø˙鬱ԫ œ Àfl¡fœfl¡ ˜ÀÚ±¬ı˛ ? fl¡,
fl¡±˚«øˆ¬øM√√fl¡, Œ˚±·…Ó¬± ¸•Ûiß :±Ú ’±˝√√¬ı˛Ì fl¡À¬ı˛ ¬ı…¬ı˝√√±ø¬ı˛fl¡
Ê√œ¬ıÀÚ Ó¬±¬ı˛ õ∂À˚˛±· ¤¬ı— ŒÚÓ‘¬Q Œ√¬ı±¬ı˛ ά◊¬Û±˚˛ øÚÌ«˚˛ fl¡¬ı˛±º
1.08 Œ˚ Œfl¡±ÀÚ± fl¡Ô± ¬ı± fl¡±˚« ¬Û˚«À¬ıé¬Ì fl¡À¬ı˛ øÚÊ√ ’øˆ¬¬ı…øMê√
¬ı…Mê√ fl¡¬ı˛±º
1.09 ˆ¬±¯∏± ¤¬ı— ¸±ø˝√√Ó¬… ’Ò…˚˛ÀÚ¬ı˛ ¡Z±¬ı˛± ø¬ıøˆ¬iß Ê√ÚÀ·±á¬œ¬ı˛ ¸±ø˝√√Ó¬…
¸—¶‘®øÓ¬¬ı˛ õ∂øÓ¬ ’Ú≈¬ı˛Mê√ ˝√√›˚˛±º
1.10 ¸‘ø©Ü˜”˘fl¡ õ∂øÓ¬ˆ¬±¬ı˛ ø¬ıfl¡±˙ ¸±ÒÚ fl¡¬ı˛±º
17
ø˙é¬Úœ˚˛ ø√fl¡ – 2.10 ‘√˙…˜±Ú fl¡±˚« ¬ı± ‚Ȭڱ¬ı˛ ‰¬˘ôL ø¬ı¬ı¬ı˛Ì ø√ÀÓ¬ ¸é¬˜º
ø¬ıÀ˙¯∏ ά◊ÀV˙… – 2.11 ŒÊ√…á¬-fl¡øÚᬠ¸˜¬ı˚˛¸Àˆ¬À√ ø˙©Ü±‰¬±¬ı˛ ¬ı˛é¬± fl¡À¬ı˛ fl¡Ô±¬ı±Ó«¬±
2.00 |ªÌ-fl¡ÔÚ – ‰¬±˘±ÀÓ¬ ¬Û±¬ı˛±º
2.01 Œ˚ Œfl¡±ÀÚ± ‚Ȭڱ, ¬ıMê‘√Ó¬±, ’±À˘±‰¬Ú±, ·äfl¡±ø˝√√øÚ ˝◊√Ó¬…±ø√ 2.12 ø˘—· ¸˜Ó¬± ¤¬ı— ˜˚«√± ¬ı˛é¬± fl¡¬ı˛±¬ı˛ ˜±Úø¸fl¡Ó¬± ·Àάˇ Ó≈¬À˘
¬ı≈ÀÊ√ qÀÚ Î¬◊¬Û˘øt fl¡À¬ı˛ ¸±¬ı˘œ˘ˆ¬±À¬ı ¬ı˘ÀÓ¬ ¬Û±¬ı˛± ¤¬ı— ¬Ûø¬ı˛À¬ı˙ ¬Ûø¬ı˛ø¶öøÓ¬ ¸±À¬ÛÀé¬ ˆ¬±¯∏±Õ˙˘œ õ∂À˚˛±· fl¡¬ı˛ÀÓ¬ ¸˜Ô«º
¬ı…¬ı˝√√±ø¬ı˛fl¡ Ê√œ¬ıÀÚ Ó¬±˝√√± õ∂À˚˛±· fl¡¬ı˛ÀÓ¬ ¸˜Ô« ˝√√›˚˛±º 2.13 ’Ú…À˘±Àfl¡¬ı˛ ˆ¬±¯∏± ¤¬ı— fl¡ÔÚ-ˆ¬eœ¬ı˛ õ∂øÓ¬ ¸ij±Ú õ∂√˙«Ú
2.02 ˜ÀÚ±¬ı˛?fl¡ ’Ú≈ᬱڱø√ Œ√À‡-qÀÚ ’±Úµ ˘±ˆ¬ fl¡¬ı˛±¬ı˛ ¸Àe fl¡¬ı˛±º
øÚÀÊ√› ’—˙ ¢∂˝√Ì fl¡¬ı˛±º
2.03 ¬ıMê√±¬ı˛ ¬ıMê√¬ı…, ’±‰¬±¬ı˛ ¬ı…¬ı˝√√±¬ı˛ ˝◊√Ó¬…±ø√ ø¬ı‰¬±¬ı˛ ø¬ıÀù≠¯∏Ì fl¡À¬ı˛ 3.00 ¬ÛͬÚ-ø˘‡Ú –
˜”˘…±˚˛Ú › ˜”˘…±ÇÚ fl¡¬ı˛ÀÓ¬ ¬Û±¬ı˛±º 3.01 qX ά◊2‰¬±¬ı˛Ì, Ò√ıøÚ, ˘˚˛ ù´±¸±‚±Ó¬ [¬ı˘±‚±Ó¬] ¤¬ı— ¬ÛͬÀÚ¬ı˛
2.04 Œfl¡±ÀÚ± ¬ı‘øM√√˜”˘fl¡ ˆ¬±¯∏Ì ’±À˘±‰¬Ú±ø√ qÀÚ ø¬ı:±Ú ¸ijÓ¬ ·øÓ¬ øÚ˚˛LaÀÚ¬ı˛ ά◊¬ÛÀ¬ı˛ &èQ ø√À˚˛ ˙s ¬ı±fl¡…±ø√ ¬ÛάˇÀÓ¬ ¤¬ı—
ø¬ıÀù≠¯∏̱Rfl¡ ‘√ø©Üˆ¬eœ ’±˚˛Q fl¡À¬ı˛ Ê√œ¬ıÀÚ¬ı˛ Ê√Ú… Œõ∂¬ı˛Ì± ø˘‡ÀÓ¬ ¸é¬˜º
˘±ˆ¬ fl¡¬ı˛ÀÓ¬ ¬Û±¬ı˛±º 3.02 ˆ¬±¬ı ’Ú≈¸±À¬ı˛ ¬ı±Àfl¡…¬ı˛ ’±À¬ı˛±˝√√Ì ¤¬ı— ’¬ıÀ¬ı˛±˝√√Ì ¬ı˛é¬± fl¡À¬ı˛
2.05 ’gø¬ıù´±¸, fl≈¡-¸—¶®±¬ı˛±ø√ ø¬ıÀù≠¯∏̱Rfl¡ ‘√ø©Üˆ¬øe¬ı˛ ¡Z±¬ı˛± ø¬ı‰¬±¬ı˛ ¬ÛάˇÀÓ¬ ¤¬ı— ^nÓ¬·øÓ¬ÀÓ¬ ¸±¬ıø˘˘ˆ¬±À¬ı ¬ÛάˇÀÓ¬ ¸é¬˜º
fl¡À¬ı˛ ∆¬ı:±øÚfl¡ ˜ÀÚ±ˆ¬±¬ı ·Àάˇ ŒÓ¬±˘±º 3.03 ¬ÛͬÚ-ø˘‡ÀÚ¬ı˛ ¸˜˚˛ ø¬ı¬ı˛±˜ ø‰¬À˝ê¬ı˛ [˚øÓ¬, fl¡˜±, ˆ¬±¬ıÀ¬ı±Òfl¡,
2.06 øÚÀÊ√¬ı˛ ˜ÀÚ Î¬◊ø√Ó¬ ˝√√›˚˛± ˆ¬±¬ı ¤¬ı— ’Ú… Œ˘±Àfl¡¬ı˛ õ∂ùü fl¡Ô± õ∂ùüÀ¬ı±Òfl¡] ˝◊√Ó¬…±ø√¬ı˛ ά◊¬ÛÀ¬ı˛ &èQ Œ√›˚˛±º
∆Ò˚« ¸˝√√fl¡±À¬ı˛ qÀÚ Ó¬±»é¬øÚfl¡ˆ¬±À¬ı ά◊M√¬ı˛ ø√ÀÓ¬ ¸é¬˜ ¤¬ı— 3.04 Œ|øÌ ’Ú≈¸±À¬ı˛ ¬ÛÍ¬Ú ¤¬ı— ø˘‡ÀÚ¬ı˛ ·øÓ¬ ¬ı‘øX [¸˜˚˛
øÚÀÊ√¬ı˛ õ∂øÓ¬øSê˚˛± õ∂fl¡±˙ fl¡¬ı˛ÀÓ¬ ¸é¬˜ ˝√√›˚˛±º
’Ú≈¬Û±ÀÓ¬] fl¡¬ı˛±º
2.07 ¬ı±fl¡…¬ı˛ Ó¬±˘-˜±Ú-Ò√ıøÚ [˚øÓ¬] ù´±¸±‚±Ó¬ [¬ı˘±‚±Ó¬] ˝◊√Ó¬…±ø√
3.05 ˜±Úø‰¬S ø¬ıøˆ¬iß Ó¬±ø˘fl¡± ¬ı˛ø¸√, fl¡±ø˝√√øÚ, ø¬ıøˆ¬iß èø‰¬¬ı˛ fl¡ø¬ıÓ¬±,
¬ı˛é¬±fl¡À¬ı˛ qX ¤¬ı— ¶Û©Üˆ¬±À¬ı ά◊2‰¬±¬ı˛Ì fl¡¬ı˛ÀÓ¬ ¸é¬˜ ˝√√›˚˛±º
õ∂¬ıg, ø‰¬øͬ, ø√Úø˘ø¬Û ˝◊√Ó¬…±ø√ Œ√À‡qÀÚ, ¬ÛÀάˇ ¬ı≈ÀÊ√ ¤¬ı—
2.08 ø¬ıøˆ¬iß ¸eœÓ¬±ø√, fl¡ø¬ıÓ¬±, ¸—˘±¬Û, ’±fl¡ø¶úfl¡ ¬ıMê‘√Ó¬±, Ó¬fl«¡› øÚÀÊ√› ø˘‡ÀÓ¬ ¸˜Ô« ˝√√›˚˛±º
fl≈¡˝◊√Ê√ õ∂øÓ¬À˚±ø·Ó¬±˚˛ ’—˙ ¢∂˝√Ì fl¡¬ı˛ÀÓ¬ ¬Û±¬ı˛±º
3.06 Œ√‡±-qÚ± ¶ú¬ı˛Ìœ˚˛ ‚Ȭڱ ¤¬ı— øÚÀÊ√¬ı˛ Ê√œ¬ıÀÚ¬ı˛ ’øˆ¬:Ó¬±
2.09 ’±Ú≈ᬱøÚfl¡ ¤¬ı—, ’Ú±Ú≈ᬱøÚfl¡ˆ¬±À¬ı ¬ı…øMê√ ¤¬ı— ¸˜ø©ÜÀfl¡ ’±R¶ú¬ı˛Ì±ø√¬ı˛ Ê√Ú… Œ˘‡±º
’±√¬ı˛ ¸y±¯∏Ì Ê√±Ú±ÀÚ±, ’±:±, ’Ú≈À¬ı˛±Ò, ¸À•§±ÒÚ ¬ı…Mê√ fl¡¬ı˛±
3.07 ’±ôLÊ«√±øÓ¬fl¡, ¬ı˛±©Ü™œ˚˛, ¶ö±Úœ˚˛ fl¡˘±-fl‘¡ø©Ü ¤¬ı— ¸—¶‘®øÓ¬˜”˘fl¡
¤¬ı— ¢∂˝√Ì fl¡¬ı˛ÀÓ¬ ¸é¬˜º
18 19
Ó¬»¸˝√√ Œ˘±fl¡-¸—¶‘®øÓ¬ ¬ı± Ê√Úfl‘¡ø©Ü¬ı˛ ø¬ı¯∏À˚˛ ¬ÛÀάˇ Ó¬±¬ı˛ ˜”˘ ˆ¬±¬ı ¬ı≈ÀÊ√
Ê√±Ó¬œ˚˛ Œõ∂¬ı˛Ì± ˘±ˆ¬ fl¡¬ı˛±º
3.08 ¬ı…¬ı˝√√±ø¬ı˛fl¡ Ê√œ¬ıÀÚ ¬ı…±fl¡¬ı˛À̬ı˛ qX õ∂À˚˛±· fl¡¬ı˛±º
4.00 ø‰¬ôLÚ –
4.01 ¬Ûάˇ±-qÚ± Ó¬Ô…, ‚Ȭڱø√¬ı˛ Sê˜ ’Ú≈¸±À¬ı˛ ø¬ı‰¬±¬ı˛ ø¬ıÀ¬ı‰¬Ú± fl¡¬ı˛±¬ı˛
鬘Ӭ± ’Ê«√Ú fl¡¬ı˛± ¤¬ı— Œ¸-&À˘±¬ı˛ fl¡±˚«, fl¡±¬ı˛Ì › Ù¬˘ øÚÌ«˚˛
fl¡À¬ı˛ Ó¬±¬ı˛ Ó≈¬˘Ú± fl¡¬ı˛ÀÓ¬ ¸é¬˜º
4.02 Œfl¡±ÀÚ± ¤fl¡È¬± ø¬ı¯∏˚˛ ¬ıd¬ı˛ ¸¬ÛÀé¬ ¬ı± ø¬ı¬ÛÀé¬ øÚÀÊ√¬ı˛ ˚≈øMê√
¤¬ı— ˆ¬±¬ı ø¬ı‰¬±¬ı˛ fl¡¬ı˛±¬ı˛ ¸Àe ø¸X±ÀôL ά◊¬ÛڜӬ ˝√√À˚˛ øÚÀÊ√¬ı˛
˜ôL¬ı… Ó≈¬À˘ Ò¬ı˛ÀÓ¬ ¸é¬˜º
4.03 ¸Ó¬…±¸Ó¬… øÚÌ«˚˛ fl¡¬ı˛ÀÓ¬ ¬Û±¬ı˛±º
4.04 Ê√±Ó¬œ˚˛ fl¡˘±-fl‘¡ø©Ü¬ı˛ õ∂øÓ¬ |X± Œ¬Û±¯∏Ì ¤¬ı— ‹øÓ¬˝√√… ¬Û¬ı˛•Û¬ı˛±
¸•ÛÀfl«¡ ø¬ı:±Ú ¸ijÓ¬ ˜ÀÚ±ˆ¬±¬ı ·Àάˇ ŒÓ¬±˘±º
5.00 ¬Û±Àͬ õ∂øÓ¬Ù¬ø˘Ó¬ ˝√√ÀÓ¬ ¬Û±¬ı˛± ø√fl¡¸˜”˝√ –
v ¬ı˛±©Ü™œ˚˛ ø˙鬱ڜøÓ¬¬ı˛ ˜”˘ √˙øȬ ά◊¬Û±√±Ú –
v ˆ¬±¬ı˛ÀÓ¬¬ı˛ ¶§±ÒœÚÓ¬± ¸—¢∂±À˜¬ı˛ ˝◊√øÓ¬˝√√±¸º
v ¸±—ø¬ıÒ±øÚfl¡ √±˚˛¬ıXÓ¬±º
v Ê√±Ó¬œ˚˛ ¬Ûø¬ı˛ø‰¬øÓ¬ ¬Ûø¬ı˛¬Û≈ø©Ü¬ı˛ ’ÀÔ« õ∂À˚˛±Ê√Úœ˚˛ Ó¬Ô…º
v ˆ¬±¬ı˛ÀÓ¬¬ı˛ ¸±Ò±¬ı˛Ì ¸±—¶‘®øÓ¬fl¡ ‹øÓ¬˝√√…º
v ¸±˜…¬ı±√, ·ÌÓ¬La ¤¬ı— Ò˜«øÚ¬ı˛À¬Ûé¬Ó¬±º
v ø˘—À·¬ı˛ ¸˜Ó¬± [Ú±¬ı˛œ ¤¬ı— ¬Û≈è¯∏ Œˆ¬À√ ¸˜Ó¬±]º
v ¬Ûø¬ı˛À¬ıÀ˙¬ı˛ ¸—¬ı˛é¬Ìº
20
v ¸±˜±øÊ√fl¡ ∆¬ı¯∏˜… ”√¬ı˛œfl¡¬ı˛Ìº
v ŒÂ√±È¬¬Ûø¬ı˛¬ı±À¬ı˛¬ı˛ ¬Ûø¬ı˛fl¡äÚ± ¢∂˝√̺
v ø¬ı:±Ú¸ijÓ¬ ‘√ø©Üˆ¬—·œ ’±˝√√¬ı˛Ìº
Ó¬»¸˝√√ ˆ¬±¬ı˛Ó¬œ˚˛ ¤¬ı— Ê√±Ó¬œ˚˛ ¸±ø˝√√ÀÓ¬…¬ı˛ ¶§¬ı˛+¬Û ’Ú≈Ò±¬ıÚº
¸±˜±øÊ√fl¡ √±˚˛¬ıXÓ¬± [Ê√Ú¸±Ò±¬ı˛À̬ı˛ ¸•ÛøM√√ ¬ı˛é¬Ì±-Œ¬ıé¬Ì], ¸À‰¬Ó¬ÚÓ¬±,
ø‰¬©Ü±‰¬±¬ı˛, Œ¸¬ı±˜ÀÚ±ˆ¬±¬ı, ¸˝√√À˚±ø·Ó¬±, ¸˝√√˜ø˜«Ó¬±, ¸˜À˚˛¬ı˛ ¸¡Z…¬ı˝√√±¬ı˛,
’ø˝√√—¸±, √±ø˚˛QÀ¬ı±Ò, øÚᬱ, √˚˛±, fl¡è̱, ¸˝√√Ú˙œ˘Ó¬±, Œ√˙Àõ∂˜, |À˜¬ı˛
˜˚«±√±, ¬Ûø¬ı˛À¬ı˙ ¸À‰¬Ó¬ÚÓ¬±, ø¬ıù´w±Ó‘¬Q, ŒÚÓ‘¬Q, ’Ú≈fl¡•Û±, fl‘¡ø©Ü-
¸—¶‘®øÓ¬¬ı˛ õ∂øÓ¬ |X±, ’±Rø¬ıù´±¸, ¶Û©Ü ¤¬ı— ^nÓ¬ø¸X±ôL, ¸±˝√√ø¸fl¡Ó¬±
¤¬ı— õ∂˜”˘… ˝◊√Ó¬…±ø√º
˝◊√˝√±Â√±Î¬ˇ±› ’Ú¢∂¸¬ı˛ Â√±S-Â√±Sœ¬ı˛ ø¬ıfl¡±˙ ¸±ÒÚ [¬ı±Ò±¢∂ô¶],
’ø˝√√—¸± ÚœøÓ¬¬ı˛ ά◊¬Û˘øt, Ê√œ¬ıÚ Ò±¬ı˛À̬ı˛ Œfl¡Ã˙˘ ¤¬ı— fl¡˜«¸—¶‘®øÓ¬
·Àάˇ ŒÓ¬±˘±, Ú±µøÚfl¡ ’Ú≈ˆ”¬øÓ¬ ø¬ıfl¡±˙ ¸±ÒÚ ˝◊√Ó¬…±ø√ ø√fl¡&À˘±¬ı˛ õ∂øÓ¬
&èQ Œ√›˚˛± ˝√√À˚˛ÀÂ√º
5.01 ¬Û±Àͬ¬ı˛ õ∂fl¡±¬ı˛ – ¬Û±Í¬…¬Û≈øÔ¬ı˛ õ∂¬ıg, Ê√œ¬ıÚœ, ’±RÊ√œ¬ıÚœ,
fl¡±ø˝√√øÚ, ¸±—¬ı±ø√fl¡Ó¬±, w˜Ú, ڱȬ…±—˙ ˝◊√Ó¬…±ø√ ¸±ø˝√√øÓ¬…fl¡ 1+¬Û
[¬ıÌ«Ú±Rfl¡, fl¡ÀÔ±¬Ûfl¡ÔÚ, ڱȬ…¬ı˛+¬Û, ¸˜±À˘±‰¬Ú±˜”˘fl¡] ¬ı˛¸
¸˜”˝√ õ∂øÓ¬Ù¬ø˘Ó¬ ˝√√›˚˛± ¬Û±Í¬ ¸øißø¬ı©Ü ˝√√À¬ıº
5.02 ∆˙˘œ – ¬Û±Í¬…¬Û≈øÔ¬ı˛ õ∂±‰¬œÚ, Œ¬ı˛±˜±øKI◊fl¡ ¤¬ı— ¸±•xøÓ¬fl¡ ˚≈À·¬ı˛
Œ˘‡øÚ ¸øißø¬ı©Ü fl¡¬ı˛± ˝√√À¬ıº
5.03 ¬ı…¬ı˝√√±ø¬ı˛fl¡ ø√fl¡ – ¬ı˛±ô¶±-‚±È¬, ¸˜˚˛¸”‰¬œ, [Œ¬ı˛˘-¬ı±¸],
Œ˚±·±À˚±· [ø¬Û, ø¸, ›, Ó“¬±¬ı˛¬ı±Ó«¬±], ’±fl¡±˙¬ı±Ìœ, [¸—¬ı±√¬ÛS,
”√¬ı˛√˙«Ú fl¡ø•Ûά◊Ȭ±¬ı˛], ¶ö±Úœ˚˛ ø¬ı¯∏˚˛ [¬Û=±À˚˛Ó¬, ¬Û≈ø˘˙, Œfl¡±È«¬
fl¡±Â√±¬ı˛œ] ¬ı˛±øÊ√…fl¡ ¤¬ı— ¸˝√√À˚±·œ ˆ¬±¯∏±¬ı˛ ˆ”¬ø˜fl¡± ¸•ÛÀfl«¡
’øˆ¬:Ó¬±¬ı˛ õ∂À˚˛±Ê√Úº
21
5.04 ¬Û±Í¬ øÚ¬ı«±‰¬Ú –
ά◊¬ÛÀ¬ı˛±Mê√ ø˙é¬Úœ˚˛ ø√fl¡&À˘± õ∂øÓ¬Ù¬ø˘Ó¬ ˝√√›˚˛±¬ı˛ Ê√Ú…
ÚœÀ‰¬ Œ√›˚˛± ø¬ı¯∏˚˛¬ıd ¸˜”À˝√√¬ı˛ ¬Û±Í¬ øÚ¬ı«±‰¬Ú fl¡¬ı˛± ˝√√À¬ıº
Ú¬ı˜ Œ|ø̬ı˛ ¬Û±Í¬…Sê˜ –
·√ … ø¬ıˆ¬±· – ‹øÓ¬˝√ ± ø¸fl¡ ‚Ȭڱ-Œ‡˘±-Ò≈ ˘ ±-Ê√ œ ¬ıÚœ
[¬ı˛±©Ü™œ˚˛˚’±ôL¬ı˛±©Ü™œ˚˛] ¸—¬ı±√À˘‡±- fl¡˘±¸—·œÓ¬-Ê√±Ó¬œ˚˛
¬Ûø¬ı˛ø‰¬øÓ¬-¶§±ÒœÚÓ¬± ¸—¢∂±˜- Ê√±Ó¬œ˚˛-¸—·øÓ¬-¬ı‘øM√√˜”‡œø¬ı¯∏˚˛-
|À˜¬ı˛ ˜˚«±√±-¶§À√˙Àõ∂˜-’±¸±À˜¬ı˛ ˆ¬±¯∏± ¬Ûø¬ı˛ø‰¬øÓ¬ -
Ê√ÚÊ√±Ó¬œ˚˛ ·ä - w˜Ú¬ı‘M√±ôL - ∆¬ı:±øÚfl¡ ‘√ø©Üˆ¬eœ-õ∂fl‘¡øÓ¬
ø¬ı¯∏˚˛fl¡ ‹fl¡… ¤¬ı— ¸—˝√√øÓ¬-˜”˘…À¬ı±Ò ¸•Ûfl«¡œ˚˛ ø¬ı¯∏˚˛ ¤¬ı—
¸±ø˝√√ÀÓ¬…¬ı˛ ø¬ıù´Ê√ÚœÚ ’±À¬ı√Ú ¸•Ûfl«¡œ˚˛ ø¬ı¯∏˚˛º
fl¡ø¬ıÓ¬± ø¬ıˆ¬±· – ’±Ò…±øRfl¡-√±˙«øÚfl¡-ÚœøÓ¬˜”˘fl¡-Œ√˙Àõ∂˜˜”˘fl¡- õ∂fl¡‘ øÓ¬
ø¬ı¯∏˚˛fl¡ - ˜±Ú¬ıÓ¬±¬ı±√œ ø¬ı¯∏˚˛fl¡ - ˝√√±¸…¬ı˛¸±Rfl¡ - ¬ı…e±Rfl¡º
¬ı…±fl¡¬ı˛Ì – 1] øÚÀ«√˙fl¡ õ∂Ó¬…˚˛, 2] õ∂Ó¬…é¬ ¤¬ı— ¬ÛÀ¬ı˛±é¬ ά◊øMê√, 3]
¬ı…?Ú ¤¬ı— ø¬ı¸·« ¸øg 4] ’Ô« ’Ú≈¸±À¬ı˛ ¬ı±fl¡… ¬Ûø¬ı˛¬ıÓ«¬Ú
[’ô¶…Ô«fl¡, Ú…ô¶…Ô«fl¡, õ∂ùü±Ô«fl¡] 5] fl‘¡» ¤¬ı— Ó¬øXÓ¬ õ∂Ó¬…˚˛
6] ¶aœ õ∂Ó¬…˚˛ 7] Ò±Ó≈¬ ¤¬ı— øSê˚˛±¬Û√ 8] ¬ı±fl¡… ¬ı˛‰¬Ú± 9]
ˆ¬±¬ı¸•x¸±¬ı˛ Ì 10] ¬Û≈ è ¯∏ øÚÀ« √ ˙ ∏ fl ¡ õ∂Ó¬…˚˛ 11]
¬ı±fl¡…¸•x¸±¬ı˛Ì 12] ¬ı±fl¡… ¸—Àfl¡±‰¬Ú
1‰¬Ú± – ø‰¬ôL±˜”˘fl¡˚ø¬ı:±Ú øˆ¬øM√√fl¡˚ά◊»¸¬ı ø¬ı¯∏˚˛fl¡˚¸˜¸…±¬ıU˘º
√˙˜ Œ|ø̬ı˛ ¬Û±Í¬…Sê˜ –
·√ … ø¬ıˆ¬±· – ‹øÓ¬˝√ ± ø¸fl¡ ‚Ȭڱ-Œ‡˘±-Ò≈ ˘ ±-Ê√ œ ¬ıÚœ
[¬ı˛±©Ü™œ˚˛˚’±ôL¬ı˛±©Ü™œ˚˛] ¸—¬ı±√À˘‡±- fl¡˘±¸—·œÓ¬-Ê√±Ó¬œ˚˛
¬Ûø¬ı˛ø‰¬øÓ¬-¶§±ÒœÚÓ¬± ¸—¢∂±˜- Ê√±Ó¬œ˚˛-¸—·øÓ¬-¬ı‘øM√√˜”‡œø¬ı¯∏˚˛-
22
|À˜¬ı˛ ˜˚«±√±-¶§À√˙Àõ∂˜-’±¸±À˜¬ı˛ ˆ¬±¯∏± ¬Ûø¬ı˛ø‰¬øÓ¬ -
Ê√ÚÊ√±Ó¬œ˚˛ ·ä - w˜Ú¬ı‘M√±ôL - ∆¬ı:±øÚfl¡ ‘√ø©Üˆ¬eœ-õ∂fl‘¡øÓ¬
ø¬ı¯∏˚˛fl¡ ‹fl¡… ¤¬ı— ¸—˝√√øÓ¬-˜”˘…À¬ı±Ò ¸•Ûfl«¡œ˚˛ ø¬ı¯∏˚˛ ¤¬ı—
¸±ø˝√√ÀÓ¬…¬ı˛ ø¬ıù´Ê√ÚœÚ ’±À¬ı√Ú ¸•Ûfl«¡œ˚˛ ø¬ı¯∏˚˛º
fl¡ø¬ıÓ¬± ø¬ıˆ¬±· – ’±Ò…±øRfl¡-√±˙«øÚfl¡-ÚœøÓ¬˜”˘fl¡-Œ√˙Àõ∂˜˜”˘fl¡- õ∂fl¡‘ øÓ¬
ø¬ı¯∏˚˛fl¡ - ˜±Ú¬ıÓ¬±¬ı±√œ ø¬ı¯∏˚˛fl¡ - ˝√√±¸…¬ı˛¸±Rfl¡ - ¬ı…e±Rfl¡º
¬ı…±fl¡¬ı˛Ì – ¸˜±¸, ¬Û√, ¬ı±fl¡… ¬Ûø¬ı˛¬ıÓ«¬Ú [¸¬ı˛˘-Œ˚Ãø·fl¡-Ê√øȬ˘], ¬ı±fl¡…
¸—Àfl¡±‰¬Ú, ø¬ı¬ı˛±˜ ø‰¬À˝ê¬ı˛ ¬ı…¬ı˝√√±¬ı˛, ˙s ˆ¬±G±¬ı˛, ø¬ı¬Û¬ı˛œÓ¬±Ô«fl¡
˙s, õ∂¬ı±√-õ∂¬ı‰¬Ú, ’qøX ¸—À˙±ÒÚ, ¬ı±·ƒø¬ıøÒ, ’±À¬ı√Ú,
õ∂øÓ¬À¬ı√Ú ¬ÛSº
1‰¬Ú± – ø‰¬ôL±˜”˘fl¡˚ø¬ı:±Ú øˆ¬øM√√fl¡˚ά◊»¸¬ı ø¬ı¯∏˚˛fl¡˚¸˜¸…±¬ıU˘º
5.05 õ∂øÓ¬øȬ ¬Û±Àͬ¬ı˛ Œ˙À¯∏ ˆ¬±¯∏±¬ı˛ Œ˚±·…Ó¬± ø¬ıfl¡±˙ ˝√√ÀÓ¬ ¬Û±¬ı˛±
øSê˚˛±fl¡˘±¬Û ¸—À˚±Ê√Ú Ô±fl¡À¬ıº ¤¬ı˛ ¸±˝√√±À˚… ¬ı…¬ı˝√√±ø¬ı˛fl¡
¬ı…±fl¡¬ı˛À̬ı˛ Ò±¬ı˛Ì±, ’Ú≈˙œ˘Úœ, Ȭœfl¡±ø√ ¸øißø¬ı©Ü fl¡¬ı˛± ˝√√À¬ıº
5.06 Ú¬ı˜-√˙˜ Œ|ø̬ı˛ ¬Û±Í¬¸˜”˝√ ëfl¡í ¤¬ı— ë‡í ≈√øȬ ˆ¬±À· ˆ¬±·
fl¡¬ı˛± ˝√√À¬ıº ë‡í ˆ¬±À· Œ¬Ûìı˛±øÌfl¡ Œ˘‡Àfl¡¬ı˛ Œ˘‡± ¸øißø¬ı©Ü
fl¡¬ı˛± ˝√√À¬ıº Â√±S-±Sœ·Ì ë‡í ø¬ıˆ¬±À·¬ı˛ ¬ı√À˘ ë·í ˆ¬±À·¬ı˛
¸—¶‘®Ó¬ ø¬ı¯∏˚˛øȬ ’Ò…˚˛Ú fl¡¬ı˛ÀÓ¬ ¬Û±¬ı˛À¬ıº
Ú•§¬ı˛ ø¬ıÓ¬¬ı˛Ì ¤˜Ú ˆ¬±À¬ı ˝√√À¬ı –
ëfl¡í ø¬ıˆ¬±· -- 75 Ú•§1
ë‡í ø¬ıˆ¬±· -- 25 Ú•§1
’Ô¬ı± ë·í ø¬ıˆ¬±· -- 25 Ú•§1
6.00 ø˙é¬Ì ø˙鬱¬ı˛ &èQ –
6.01 ø˙é¬Ìœ˚˛ &èQ –
23
 ¬Û±Í¬ ’±√±Ú-õ∂√±ÀÚ - 50 ˙Ó¬±—˙ 7.00 ¬Û±Í¬…¬Û≈øÔ¬ı˛ ¬Ûø¬ı˛fl¡äÚ±, fl¡À˘¬ı¬ı˛˚’±fl¡±¬ı˛ ˝◊√Ó¬…±ø√ øÚÒ«±¬ı˛Ì –
[õ∂±‰¬œÚ ¸±ø˝√√Ó¬… ¤¬ı— ’øÓ¬ø¬ı˛Mê√] Ú¬ı˜ ¤¬ı— √˙˜ Œ|ø̬ı˛ Ê√Ú… ’±˘±√± ’±˘±√± fl¡À¬ı˛ ¤fl¡
øSê˚˛±fl¡˘±À¬Û -- 30 ˙Ó¬±—˙ ¤fl¡øȬ ¬Û±Í¬…¬Û≈ô¶fl¡ [¸±ø˝√√Ó¬…] ˝√√À¬ıº
¬ı…±fl¡¬ı˛Ì ¤¬ı— ¬ı˛‰¬Ú± -- 15 ˙Ó¬±—˙ ¬ı…±fl¡¬ı˛Ì ≈√˝◊√øȬ Œ|ø̬ı˛ Ê√Ú… ¤fl¡øȬ ¬Û≈ô¶fl¡˝◊√ Ô±fl¡À¬ıº
¬ı…¬ı˝√√±ø¬ı˛fl¡ ø√Àfl¡ -- 8 ˙Ó¬±—˙ ¬Û±Í¬…¬Û≈ô¶Àfl¡ 75 ˙Ó¬±—˙ ·√… ¤¬ı— 25 ˙Ó¬±—˙ ¬Û√… Ô±fl¡À¬ıº
õ∂fl¡ä, ¸‘Ê√Úœ˜”˘fl¡ fl¡˜« -- 5 ˙Ó¬±—˙ ¤˝◊√ ≈√øȬ Œ|øÌÀÓ¬ 40 ˙Ó¬±—˙ ¬Û±Í¬ ¸±ø˝√√Ó¬…Àfl¡øffl¡ ˝√√À¬ıº
¬Û±Í¬…¬Û≈øÔ¬ı˛ ¬Û‘ᬸ—‡…± 200 ¬ı˛ Œˆ¬Ó¬À¬ı˛ Ô±fl¡À¬ıº ’±fl¡±¬ı˛
øÚ√±Ú˜”˘fl¡ ¬ı…¬ı¶ö± -- 2 ˙Ó¬±—˙
Sê±Î¬◊Ú, ’鬬ı˛ 12 ¬ÛÀ˚˛KI◊ ¤¬ı— Ȭœfl¡±, ’Ú≈˙œ˘Úœ, øÚÀ«√˙±Ú±ø√
------------------------- 10 ¬ÛÀ˚˛KI◊ Œ˘‡± ˝√√À¬ıº
100 ˙Ó¬±—˙ 8.00 ˜”˘…±˚˛Ú –
6.02 ¸˜À˚˛¬ı˛ &èQ – ¸±¬ı˛±¬ıÂ√À¬ı˛¬ı˛ fl¡˜«ø√Ú 262 ¤fl¡ ˜ÀÒ… 8.01 Â√±S-Â√±Sœ·Ì ˆ¬±¯∏±1 Œ˚±·…Ó¬±¸˜”˝√ õ∂øÓ¬øȬ Œ|øÌÀÓ¬ fl¡Ó¬‡øÚ
ø¬ı√…±˘À˚˛¬ı˛ ’Ú…±Ú… fl¡±À˚«¬ı˛ Ê√Ú… 16 ø√Ú ¤¬ı— ¬Û¬ı˛œé¬±¬ı˛ Ê√ÀÚ… ’±˚˛Q fl¡¬ı˛À˘± Ó¬±¬ı˛ ˜”˘…±˚˛ÀÚ¬ı˛ ˜±Ò…À˜ Ê√±ÚÀÓ¬ ¬Û±¬ı˛± ˚±˚˛º
16 ø√Ú ¬ı±√ ø√À˘ ¬Û±Í¬√±ÀÚ¬ı˛ Ê√Ú… 230 ø√Ú Ô±Àfl¡º õ∂øÓ¬ ¬Û±Í¬…¬Û≈øÔÀÓ¬ ¤¬ı— ¬Û±Í¬¬ıø˝√√ˆ«”¬Ó¬ ά◊ˆ¬˚˛ ø√Àfl¡ ¸±˜ø¢∂fl¡ˆ¬±À¬ı
¸5±À˝√√ ¸±Ó¬ ø¬Ûø¬ı˛˚˛Îƒ¬ fl¡À¬ı˛ ÒÀ¬ı˛ ¤¬ıÂ√À¬ı˛ õ∂Ô˜ ˆ¬±¯∏±¬ı˛ Ê√Ú… ˜”˘…±˚˛ÀÚ¬ı˛ ¬ı…¬ı¶ö± Ô±fl¡À¬ıº õ∂øÓ¬øȬ √À˘¬ı˛ ¸±˜ø˚˛fl¡œ ˜”˘…±˚˛ÀÚ¬ı˛
259 ø¬Ûø¬ı˛˚˛Îƒ¬ ¬Û±›˚˛± ˚±À¬ıº ¬Û±Í¬ ’±√±Ú-õ∂√±ÀÚ¬ı˛ Ê√Ú… ’Ú¢∂¸¬ı˛ Â√±S-Â√±SœÀ√¬ı˛ ø‰¬ø˝êÓ¬ fl¡À¬ı˛º øÚ√±Ú ˜”˘fl¡ [reme-
ÚœÀ‰¬ ά◊À~‡ fl¡¬ı˛± ˜ÀÓ¬ ø¬Ûø¬ı˛˚˛Îƒ¬ øÚÒ«±¬ı˛Ì fl¡¬ı˛± ˝√√À¬ıº dial] ø˙é¬À̬ı˛ ¡Z±¬ı˛± Ó¬±À√¬ı˛Àfl¡› ¤ø·À˚˛ øÚÀÓ¬ ˝√√À¬ıº
·√…-111 ø¬Ûø¬ı˛˚˛Îƒ¬, ¬Û√…-74 ø¬Ûø¬ı˛˚˛Îƒ¬, ¬ı…±fl¡¬ı˛Ì - 37 ’¬Û¬ı˛ø√Àfl¡ ø˙é¬fl¡-ø˙é¬ø˚˛Sœ·Ì› øÚÀÊ√À√¬ı˛ ø˙é¬Ì ¬ÛXøÓ¬º
ø¬Ûø¬ı˛˚˛Îƒ¬º Œfl¡Ã˙˘·Ó¬ ŒÔÀfl¡ ˚±›˚˛± Œ√±¯∏-Sn∏øȬ ¬ı≈ÀÊ√ øÚÀ˚˛ ¸—À˙±ÒÚ
6.03 ˜”˘…±˚˛ÀÚ¬ı˛ Ò±¬ı˛Ì±¸˜”˝√ ’±√˙« õ∂ùü¬ÛÀS ¸øißø¬ı©Ü ˝√√À¬ıº ˜”˘fl¡ ¬ÛXøÓ¬ Œfl¡Ã˙˘ ¢∂˝√Ì fl¡¬ı˛ÀÓ¬ ¬Û±¬ı˛À¬ıÚº ˜”˘…±˚˛ÀÚ¬ı˛ ¡Z±¬ı˛±
6.04 ¬Û±Í¬¬ıø˝√√ˆ«”¬Ó¬ ø˙é¬Ìœ˚˛ ø√fl¡¸˜”˝√ Œ˚˜Ú – Â√±S-Â√±SœÀ√¬ı˛ ø¬ı√…±˚˛Ó¬øÚfl¡ ¤¬ı— ˜˝√√±ø¬ı√…±˚˛Ó¬øÚfl¡ ά◊ˆ¬˚˛
’±fl¡ø¶úfl¡ ¬ıMê‘√Ó¬±, Ó¬fl«¡¬ õ∂øÓ¬À˚±ø·Ó¬±, ¢∂Lö±·±¬ı˛, ’Ò…˚˛Ú, ø√Àfl¡¬ı˛ ˜”˘…±˚˛Ú fl¡¬ı˛± ˝√√À¬ıº ¤˝◊√ ¬ÛXøÓ¬ ¸•ÛÀfl«¡ ¸fl¡˘ fl¡Ô±
fl¡ø¬ıÓ¬± Œ˘‡±, õ∂±‰¬œ¬ı˛ ¬ÛøSfl¡±, ’±À˘±‰¬Ú± ¬ÛøSfl¡±, ¸—¬ı±√ ¬Ûø¬ı˛¯∏À√¬ı˛ ¡Z±¬ı˛± õ∂fl¡±ø˙Ó¬ ∆˙øé¬fl¡ ø√Ú¬Û?œ ¤¬ı— Continu-
¬ÛS ¬Ûάˇ±, ¸±é¬±Ó¬fl¡±¬ı˛, ¸±—¶‘®øÓ¬fl¡ fl¡±À˚« ’—˙ ¢∂˝√Ì fl¡¬ı˛±, ous and Comprehension evalution Ú±À˜¬ı˛ ¬Û≈ô¶fl¡
Œ˚±·-¬ı…±˚˛±˜±ø√ ¸±˜ø¢∂fl¡ ¤¬ı— ’ø¬ı¬ı˛Ó¬ ˜”˘…±˚˛ÀÚ¬ı˛ ¬Û≈ô¶fl¡ ≈√íøȬÀÓ¬ ŒÊ√±¬ı˛ ø√À˚˛ ø˘À‡ Œ√›˚˛± ˝√√À˚˛ÀÂ√º
¤¬ı— ∆˙øé¬fl¡ ø√Ú¬Û?œÀÓ¬ ¸øißø¬ı©Ü fl¡¬ı˛± ˝√√À˚˛ÀÂ√º ø¬ı√…±˚˛Ó¬øÚfl¡ ø√Àfl¡¬ı˛ ˜”˘…±˚˛ÀÚ¬ı˛ Ê√Ú… ÚœÀ‰¬ õ∂√M√ S꘱Ú≈¸±À¬ı˛

24 25
Ú•§¬ı˛ ø¬ıÓ¬¬ı˛Ì fl¡¬ı˛± ˝√√À¬ıº BENGALI (MIL)
SUBJECT CODE - 02
ëfl¡í ø¬ıˆ¬±· ë‡í ø¬ıˆ¬±·
Class -IX Time : 3 hours
·√… - 25 ·√… - 10 Full Marks : 100 Pass Marks : 30
¬Û√… - 20 ¬Û√… - 8
¬ı…±fl¡¬ı˛Ì- 10 ¬ı…±fl¡¬ı˛Ì- 7
¬ı˛‰¬Ú± - 8 25 Ú•§1
¬ı±fl¡… ¬ı˛‰¬Ú±˚ˆ¬±¬ı ë·í ø¬ıˆ¬±·
¸•x¸±¬ı˛Ì˚ 4 ·√… - 10
’±À¬ı√Ú ¬ÛS ø˘‡Ú ¬Û√… - 8
^nÓ¬ ¬ÛͬÚ- 8 ¬ı…±fl¡¬ı˛Ì- 7
75 Ú•§1
25 Ú•§1
¸¬ıı«˜≈ͬ – 100 Ú•§1
[Â√±S-Â√±Sœ·Ì ëfl¡í ø¬ıˆ¬±· ¤¬ı— ë‡í ø¬ıˆ¬±· ’Ô¬ı± ë·í ø¬ıˆ¬±À·¬ı˛
¬Û±Í¬…Sê˜ ¬ÛάˇÀ¬ıº]
vvv

26 27
 BENGALI (MIL)
Subject Code : 02
Class -X Time : 3 hours
Full Marks : 100 Pass Marks : 30

28 29
 CURRICULAM & SYLLABI
SUBJECT CODE - 05
Hindi (MI L)
Classes : IX & X
¬˝Õ◊ ÷Ê·Ê ∑§ ¡Á⁄U∞ ÷Ê·Ê-Á‡ÊˇÊáÊ ∑§ ∑§ı‡Ê‹-üÊfláÊ, ∑§ÕŸ, ¬∆UŸ
•ı⁄U ‹πŸ ∑§ •èÿÊ‚ •ı⁄U Áfl∑§Ê‚ ∑§Ù äÿÊŸ ◊¢ ⁄Uπ∑§⁄U ß‚ ¬Ê∆K∑˝§◊ ∑§Ê
ÁŸœÊ¸⁄UáÊ Á∑§ÿÊ ªÿÊ „UÒ– ¬˝Õ◊ ÷Ê·Ê ‚÷Ë ÷ÊflÙ¢ •ı⁄U ÁfløÊ⁄UÙ¢ ∑§ •ÊŒÊŸ-
¬˝ŒÊŸ ∑§Ê ◊Êäÿ◊ „UÙŸ ∑§ •‹ÊflÊ ‚Ê◊ÊÁ¡∑§ •ı⁄U ‚Ê¢S∑ΧÁÃ∑§ ◊ÍÀÿ’Ùœ,
‚ÊÁ„Uàÿ ∑§ ⁄U‚ÊSflÊŒŸ •ÊÁŒ ª˝„UáÊ ∑§⁄UÃ ÁfllÊÕ˸ •Êª ’…∏U, ß‚ ¬⁄U Áfl‡Ê·
äÿÊŸ ÁŒÿÊ ªÿÊ „UÒ– flø◊ÊŸ ‚èÿÃÊ ∑§ •ÊœÈÁŸ∑§⁄UáÊ •ı⁄U flÒ‡flË∑§⁄UáÊ ◊¢
¡ËÁfl∑§Ù¬Ê¡¸Ÿ ∑§ •Ÿ∑§ Ÿ∞ ◊ʪ¸ πÈ‹ ª∞ „UÒ¢– ∞‚Ë ÁSÕÁà ◊¢ ÷Ê·Ê ∑§Ë
ŸÿË ¬˝ÿÙª ŸËÁà ◊¢ ÷Ê·Ê-Á‡ÊˇÊáÊ ‚ ÁfllÊÕ˸ ‹Ê÷ÊÁãflà „UÙ, ß‚ ¬⁄U
ÿÕÙÁøà äÿÊŸ ÁŒÿÊ ªÿÊ „UÒ– ¡ËflŸ, ÷Ê·Ê, •ı⁄U ‚ÊÁ„Uàÿ ‚ ‚¢’¢ÁœÃ
¬Û±Í¬…¬Û≈øͬ Â√ -˙¸±ø˝√√Ó¬… Œ¸Ã¬ı˛ˆ¬ Áfl·ÿflSÃÈ•Ù¢ ∑§Ù ‚◊ÊŸÈ∑˝§Á◊∑§ ÁflÁ÷㟠∑§ˇÊÊ•Ù¢ ◊¢ ‚◊ÊÁ„Uà ∑§⁄UŸ ∑§Ë
√ÿflSÕÊ ∑§Ë ªÿË „UÒ–
÷Ê·Ê-Á‡ÊˇÊÊÕ˸ ∑§Ê ©Ug‡ÿ „UÒ- ÷Ê·Ê ∑§ √ÿÊ∑§⁄UáÊ, fløŸË •ÊÁŒ
ÁflÁœ¬Ífl¸∑§ ‡ÊÈh M§¬ ‚ ‚ËπŸÊ– ‚ÊÕ „UË ÁfllÊÕ˸ ∑§Ù ‚ÊÁ„Uàÿ ∑§ ⁄U‚ÊSflÊŒŸ
∑§⁄UŸÊ, ⁄UÊc≈˛UËÿÃÊ’Ùœ, Œ‡Ê ÃÕÊ ‚◊Ê¡ ∑§ ¬˝Áà ¬˝◊, ⁄UÊc≈˛UËÿ-‚¢S∑ΧÁÃ, ŒÿÊ
•ÊÁŒ ¡Ò‚ ◊ÊŸflËÿ ªÈáÊÙ¢ ∑§Ù Áfl∑§Á‚à ∑§⁄UŸÊ ÷Ë ◊„Uàfl¬Íáʸ ©Ug‡ÿ ⁄U„UÊ „UÒ–
‚Ê◊ÊÁ¡∑§ •ı⁄U ‚Ê¢S∑ΧÁÃ∑§ ◊ÍÀÿ’Ùœ ‚ ¬˝Á⁄Uà „UÙ∑§⁄U Sfl-Áfl∑§Á‚à „UÙŸÊ
÷Ë ÷Ê·Ê-Á‡ÊˇÊÊÕ˸ ∑§Ê ¬⁄U◊ ŒÊÁÿàfl „UÙÃÊ „UÒ– Œ⁄U•‚‹ ¬˝Õ◊ ÷Ê·Ê-
Á‡ÊˇÊáÊ ∑§ ¡Á⁄U∞ Á‡ÊˇÊÊÕ˸ ∑§Ù ◊ÊŸflÙÁøà øÁ⁄UòÊ ‚ê¬ãŸ ∞∑§ •ë¿UÊ ŸÊªÁ⁄U∑§
’ŸÊŸÊ „UË ß‚∑§Ê ©Ug‡ÿ „UÒ–
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 ‚Ê◊Êãÿ ©Ug‡ÿ ‚ÊÁ„Uàÿ-‚¢S∑ΧÁà ∑§ ¬˝Áà ‚„UÊŸÈ÷ÍÁà ∑§Ê ÷Êfl ©Uà¬ãŸ ∑§⁄UŸÊ–

1. ©UìÊ ◊ÊäÿÁ◊∑§ SÃ⁄U ¬⁄U Á‚πÊÿË ªÿË ÷Ê·Ê ∑§ ÁflÁ÷㟠¬„U‹È•Ù¢ 11. ‚ΡŸÊà◊∑§ ¬˝ÁÃ÷Ê ∑§Ù Áfl∑§Á‚à ∑§⁄U ¬ÊŸÊ–
∑§Ë ¡ÊŸ∑§Ê⁄UË ¬˝Êåà ∑§⁄UŸÊ, ©Uã„U¢ ª„UŸÃÊ ‚ ‚◊¤ÊŸÊ ÃÕÊ √ÿÊfl„UÊÁ⁄U∑§
¡ËflŸ ◊¢ ¬˝ÿÙª ∑§⁄UŸ ◊¢ ‚ˇÊ◊ „UÙŸÊ–
Áfl‡Ê· ©UUg‡ÿ
2. ÷Ê·Ê ∑§Ë ŸÿË-ŸÿË ÁŒ‡ÊÊ•Ù¢ ∑§Ê ôÊÊŸ •Á¡¸Ã ∑§⁄U ©U‚∑§ Áfl‡‹·áÊ
∑§⁄UŸ ∑§Ë ÿÙÇÿÃÊ ¬˝Êåà ∑§⁄UŸÊ– 2.00. üÊfláÊ •ı⁄U ∑§ÕŸ —

3. ÷Ê·ÊÃàfl ∑§Ê ôÊÊŸ ÃÕÊ ÷Ê·Ê߸ ∑§ı‡Ê‹ ∑§Ë ˇÊ◊ÃÊ ◊¢ ‚Ȍ΅∏UË∑§⁄UáÊ 2.01 Á∑§‚Ë ÉÊ≈UŸÊ, ÷Ê·áÊ, øøʸ, ∑§ÕÊ-∑§„UÊŸË •ÊÁŒ ‚ÈŸ∑§⁄U ÃÕÊ ‚◊¤Ê∑§⁄U

•ı⁄U flÎÁh∑§⁄UáÊ– S¬c≈U M§¬ ‚ ‚ ’Ù‹ ¬ÊŸÊ •ı⁄U √ÿÊfl„UÊÁ⁄U∑§ ¡ËflŸ ◊¢ ¬˝ÿÙª ∑§
Á‹∞ ‚ˇÊ◊ „UÙŸÊ–
4. ◊ıπ∑§ •Á÷√ÿÁÄà ∑§Ê Áfl∑§Ê‚ ∑§⁄U ‚Ê◊ÊÁ¡∑§ ◊ÍÀÿ’Ùœ ◊¢
flÎÁh∑§⁄UáÊ– 2.02 •ÊŸãŒŒÊÿ∑§ ∑§Êÿ¸∑˝§◊ •ÊÁŒ Œπ ‚ÈŸ∑§⁄U •ÊŸãŒ ¬˝Êåà ∑§⁄UŸ ∑§
‚ÊÕ Sflÿ¢ Á„US‚Ê ‹ ¬ÊŸÊ–
5. üÊfláÊ, ∑§ÕŸ, ¬∆UŸ ÃÕÊ ‹πŸ ∑§Ë ªÁà ◊¢ ÃËÔflAUÃÊ ‹ÊŸÊ–
2.03 ÷Ê·áÊ∑§Ãʸ ∑§ ÷Ê·áÊ, •ÊøÊ⁄U-√ÿfl„UÊ⁄U ßàÿÊÁŒ ‚Ùø-‚◊¤Ê∑§⁄U
6. øøʸ, flÊŒ-ÁflflÊŒ ¬˝ÁÃÿÙÁªÃÊ, ‚÷Ê-‚Á◊Áà •ÊÁŒ ◊¢ Á„US‚Ê ‹ŸÊ ◊ÍÀÿÊ¢∑§Ÿ ∑§⁄U ¬ÊŸÊ–
•ı⁄U ©U‚∑§Ê ‚¢øÊ‹Ÿ ∑§⁄UŸÊ–
2.04 Á∑§‚Ë flÎÁàÃ◊Í‹∑§ ÷Ê·áÊ, øøʸ •ÊÁŒ ‚ÈŸ∑§⁄U flÒôÊÊÁŸ∑§ ŒÎÁc≈U∑§ÙáÊ
7. Á∑§‚Ë ÉÊ≈UŸÊ ÿÊ ‚◊SÿÊ, Áfl·ÿ •ÊÁŒ ¬⁄U •¬ŸÊ ÁfløÊ⁄U √ÿÄà ∑§⁄U ª˝„UáÊ ∑§⁄U ¡ËflŸ ∑§ Á‹∞ ¬˝⁄UáÊÊ ¬˝Êåà ∑§⁄UŸÊ–
¬ÊŸÊ ÃÕÊ ©U‚∑§Ê „U‹ ∑§⁄U ¬ÊŸÊ–
2.05 •¢œ-Áfl‡flÊ‚, ∑ȧ⁄UËÁà •ÊÁŒ Áfl‡‹·áÊÊà◊∑§ ŒÎÁc≈U∑§ÙáÊ ∑§ ¡Á⁄U∞
8. ŸÿË ÁŒ‡ÊÊ/ÁfløÊ⁄UœÊ⁄UÊ, ÁfllÊÕ˸-∑§Áãº˝Ã Œ‡Ê¸Ÿ, ◊ŸÙ⁄¢U¡Ÿ, ∑§Êÿ¸ˇÊ◊ÃÊ- flÒôÊÊÁŸ∑§ ÁfløÊ⁄U •¬ŸÊŸÊ–
‚ê¬ãŸ, ÿÙÇÿÃÊ-‚ê¬ãŸ, ôÊÊŸ ª˝„UáÊ ∑§⁄U √ÿÊfl„UÊÁ⁄U∑§ ¡ËflŸ ◊¢
2.06 Á∑§‚Ë ÉÊ≈UŸÊ, ÷Ê·áÊ, øøʸ, ∑§ÕÊ-∑§„UÊŸË •ÊÁŒ ‚ÈŸ∑§⁄U ÃÕÊ ‚◊¤Ê∑§⁄U
¬˝ÿÙª ∑§⁄UŸÊ ÃÕÊ ŸÃÎàfl ¬˝ŒÊŸ ∑§⁄UŸÊ–
S¬c≈U M§¬ ‚ ’Ù‹ ¬ÊŸÊ •ı⁄U √ÿÊfl„UÊÁ⁄U∑§ ¡ËflŸ ◊¢ ¬˝ÿÙª ∑§⁄UŸ ∑§
9. Á∑§‚Ë ÷Ë ’Êà ÿÊ ∑§Êÿ¸ ∑§Ù ÁŸ⁄UˡÊáÊ ∑§⁄U ©U‚∑§ ‚¢’¢œ ◊¢ •¬ŸÊ Á‹∞ ‚ˇÊ◊ „UÙŸÊ–
ÁfløÊ⁄U •Á÷√ÿÄà ∑§⁄U ¬ÊŸÊ–
2.07 flÊÄÿ ∑§ ‡ÊéŒ ∑§Ê ©UÃÊ⁄U-ø…∏UÊfl, äflÁŸ ∑§Ê •Ê⁄UÙ„U-•fl⁄UÙ„U •ÊÁŒ
10. ÷Ê·Ê •ı⁄U ‚ÊÁ„Uàÿ ∑§ •äÿÿŸ ∑§ ¡Á⁄U∞ ÁflÁ÷㟠¡Ÿ‚◊ÈŒÊÿÙ¢ ∑§Ë ‚È⁄UÁˇÊà ⁄Uπ∑§⁄U ‡ÊÈhÃÊ •ı⁄U S¬c≈UÃÊ ‚ ©UìÊÊ⁄UáÊ ∑§⁄U ¬ÊŸÊ–
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2.08 ÁflÁ÷㟠ªËÃ-‚¢ªËÃ, ∑§ÁflÃÊ, ‚¢flÊŒ, •Ê‡ÊÈ ÷Ê·áÊ, flÊŒ-ÁflflÊŒ,
ÄflË¡, •ÊÁŒ ∑§Ë ¬˝ÁÃÿÙÁªÃÊ•Ù¢ ◊¢ Á„US‚Ê ‹ŸÊ–
2.09 •ı¬øÊÁ⁄U∑§ •ı⁄U •Ÿı¬øÊÁ⁄U∑§ M§¬ ‚ √ÿÁÄà •ı⁄U ‚◊Ê¡ ∑§Ù
‚ê◊ÊŸ ¬˝Œ‡Ê¸Ÿ ∑§⁄UŸÊ •ı⁄U •ÊôÊÊ, •ŸÈ⁄UÙœ ¡Ò‚ ‚¢’ÙœŸ √ÿÄÃ
∑§⁄UŸÊ •ı⁄U ª˝„UáÊ ∑§⁄UŸÊ–
2.10 •Ê°πÙ¢ ŒπË Á∑§‚Ë ÉÊ≈UŸÊ•Ù¢ ÃÕÊ ∑§ÊÿÙ¸¢ ∑§Ê fláʸŸ ∑§⁄U ¬ÊŸÊ–
2.11 Öÿc∆UÃÊ, ∑§ÁŸc∆UÃÊ ÃÕÊ ÃÕÊ ‚ê◊ÊŸ ∑§Ù äÿÊŸ ◊¢ ⁄Uπ⁄∑§⁄U ¬Á⁄Ufl‡Ê
∑§ •ŸÈ∑ͧ‹ ÷Ê·Ê ∑§Ê ¬˝ÿÙª ∑§⁄UŸÊ–
2.12 ‹Ò¢Áª∑§ ‚◊ÊŸÃÊ •ı⁄U ‚ê◊ÊŸ ∑§Ù äÿÊŸ ◊¢ ⁄Uπ∑§⁄U ¬Á⁄Ufl‡Ê ∑§ •ŸÈ∑ͧ‹
÷Ê·Ê ∑§Ê ¬˝ÿÙª ∑§⁄UŸÊ–
¬òÊ, «UÊÿ⁄UË •ÊÁŒ Œπ-‚ÈŸ∑§⁄U, ¬…∏U∑§⁄U ‚◊¤Ê ¬ÊŸÊ •ı⁄U Sflÿ¢
Á‹πŸ ◊¢ ‚◊Õ¸ „UÙŸÊ–
3.06 ŒπË „ÈU߸ ÿÊ ‚ÈŸË „ÈU߸ SÕÊŸËÿ ÉÊ≈UŸÊ•Ù¢ ÃÕÊ •¬Ÿ •ŸÈ÷flÙ¢ ∑§Ù
Á‹π∑§⁄U •Á÷√ÿÄà ∑§⁄U ¬ÊŸÊ–
3.07 ⁄UÊc≈˛UËÿ, •ãÃ⁄Uʸc≈˛UËÿ, SÕÊŸËÿ ∑§‹Ê-‚¢S∑ΧÁà ∑§ ‚ÊÕ ‹Ù∑§-‚¢S∑ΧÁÃ
∑§ ’Ê⁄U ◊¢ ¬…∏U∑§⁄U ©U‚∑§Ê ◊„Uàfl ‚◊¤ÊÃ „ÈU∞ ⁄UÊc≈˛UËÿ ¬˝⁄UáÊÊ ¬˝ÊåÃ
∑§⁄UŸÊ–
3.08 √ÿÊfl„UÊÁ⁄U∑§ ¡ËflŸ ◊¢ ¬˝ÿÈÄà ÷Ê·Ê ◊¢ √ÿÊ∑§⁄UáÊ ∑§Ê ‡ÊÈh ¬˝ÿÙª
∑§⁄UŸ ◊¢ ‚ˇÊ◊ „UÙŸÊ–
4.00 Áøãß •ı⁄U •Á÷√ÿÁÄà —

2.13 ŒÍ‚⁄UÙ¢ ∑§Ë ’Êà •ı⁄U ∑§ÕŸ-‡ÊÒ‹Ë ∑§ ¬˝Áà ‚ê◊ÊŸ ¬˝Œ‡Ê¸Ÿ ∑§⁄UŸÊ– 4.01 ‚ÈŸ „ÈU∞ ÃÕÊ ¬…∏U „ÈU∞ ÃâÿÙ¢, ÉÊ≈UŸÊ•Ù¢ •ÊÁŒ ∑§Ù ∑˝§◊ÊŸÈ‚Ê⁄U ÁfløÊ⁄U-
Áfl◊‡Ê¸ ∑§⁄UŸ ∑§Ë ˇÊ◊ÃÊ •Á¡¸Ã ∑§⁄UŸÊ •ı⁄U ©U‚ ∑§Êÿ¸, ∑§Ê⁄UáÊ ÃÕÊ
3.00 ¬∆UŸ •ı⁄U ‹πŸ —
»§‹ ÁŸáʸÿ ∑§⁄U ÃÈ‹ŸÊ ∑§⁄U ¬ÊŸÊ–
3.01 ‡ÊÈh-©UìÊÊ⁄UáÊ, äflÁŸ ∑§ •Ê⁄UÙ„U-•fl⁄UÙ„U ÃÕÊ ¬∆UŸ ∑§Ë ªÁà ∑§
4.02 Á∑§‚Ë ∞∑§ Áfl·ÿflSÃÈ ∑§ ¬ˇÊ-Áfl¬ˇÊ ¬⁄U •¬ŸÊ Ã∑¸§ ¬˝SÃÈÃU ∑§⁄UŸ
ÁŸÿ¢òÊáÊ ¬⁄U ◊„ûfl ŒÃ „ÈU∞ ‡ÊéŒ, flÊÄÿ •ÊÁŒ ¬…∏U-Á‹π ‚∑§ŸÊ–
∑§ ‚ÊÕ-‚ÊÕ ‚ÒhÊÁãÃ∑§ ◊ãÃ√ÿ ŒŸÊ–
3.02 ÷ÊflÙ¢ ∑§ •ŸÈ∑ȧ‹ flÊÄÿ ∑§ •Ê⁄UÙ„U-•fl⁄UÙ„U ¬⁄U äÿÊŸ ŒÃ „ÈU∞ ¬…∏U
4.03 ‚„UË-ª‹Ã ∑§Ê ÁŸáʸÿ ∑§⁄U ¬ÊŸÊ–
¬ÊŸÊ •ı⁄U Ã¡Ë ‚ ¬…∏U ‚∑§ŸÊ–
4.04 ⁄UÊc≈˛UËÿ ∑§‹Ê-‚¢S∑ΧÁà ∑§ ¬˝Áà ‚ê◊ÊŸ ¬˝Œ‡Ê¸Ÿ •ı⁄U ªı⁄Ufl¬Íáʸ ¬⁄Uê¬⁄UÊ
3.03 ¬…∏UÊ߸ •ı⁄U Á‹πÊ߸ ∑§ ‚◊ÿ Áfl⁄UÊ◊ Áø±Ÿ (¬Íáʸ-Áfl⁄UÊ◊, •h¸-
∑§ ’Ê⁄U ◊¢ flÒôÊÊÁŸ∑§ ŒÎÁc≈U∑§ÙáÊ •¬ŸÊŸ ◊¢ ‚ˇÊ◊ „UÙŸÊ–
Áfl⁄UÊ◊, ÷Êfl’Ùœ∑§, ¬˝‡Ÿ’Ùœ∑§ •ÊÁŒ) ¬⁄U ’‹ ŒŸÊ–
3.04 ∑§ˇÊÊ ∑§ •ŸÈ‚Ê⁄U ¬…∏UÊ߸ •ı⁄U Á‹πÊ߸ ∑§Ë ªÁà ◊¢ flÎÁh (‚◊ÿ ∑§
•ŸÈ‚Ê⁄U) ∑§⁄UŸÊ–
3.05 ◊ÊŸÁøòÊ, ÁflÁ÷㟠‚ÍøË, ∑§„UÊŸË, ÁflÁ÷㟠L§Áø∑§⁄U ∑§ÁflÃÊ∞°, ÁŸ’¢œ,
34 35
5.00 ¬Ê∆U ◊¢ ¬˝Áû§Á‹Ã „UÙŸ flÊ‹Ë ÁŒ‡ÊÊ∞° — ß‚∑§ •‹ÊflÊ Á¬¿U«∏U „ÈU∞ ÁfllÊÁÕ¸ÿÙ¢ ∑§ Áfl∑§Ê‚, •Á„U¢‚Ê ∑§Ë
©U¬‹Áéœ, ¡ËflŸ-ÿʬŸ ∑§Ê ∑§ı‡Ê‹ •ı⁄U ∑§◊¸-‚¢S∑ΧÁà ∑§Ê ÁŸ◊¸ÊáÊ, ‚ÈπŒ
5.01 ⁄UÊc≈˛UËÿ Á‡ÊˇÊÊ- -ŸËÁà ◊¢ ‚ÁãŸÁflc≈U ÁŸêŸÁ‹Áπà Œ‚ ©U¬ÊŒÊŸÙ¢ ∑§Ê
•ŸÈ÷ÍÁà ∑§Ê Áfl∑§Ê‚ •ÊÁŒ ÁŒ‡ÊÊ•Ù¢ ¬⁄U ’‹ ÁŒÿÊ ªÿÊ „UÒ–
¬˝Áû§‹Ÿ „UÙªÊ-
5.02 ¬Ê∆U ∑§ ¬˝∑§Ê⁄ U—U ¬Ê∆K¬ÈSÃ∑§ ◊¢ ÁŸ’¢œ, ¡ËflŸË, •Êà◊∑§ÕÊ,
5.01.01 ÷Ê⁄UÃËÿ SflâòÊÃÊ ‚¢ª˝Ê◊ ∑§Ê ßÁÄUÊ‚–
∑§„UÊŸË, ¬òÊ∑§ÊÁ⁄UÃÊ, ÷˝◊áÊ, ŸÊ≈KÊ¢‡Ê •ÊÁŒ ‚ÊÁ„UÁàÿ∑§ M§¬-
5.01.02 ‚¢flÒœÊÁŸ∑§ ŒÊÿ’hÃÊ– ⁄U‚ (fláʸŸÊà◊∑§, ∑§ÕÙ¬∑§ÕŸ, ŸÊ≈KM§¬, •Ê‹ÙøŸÊà◊∑§)
‚ ¬˝Áû§Á‹Ã ¬Ê∆U ‚ÁãŸÁflc≈U „U٪ʖ
5.01.03 ⁄UÊc≈˛UËÿ ¬„UøÊŸ ∑§ ¬Á⁄U¬Í⁄U∑§ •Êfl‡ÿ∑§ ‚¢‚ÊœŸ–
5.03 ‡ÊÒ‹Ë —U ¬Ê∆K¬ÈSÃ∑§ ◊¢ ¬˝ÊøËŸ, ⁄UÙ◊Ê¢Á≈U∑§ ÃÕÊ ‚◊‚Ê◊Áÿ∑§
5.01.04 ÷Ê⁄Uà ∑§ ‚Ê◊ÊÁ¡∑§ -‚Ê¢S∑ΧÁÃ∑§ ªı⁄Ufl–
ÿȪ ∑§ ‹π ‚ÁãŸÁflc≈U „UÙ¢ª–
5.01.05 ‚ÊêÿflÊŒ, ¡ŸÃ¢òÊ ÃÕÊ ¬¢ÕÁŸ⁄U¬ˇÊÃÊ–
5.04 √ÿÊfl„UÊÁ⁄U∑§ ˇÊòÊ —U ÿÊÃÊÿÊà (⁄U‹, ’‚ •ÊÁŒ), ¡Ÿ‚¢¬∑¸§
5.01.06 ‹Ò¢Áª∑§ ‚◊ÃÊ (¬ÈM§· •ı⁄U ◊Á„U‹Ê ∑§Ë ‚◊ÊŸÃÊ)– (ŒÍ⁄U÷Ê·, •Ê∑§Ê‡ÊflÊáÊË, ‚◊ÊøÊ⁄U-¬òÊ, ŒÍ⁄UŒ‡Ê¸Ÿ, ∑§ê¬Í≈U⁄U
5.01.07 ¬ÿʸfl⁄UáÊ ‚¢⁄UˇÊáÊ– •ÊÁŒ), SÕÊŸËÿ ÁŸ∑§Êÿ (¬¢øÊÿÃ, ‚È⁄UˇÊÊ, •ŒÊ‹Ã-∑§ø„U⁄UË
•ÊÁŒ), ⁄UÊÁÖÿ∑§ •ı⁄U ‚¢¬∑¸§ ÷Ê·Ê ∑§Ë ÷ÍÁ◊∑§Ê ∑§ ’Ê⁄U ◊¢
5.01.08 ‚Ê◊ÊÁ¡∑§ ÷Œ÷Êfl ∑§Ê ŒÍ⁄UË∑§⁄UáÊ– •Êfl‡ÿ∑§ ¡ÊŸ∑§Ê⁄UË „UÙŸÊ–
5.01.09 ¬Á⁄UflÊ⁄U ÁŸÿÙ¡Ÿ– 5.05 ¬Ê∆Ù¢ ∑§Ê øÿŸ — ©U¬ÿȸÄà ÁŒ‡ÊÊ•Ù¢ ◊¢ ¬˝Áû§Á‹Ã ŸËø ∑§Ë
5.01.10 flÒôÊÊÁŸ∑§ ŒÎÁc≈U∑§ÙáÊ •¬ŸÊŸÊ– Áfl·ÿflSÃÈ•Ù¢ ∑§ •ÊœÊ⁄U ¬⁄U ¬Ê∆UÙ¢ ∑§Ê øÿŸ Á∑§ÿÊ ªÿÊ „UÒ–

‚ÊÕ „UË ÷Ê⁄UÃËÿ •ı⁄U ⁄UÊc≈˛UËÿ ∑§ SflM§¬Ù¢ ∑§ ’Ê⁄U ◊¢ ¡ÊŸ∑§Ê⁄UË,
‚Ê◊ÊÁ¡∑§ ŒÊÿ’hÃÊ (‚Êfl¸¡ÁŸ∑§ ‚¢¬Áàà ∑§Ê ‚¢⁄UˇÊáÊ, Á„U¢‚Ê-•Êâ∑§ •ÊÁŒ
‚ ŒÍ⁄U ⁄U„U∑§⁄U S¬c≈UflÊŒË, ¡ÊªM§∑§, Á‡Êc≈UÊøÊ⁄UË, ‚flÊ-÷ÊflŸÊ ‚¢¬ãŸ, ‚„UÿÙªË,
„U◊ŒŒ¸, ‚◊ÿ ∑§Ê ‚ŒÈ¬ÿÙª, •Á„U¢‚Ê, ŒÊÁÿàfl’Ùœ, ÁŸc∆UÊ, ¬˝◊, ∑§L§áÊÊ,
‚„UŸ‡ÊË‹ÃÊ, Œ‡Ê-¬˝◊, üÊ◊ ∑§Ë ◊ÿʸŒÊ, ¬Á⁄Ufl‡Ê ∑§ ¬˝Áà ¡ÊªM§∑§, Áfl‡fl-
÷˝ÊÃÎàfl, •ŸÈ∑¢§¬Ê, ‚◊Ê¡-‚¢S∑ΧÁà ∑§ ¬˝Áà üÊhÊ, •Êà◊-Áfl‡flÊ‚, º˝ÈÃ
ÃÕÊ S¬c≈U Á‚hÊãÃ, ‚Ê„U‚Ë •ı⁄U ◊ÍÀÿ’Ùœ •ÊÁŒ–
36
5.05.01 ŸÊÒflË¢ ∑§ˇÊÊ ∑§Ê ¬Ê∆K∑˝§◊ —
(∑§) ªl 㛮 U—U ∞ÁÄUÊÁ‚∑§ ÉÊ≈UŸÊ, π‹∑ͧŒ, ¡ËflŸË
(⁄UÊc≈˛UËÿ/•ãÃ⁄UÊc¸ ≈˛UËÿ), ‚¢flÊŒ ‹πŸ, ∑§‹Ê, ‚¢ªËà ⁄UÊc≈˛UËÿ
¬„UøÊŸ,SflâòÊÃÊ ‚¢ª˝Ê◊, ⁄UÊc≈˛UËÿ ∞∑§ÃÊ, flÎÁàêà Áfl·ÿ, üÊ◊
∑§Ë ◊ÿʸŒÊ, Œ‡Ê-¬̋◊, •‚◊ ∑§Ë ÷Ê·Ê߸ ¬„UøÊŸ, ¡Ÿ¡ÊÃËÿ
∑§ÕÊ-∑§„UÊŸË, ÷˝◊áÊ, ‚¢S◊⁄UáÊ, flÒôÊÊÁŸ∑§ ŒÎÁc≈U∑§ÙáÊ ‚¢’œ¢ Ë
‹π, ¬˝∑§Î Áà Áfl·ÿ∑§ ‹π, ∞∑§ÃÊ •ı⁄U ‚◊ÃÊ ‚ ‚¢’Á¢ œÃ
37
Áfl·ÿ, ‚ÊÁ„Uàÿ ∑§Ë Áfl‡fl¡ŸËŸ ¬˝⁄UáÊÊŒÊÿ∑§ ‹π •ÊÁŒ– Áfl‹Ù◊ ‡ÊéŒ, ‚◊ÙìÊÁ⁄Uà ‡ÊéŒ, ‚◊Ê‚, flÊÄÿ M§¬ÊãÃ⁄UáÊ
(‚⁄U‹, ‚¢ÿÈÄÃ, Á◊üÊ), flÊÄÿ ‡ÊÈÁh∑§⁄UáÊ, •Ÿ∑§ ‡ÊéŒÊ¢ ∑§
(π) ∑§Ê√ÿ π¢«U —U •ÊäÿÊÁà◊∑§, ŒÊ‡Ê¸ÁŸ∑§, ŸÒÁÃ∑§,
Á‹∞ ∞∑§ ‡ÊéŒ, ⁄U‚, •‹¢∑§Ê⁄U (•ŸÈ¬˝Ê‚, ÿ◊∑§, ‡‹·,
Œ‡Ê¬˝◊◊Í‹∑§, ¬˝∑ΧÁà Áfl·ÿ∑§, ◊ÊŸflÃÊflÊŒ ‚ ‚¢’ÁœÃ,
©U¬◊Ê, M§¬∑§, ©Uà¬˝ˇÊÊ, ŒÎc≈UÊãÃ, •ÁÇÊÿÙÁÄÃ, •ãÿÙÁÄÃ,
√ÿ¢ªÊà◊∑§ ∑§ÁflÃÊ •ÊÁŒ–
Áfl⁄UÙœÊ÷Ê‚), ¬òÊ-‹πŸ–
(ª) √ÿÊ∑§⁄UáÊ U—U (1) Á‹¢ª (2) fløŸ (3) ∑§Ê⁄U∑§
5.06 ∑§Êÿ¸∑§‹Ê¬ — Ô¬˝àÿ∑§ ¬Ê∆U ∑§ •¢Ã ◊¢ ÷Ê·Ê߸ ÿÙÇÿÃÊ ∑§
(4) ©U¬‚ª¸/ ¬˝àÿÿ (5) ‚¢Áœ (6) ‚◊Ê‚ (7) flÊëÿ
Áfl∑§Ê‚ „UÃÈ ∑§Êÿ¸∑§‹Ê¬ ‚ÁãŸÁflc≈U „UÙ¢ª– ß‚‚ √ÿÊfl„UÊÁ⁄U∑§
¬Á⁄UfløŸ (8) ¬ÿʸÿflÊøË ‡ÊéŒ (9) Áfl‹Ù◊ ‡ÊéŒ
√ÿÊ∑§⁄UáÊ ∑§Ë •flœÊ⁄UáÊÊ, •èÿÊ‚-∑§Êÿ¸, Á≈Uå¬áÊË •ÊÁŒ
(10) ◊È„UÊfl⁄U •ı⁄U ‹Ù∑§ÙÁÄÃÿÊ°
‚ÁãŸÁflc≈U Á∑§∞ ¡Ê∞¢ª–
(ÉÊ) ÁŸ’¢œ — ÁfløÊ⁄UÊà◊∑§ / flÒôÊÊÁŸ∑§ / ¬fl¸ Áfl·ÿ∑§ /
5.07 ¬Ê∆K∑˝§◊ ∑§Ê Áfl÷Ê¡Ÿ — ŸÊÒflË¢ ÃÕÊ Œ‚flË¢ ŒÙŸÙ¢ ∑§ˇÊÊ•Ù¢
‚◊SÿÊ ‚¢’¢œË ÁŸ’¢œ–
∑§Ë ¬Ê∆K¬ÈSÃ∑§Ù¢ ◊¢ ‚ÁãŸÁflc≈U ¬Ê∆UÙ¢ ∑§Ù ∑§ •ı⁄U π ŒÙ
5.05.02 Œ‚flË¢ ∑§ˇÊÊ ∑§Ê ¬Ê∆K∑˝§◊ π¢«UÙ¢ ◊¢ Áfl÷ÊÁ¡Ã Á∑§∞ ¡Ê∞°ª– ¬˝‡Ÿ¬òÊ ◊¢ ∑§ π¢«U ◊¢ 75
•¢∑§ •ı⁄U π ◊¢ 25 •¢∑§ ∑§ ¬˝‡Ÿ „UÙ¢ª–
(∑§) ªl 㛮 U—U ∞ÁÄUÊÁ‚∑§ ÉÊ≈UŸÊ, π‹∑ͧŒ, •Êà◊∑§ÕÊ,
∑§‹Ê, ‚¢ªËÃ, ‚¢flÊŒ ‹πŸ, ⁄UÊc≈˛UËÿ ¬„UøÊŸ, SflâòÊÃÊ ‚¢ª˝Ê◊, 6.00 Á‡ÊˇÊáÊ-•Áœª◊ ∑§ •Áœ÷Ê⁄U —
⁄UÊc≈˛UËÿ ∞∑§ÃÊ •ı⁄U ÷Ê߸øÊ⁄UÊ, ∑§◊¸ ∑§Ê •ŸÈ÷fl, üÊ◊ ∑§Ë
6.01 ‡ÊÒˇÊÁáÊ∑§ •Áœ÷Ê⁄U-
◊ÿʸŒÊ, Áfl‡fl¬˝Á‚h ‚ÊÁ„UÁàÿ∑§ Áfl÷ÍÁÃÿÊ°, ‚¢S◊⁄UáÊ, ÿÊòÊÊ-
flÎÃÊãÃ, •‚◊ ∑§Ë ¡Ÿ¡ÊÁÃ, Œ‡Ê-¬˝◊, flÒôÊÊÁŸ∑§ ŒÎÁc≈U∑§ÙáÊ ¬Ê∆UÙ¢ ∑§Ê •ÊŒÊŸ ¬˝ŒÊŸ - 40 ¬˝ÁÇÊÃ
‚¢’¢œË ‹π, ¡ËflŸË (•Ê¢øÁ‹∑§), ◊Á„U‹Ê/¬ÈL§·, ¬˝∑ΧÁà ∑§Êÿ¸∑§‹Ê¬ - 30 ¬˝ÁÇÊÃ
Áfl·ÿ∑§ ‹π, ◊ÍÀÿ’Ùœ, ⁄UÊc≈˛UËÿÃÊ’Ùœ •ÊÁŒ ‚¢’Á¢ œÃ Áfl·ÿ– √ÿÊ∑§⁄UáÊ •ı⁄U ⁄UøŸÊ - 15 ¬˝ÁÇÊÃ
(π) ∑§Ê√ÿ π¢«U —U •ÊäÿÊÁà◊∑§, ŒÊ‡Ê¸ÁŸ∑§, ŸÒÁÃ∑§, √ÿÊfl„UÊÁ⁄U∑§ ˇÊòÊ - 08 ¬˝ÁÇÊÃ
Œ‡Ê¬˝◊Í‹∑§, ¬˝∑ΧÁà Áfl·ÿ∑§, √ÿ¢ªÊà◊∑§, ¬˝◊◊Í‹∑§, ‚Ê°Ÿ≈U, ¬Á⁄UÿÙ¡ŸÊ, ‚¡¸ŸÊà◊∑§ ∑§Êÿ¸ - 05 ¬˝ÁÇÊÃ
◊ÊŸflÃÊflÊŒË ÷Êfl‚ê¬ãŸ ∑§ÁflÃÊ •ÊÁŒ– ÁŸŒÊŸÊà◊∑§ √ÿflSÕÊ - 02 ¬˝ÁÇÊÃ
(ª) √ÿÊ∑§⁄UáÊ —U ◊È„UÊfl⁄U, ‹Ù∑§ÙÁÄÃÿÊ°, ¬ÿʸÿflÊøË ‡ÊéŒ, ∑ȧ‹ = 100 ¬˝ÁÇÊÃ

38 39
6.02 ‚◊ÿ ∑§Ê ©U¬ÿÙªU — fl·¸ ∑§ ∑§Êÿ¸ÁŒfl‚ 262 ∑§ •ãŒ⁄U ∑§Ë ¬Îc∆U ‚¢ÅÿÊ ‹ª÷ª 200 „UÙ¢ªË– •Ê∑§Ê⁄U 1/8 «U’‹
ÁfllÊ‹ÿ ∑§ •ãÿ ∑§ÊÿÙ¸¢ ∑§ Á‹∞ 16 ÁŒŸ •ı⁄U ÷Ê·Ê ∑§ ∑˝§Ê©UŸ, •ˇÊ⁄U 12 åflÊߢ≈U •ı⁄U Á≈Uå¬áÊË, ¬˝‡Ÿ-•èÿÊ‚, ÁŸŒ̧‡ÊŸ
Á‹∞ 259 ¬ËÁ⁄Uÿ«U Á◊‹¢ª– ¬Ê∆UÙ¢ ∑§ •ÊŒÊŸ-¬˝ŒÊŸ „UÃÈ •ÊÁŒ 10 åflÊߢ≈U ∑§ „UÙ¢ª–
ÁŸêŸ¬˝∑§Ê⁄U ¬ËÁ⁄Uÿ«UÙ¢ ∑§Ê ÁŸœÊ¸⁄UáÊ Á∑§ÿÊ ªÿÊ „UÒ- 8.00 ◊ÍÀÿÊ¢∑§Ÿ —
ªl - 90 ¬ËÁ⁄Uÿ«U 8.01 „U⁄U ∑§ˇÊÊ ÁfllÊÕ˸ Á∑§ÃŸË ÷Ê·Ê߸ ÿÙÇÿÃÊ∞° •Á¡¸Ã
¬l π¢«U - 90 ¬ËÁ⁄Uÿ«U ∑§⁄U¢ª, ÿ„U ◊ÍÀÿÊ¢∑§Ÿ ∑§ ¡Á⁄U∞ „UË ¡ÊŸÊ ¡Ê ‚∑§ÃÊ „UÒ–
√ÿÊ∑§⁄UáÊ - 30 ¬ËÁ⁄Uÿ«U ¬Ê∆K¬ÈSÃ∑§ ÃÕÊ ß‚∑§ •ÁÃÁ⁄UÄà ŒÙŸÙ¢ ˇÊòÊÙ¢ ◊¢ ‚Ê◊ÍÁ„U∑§
◊ÍÀÿÊ¢∑§Ÿ ∑§Ë √ÿflSÕÊ ⁄U„U¢ªË– ÿÍÁŸ≈U ≈US≈U ∑§ ¡Á⁄U∞ Á¬¿U«∏U
ÁŸ’¢œ-⁄UøŸÊ - 25 ¬ËÁ⁄Uÿ«U
ÁfllÊÁÕ¸ÿÙ¢ ∑§Ë ¡ÊŸ∑§Ê⁄UË ¬˝Êåà „UÙªË ÃÕÊ ß‚∑§ Á‹∞
º˝ÈÃflÊøŸ - 24 ¬ËÁ⁄Uÿ«U ÁŸŒÊŸÊà◊∑§ √ÿflSÕÊ ∑§ ¡Á⁄U∞ ©Uã„U¢ •Êª ’…∏UÊ∞ ¡Ê∞°ª–
∑ȧ‹ = 259 ¬ËÁ⁄Uÿ«U ŒÍ‚⁄UË •Ù⁄U Á‡ÊˇÊ∑§-Á‡ÊÁˇÊ∑§Ê ÷Ë •¬ŸË Á‡ÊˇÊáÊ ¬˝áÊÊ‹Ë ÃÕÊ
∑§ı‡Ê‹ ‚¢’¢œË òÊÈÁ≈UÿÙ¢ ∑§Ù ‚◊¤Ê∑§⁄U •¬ŸË Á‡ÊˇÊáÊ ¬˝áÊÊ‹Ë
6.03 ◊ÍÀÿÊ¢∑§Ÿ ∑§Ë •flœÊ⁄UáÊÊ∞° ¬˝ÁÃŒ‡Ê¸ (Ÿ◊ÍŸÊ) ÷Ê·áÊ, flÊŒ-
◊¢ ‚ÈœÊ⁄U ∑§Ù √ÿflSÕÊ ∑§⁄U¢ª– ◊ÍÀÿÊ¢∑§Ÿ ∑§ ¡Á⁄U∞ ÁfllÊÁÕ¸ÿÙ¢
ÁflflÊŒ ¬˝ÁÃÿÙÁªÃÊ, ¬ÈSÃ∑§Ê‹ÿ, •äÿÿŸ, ∑§ÁflÃÊ ‹πŸ,
∑§ ¬ÈSÃ∑§ ∑§Áãº˝Ã, ¬ÈSÃ∑§ ’Á„U÷¸Íà ŒÙŸÙ¢ ˇÊòÊÙ¢ ◊¢ ◊ÍÀÿÊ¢∑§Ÿ
¬˝ÊøË⁄U ¬ÁòÊ∑§Ê, ¬òÊ-¬ÁòÊ∑§Ê∞° ¬…∏UŸÊ, ‚ÊˇÊÊà∑§Ê⁄U, ‚Ê¢S∑ΧÁÃ∑§
Á∑§∞ ¡Ê∞°ª– ß‚ ¬˝áÊÊ‹Ë ∑§ ‚¢’¢œ ◊¢ ‚÷Ë Áflfl⁄UáÊ ¬Á⁄U·Œ
∑§ÊÿÙ¸¢ ◊¢ Á„US‚Ê ‹ŸÊ, ÿÙª-√ÿÊÿÊ◊, •ÊÁŒ ◊ÍÀÿÊ¢∑§Ÿ ¬ÈSÃ∑§
mÊ⁄UÊ ¬˝∑§ÊÁ‡Êà ‡ÊÒˇÊÁáÊ∑§ «UÊÿ⁄UË •ı⁄U Continuous and
ÃÕÊ ‡ÊÒˇÊÁáÊ∑§ «UÊÿ⁄UË ◊¢ ‚ÁãŸÁflc≈U Á∑§∞ ª∞ „UÒ–
Comprehensive Evaluation ŸÊ◊∑§ ŒÙ ¬ÈSÃ∑§Ù¢ ◊¢
7.00 ¬Ê∆K¬ÈSÃ∑§Ù¢ ∑§Ë ÿÙ¡ŸÊ∞°, •Ê∑§Ê⁄U-¬˝∑§Ê⁄U •ÊÁŒ ∑§Ê ÁflSÃÎà M§¬ ‚ Á‹πÊ „ÈU•Ê „UÒ– ¬ÈSÃ∑§ ∑§¢Áº˝Ã ◊ÍÀÿÊ¢∑§Ÿ ∑§
ÁŸœÊ¸⁄UáÊ — Á‹∞ ÁŸêŸ¬˝∑§Ê⁄U •¢∑§Ù¢ ∑§Ê Áfl÷Ê¡Ÿ Á∑§∞ ¡Ê∞°ª-
ŸıflË¢ •ı⁄U Œ‚flË¢ ∑§ˇÊÊ ∑§ Á‹∞ •‹ª-•‹ª ¬Ê∆K¬ÈSÃ∑§ (∑§) ŸÊÒflË¢ ∑§ˇÊÊ ∑§Ë ¬Ê∆K¬ÈSÃ∑§Ù¢ ∑§ ¬Ê∆UÙ¢ ∑§Ê •¢∑§ Áfl÷Ê¡Ÿ
(‚ÊÁ„Uàÿ) ÃÕÊ ¬Í⁄U∑§ ¬ÈSÃ∑§ „Ù¢ªË– ŒÙŸÙ¢ ∑§ˇÊÊ•Ù¢ ∑§ Á‹∞ ÁŸêŸÁ‹Áπà „UÒ-
√ÿÊ∑§⁄UáÊ ∑§Ë ∞∑§ „UË ¬ÈSÃ∑§ ⁄U„UªË– ¬Ê∆K¬ÈSÃ∑§ ◊¢ 50
πá«U - ∑§ Group- A
¬˝ÁÇÊà ∑§Ê ªl •ı⁄U 50 ¬˝ÁÇÊà ∑§Ê ¬l π¢«U ⁄U„U¢ª– ߟ
ŒÙŸÙ¢ ◊¢ 40 ¬˝ÁÇÊà ¬Ê∆U ‚ÊÁ„Uàÿ∑§¢Áº˝∑§ „UÙ¢ª– ¬Ê∆K¬ÈSÃ∑§ ªl ÷ʪ 20

40 41
¬l ÷ʪ 20 π) Œ‚flË¢ ∑§ˇÊÊ ∑§Ë ¬Ê∆K¬ÈSÃ∑§Ù¢ ∑§ ¬Ê∆UÙ¢ ∑§Ê •¢∑§ Áfl÷Ê¡Ÿ
ÁŸêŸÁ‹Áπà „UÒ-
¬Í⁄U∑§ ¬Ê∆K¬ÈSÃ∑§ 10
πá«U - ∑§ Group- A
√ÿÊ∑§⁄UáÊ 15
ªl ÷ʪ 25
¬òÊ-‹πŸ 04
¬l ÷ʪ 20
ÁŸ’¢œ-‹πŸ 06 ¬Í⁄U∑§ ¬Ê∆K¬ÈSÃ∑§ 10
∑ȧ‹ 75 √ÿÊ∑§⁄UáÊ 15
¬òÊ‹πŸ 05
πá«U - π Group- B
∑ȧ‹ 75
ªl ÷ʪ 10
πá«U - π Group- B
¬l ÷ʪ 10 ªl ÷ʪ 05
√ÿÊ∑§⁄UáÊ 05 ¬l ÷ʪ 05
√ÿÊ∑§⁄UáÊ ÃÕÊ ⁄UøŸÊ 15
∑ȧ‹ 25
∑ȧ‹ 25
πá«U - ª Group- C
πá«U - ª Group- C
ªl ÷ʪ 10 ªl ÷ʪ 10
¬l ÷ʪ 08 ¬l ÷ʪ 08
√ÿÊ∑§⁄UáÊ 07
√ÿÊ∑§⁄UáÊ 07
∑ȧ‹ 25
∑ȧ‹ 25
∑ȧ‹ •¢∑§ 100
(ÁfllÊÕ˸ ∑§ πá«U •ı⁄U π πá«U •ÕflÊ ∑§ πá«U •ı⁄U ª
πá«U ∑§Ê ¬Ê∆K∑˝§◊ ¬…∏U¢ª–
vvv
42 43
 HINDI (MIL) Unit Sub-Unit/Lessons Marks
Subject Code : 05 ÃØæ·¤ÚU‡æ ¥õÚU ÚU¿Ùæ Öæ» (¥¢· Ñ25)
Class -IX Time : 3 hours 6. ÃØæ·¤ÚU‡æ (ÂæÆU ¥æÏæçÚUÌ ÃØæ·¤ÚU‡æ âçãUÌ)
Full Marks : 100 Pass Marks : 30 çÜ¢», ß¿Ù, ·¤æÚU·¤, ©UÂâ»ü, ÂýˆØØ, ÂØæüØßæ¿è 15
àæŽÎ, çßÜô× àæŽÎ, ßæ‘Ø-ÂçÚUßÌüÙ
Text Book : ÁˇÊÁá ÷ʪ-1 Grammar & Composition : 1.
√ÿÊ∑§⁄UáÊ ¬˝÷Ê 2. Á„UãŒË ÁŸ’¢œ ⁄UøŸÊ 7. ˜æ-Üð¹Ù 4
8. çÙÕ¢Ï-Üð¹Ù 6
Units Sub-Units/Lessons Marks
Textbooks : çÿæçÌÁ Öæ»-1 75
·ë¤çÌ·¤æ Öæ»-1
GROUP-B (¥¢·¤Ñ¤25)
ÃØæ·¤ÚU‡æ ÂýÖæ
çãU‹Îè çÙÕ¢Ï ÚU¿Ùæ »l Öæ»
Published by : Asom Rastrabhasha Prachar 9. ©UÂÖô€ÌæßæÎ ·¤è â¢S·ë¤çÌ (àØæ×æ¿Ú‡æ ÎéÕð)
10
Samiti, Guwahti - 32, on behalf of SEBA ÙæÙæ âæãUÕ ·¤è Âé˜æè Îðßè ×ñÙæ ·¤ô ÖS× ·¤ÚU
GROUP-A (75 Marks) çÎØæ »Øæ (¿ÂÜæ Îðßè)
»l Öæ» (¥¢·¤Ñ 20) Âl Öæ»
1. Îô ÕñÜô¢ ·¤è ·¤Íæ (Âýð׿‹¼) 12 10. ·¤ñÎè ¥õÚU ·¤ôç·¤Üæ (×æ¹ÙÜæÜ ¿ÌéßðüÎè)
âæ¢ßÜð âÂÙô¢ ·¤è ØæÎ (ÁæçÕÚUU ãéUâñÙ) Ø×ÚUæÁ ·¤è çÎàææ (¿¢¼ý·¤æ¢Ì ÎðßÌæÜð) 10
2. Âýð׿‹Î ·ðU ȤÅUð ÁêÌð (ãUçÚUUà梷¤ÚU ÂÚUâæ§ü) ÃØæ·¤ÚU‡æ Öæ»
8
×ðÚðU Õ¿ÂÙ ·¤ð çÎÙ (×ãUæÎðßè ß×æü) 11. (â¢çÏ, â×æâ, ×éãUæßÚUð) 5
Âl Öæ» (¥¢·¤Ñ 20)
∑ȧ‹ •¢∑§ 100
3. âæç¹Øæ¡ °ß¢ âÕÎ (·¤ÕèÚU) 10
âßñØð (ÚUâ¹æÙ)
4. »ýæןæè (âéçטææÙ¢Î٠¢Ì) 10
Õ“æð ·¤æ× ÂÚU Áæ ÚUãðU ã¢ñU (ÚUæÁðàæ Áôàæè)
5. ÂêÚ·U ¤ ÂæÆUØ ÂéSÌ·¤ 10
(ÚUèɸU ·¤è ãUaè ¥õÚU ç·¤â ÌÚUãU ¥æç¹ÚU·¤æÚU ×ñ¢ çã‹U Îè
×𢠥æØæ– Øð Îô ÂæÆU ÂÆUÙèØ ã¢Uñ)
44 45
 HINDI (MIL)
HINDI (MIL) Units Sub-Units/Lessons Marks
SUBJECT CODE
Subject Code - 05
: 05
CLASS X √ÿÊ∑§⁄UáÊ •ı⁄U ⁄UøŸÊ Áfl÷ʪ
Class -X Time : 3 hours
Full Marks : 100 PassTime
Marks : 30 {. ◊È„UÊfl⁄U/‹Ê∑§ÊÁÄÃÿÊ¥ ∑§Ê flÊÄÿÊ¥ ◊¥ ¬˝ÿÊª, ¬ÿʸÿflÊøË
Full Marks : 100 : 3 hours ‡ÊéŒ, Áfl‹Ê◊ ‡ÊéŒ, ‚◊Ê‚, ‚⁄U‹-‚¢ÿÈÄÃ-Á◊üÊ flÊÄÿÊ¥ vz
∑§Ê M§¬Ê¢Ã⁄UáÊ, •Ÿ∑§ ‡ÊéŒÊ¥ ∑§ Á‹∞ ∞∑§ ‡ÊéŒ, ‚ê◊ÊëøÁ⁄UÃ
Units Sub-Units/Lessons Marks ‡ÊéŒ, flÊÄÿ ‡ÊÈÁh∑§⁄UáÊ–
Textbook : ÁˇÊÁá ÷ʪ-w Published by : Asom
|. ¬òÊ-‹πŸ — •ı¬øÊÁ⁄U∑§-¬òÊ z

}
∑ΧÁÃ∑§Ê ÷ʪ-w
√ÿÊ∑§⁄UáÊ ¬˝÷Ê
Rastrabhasha
Prachar Samiti,
Ghy-32 on behalf of
Á„¢UŒË ÁŸ’¢œ ⁄UøŸÊ
SEBA.
}.
GROUP - B/πá«U

Ÿı’ÃπÊŸ ◊¥ ߒʌà (ÿÃË¥º˝ Á◊üÊ)

“π” (25 Marks)

ÿ„U Œ¢ÃÈÁ⁄Uà ◊È‚∑§ÊŸ, »§‚‹ (ŸÊªÊ¡È¸Ÿ) } v®

GROUP - A/πá«U “∑§” (75 Marks)
ªl ÷ʪ (•¢∑§ — wz) ~. •ŸÈë¿UŒ ‹πŸ z
v. ŸÃÊ¡Ë ∑§Ê ø‡◊Ê (Sflÿ¢ ¬˝∑§Ê‡Ê) vw v®. •¬Á∆Uà ªlÊ¢‡Ê ∞fl¢ ¬˝‡ŸÊûÊ⁄U z
’Ê‹ªÊÁ’Ÿ ÷ªÃ (⁄UÊ◊flÎˇÊ ’ŸË¬È⁄UË)}
vv. ⁄U‚/•‹¢∑§Ê⁄U z
w. ◊ÊŸflËÿ ∑§L§áÊÊ ∑§Ë ÁŒ√ÿ ø◊∑§ (‚fl¸‡fl⁄UŒÿÊ‹ ‚Ä‚ŸÊ)
∞∑§ ∑§„UÊŸË ÿ„U ÷Ë (◊ãŸÍ ÷¢«UÊ⁄UË)
‚¢S∑ΧÁà (÷Œ¢Ã •ÊŸ¢Œ ∑§ı‡ÊÀÿÊÿŸ)
} vx (‚÷Ë ⁄U‚Ê¥ ∑§Ê ¬Á⁄Uøÿ ÃÕÊ •ŸÈ¬˝Ê‚, ÿ◊∑§, ‡‹cÊ, ©U¬◊Ê,
M§¬∑§, ©Uà¬˝ˇÊÊ, ŒÎc≈UÊ¢Ã, •ÁÇÊÿÊÁÄÃ, •ãÿÊÁÄà fl Áfl⁄UÊœÊ÷Ê‚
•‹¢∑§Ê⁄U ¬∆UŸËÿ „ÒU¢)
¬l ÷ʪ (•¢∑§ — wÆ)
x. ¬Œ (‚Í⁄UŒÊ‚)
⁄UÊ◊-‹ˇ◊áÊ-¬⁄U‡ÊÈ⁄UÊ◊ ‚¢flÊŒ (ÃÈ‹‚ˌʂ) } }
∑ȧ‹ •¢∑§ - vÆÆ
y. ©Uà‚Ê„U, •°≈U Ÿ„UË¥ ⁄U„UË „ÒU (‚Íÿ¸∑§Ê¢Ã ÁòʬÊ∆UË “ÁŸ⁄UÊ‹Ê”)
∑§ãÿʌʟ (´§ÃÈ⁄UÊ¡)
‚¢ªÃ∑§Ê⁄U (◊¢ª‹‡Ê «U’⁄UÊ‹)
} vw

z. ¬Í⁄U∑§ ¬Ê∆U˜Ôÿ¬ÈSÃ∑§ —
◊ÊÃÊ ∑§Ê •°ø‹ (Á‡Êfl¬Í¡Ÿ ‚„UÊÿ)
}
¡ÊÚ¡¸ ¬¢ø◊ ∑§Ë ŸÊ∑§ (∑§◊‹‡fl⁄U) ÿ ŒÊ ¬Ê∆U ¬∆UŸËÿ „Ò¥U–
v®

46 47
 Bodo (MIL)
SUBJECT CODE - 03
Class - IX-X
ȤÚUæȤæçÚU Ñ ÕÇUí Ñ âðçÍ ÚUæß
·¤) ç»çÕ ÕæÍýæ Ñ
âðçÍ ÚUæßçÙ ãðUȤæÁæÕñ ÚUæß âôÜô´ÙæØçÙ ¹æØÎæ -
¹ôÙæâ¢ÙæØ, ÕéÙ¢ æØ, ȤÚUæØÙæØ, çÜÚUÙô âôÜô´ÙæØ, ¥æÚUô Áõ»æ
ãUôÙæØçÙ Íæ¢ç¹¹õ çâ»æ¾Uæß ÎôÙÙæÙñ Õð ȤÚUæȤæçÚU¹õ (Sylla-
bus) ÎæÙæØ ÁæÎUôд âðçÍ ÚUæß¥æ »æâñ âæÙçdçÙ ãUôÙæØ ¥æÚUô
ÜæÙæØçÙ çÕÁô´ ÁæÙæØçÙ- ¥Ù»æØñÕô ×æãUæçÚUØæçÚ ¥æÚUô
ãUæçÚU×ßé æçÚ ÕðâÙð , ÍéÙÜæ§çÙ çÕÎñ ×ôÙÎæ¢ÙæØæß È¤ÚUæØâæȤôÚU¹õ
ãUôÙæØ ÕæÍýæ¹õ çâ»æ¾Uæß ÎôÙÙæØ ÁæÎô´Ð
v. âôÜô¢âæØæ ¹ôÙæâ¢ÙæØçÙ »ðÁðÚUÁô´ ÚUæß-ç»ØæÙ ¥æÚUô
×æãUæçÚUØæçÚ, ãUæçÚU×ßé æçÚ ç»ØæÙ ÕðâÙð ÕæØâðÍæý ×ôÙÎæ¢Ùô
âôÜô¾UôÐ âôÜô´âæØæ,
v.v ÕÇ'U çÜÚUÙæØ ÚUæßçÙ »ðÕð´, »ôÕæÚñU ȤÚUæØÙæØ
çÕÕ¢çé Í ÚðçU ÇU¥'U çÕÕ¢çé Í ÚUæÎæÕ ÕæØâðÍæý ¹ôÙæâ¾UôÐ
v.w »ôÚUôç‹Í ÚUæß ÚUæØÙæØ, ȤÚUæØÙæØ, çÚ¢UâæÚUçÍ
ÕæØâðÍæý ãU×Ùô ãUæÙæØ ÁæØôÐ
v.x ¹ôÙæÙæØ çÕÕ¢çé Í, ȤæßÍæ§, ÕæÍýæ âæßÚUæØÙæØ
ÕæØâðÍýæçÙÈý¤æØ âôÎôÕçÍ, çÕÎñ ÕæØçÎ ÕæØçÎ
ÕéÍ×é Ùô ãUæØôÐ
48
w. âôÜô´âæØæ »ðÕð´ ÚUæß ÚUæØÙæØçÙ ¥æÎÕ¹õ âôÜô¾Uô
âôÜô´âæØæ,
w.v çÜÚUÙæØ ÚUæßçÙ »ðÕ´ð çÚ¢â U æÚUçÍ âôÎôÕæçÚU ¥æ¹éÍæ§
¹ôÙæÙô »ôÎñ, ÕéÙ¢ æØç٠Ȥæß ÕæØâðÍæý âôÜô¾UôÐ
w.w Õ¢Ùé æØçÙ »ôÚUôç‹Í¹õ »æßÙô âé¼æý ØÙæÙñ ÕéÙ¢ ô ãUæØôÐ
w.x çÍ ÁæØ»æØæß âôÎôÕ ÕæÍýæ-Ȥæ‹ÎæØ, ÕæØâðÍæý »ðÕ´ð
¥æÚUô »ôÚUôÕÙæØ ÕæçÎØñ ÕæãUæØôÐ (ÕðØæß×ôÙÈý¤ô×Õô
Íæ¹ôçÙ âæع' Ùæ ãUôÙæØ ÕæÍýæ Èý¤æ‹ÎæØ, ÕæÍýæ-
¹ô‹ÎôÕ ¹ô‹Îô-ÕæÍýæ ÕæØâðÍæý ÕæãUæØÙæØæß ÚUô¹æ
ÁæÙ梻ôÙÐ)
w.y ÕæÙ»ôÙæ¢ ÕæÍýæÁô´ âæÙçdçÙ »æßÁô´ »æß âô×ô‹Îô¹õ
Úñ U ¹ æ ¹æÜæ×Ùæ âæßÚU æ ØÙæØÕæÍý æ ÎæÙÍð Ù æØ,
ç×çÍSÜæÕñ ÕéÙ¢ æØ ÕðȤôÚUæß ÕæãUæ»ô ÜæÙô´ ãUæØôÐ
w.z ãUæçÚU×æØæçÚ ¥æÚUô ãUæÎæÕæçÚ ×ðÍæ§ ¹ôÙæ ãUôÙæØ â×
çâ×æçÙ »ðÁÚð æU ß »ðÕ´ð çÚ¢â
U æÚUçÍ, ÜØ ¥æÚUô Îð¹
´ ôÁô´
¹ÙÙô ãUæØô ¥æÚUô ×ô‹ÙñçÙÕô âôÎôÕç͹õ ÕéÁæØÙæ
ãUôÙô ãUæØôÐ
x. âôÜô´ â æØæ ÚU æ ßç٠ȤÚU æ ØÙæØ ¥æÎÕ¹õ âôÜô¾U ô Ð
âôÜô´âæØæ,-
x.v »ôÕæÚñU Õæ Íæ¹ô¥æß ç×çÙÅU¥æß ×ôÙ z®-}® ÁõçâÙ
Íæ¹ôȤôÚUæß ç×çÙÅU¥æß ×ôÙ }®-~® °Õæ ÕðçÙ Õæ¢çâÙ
âôÎôÕçÙ çÜÚUÙæعõ ȤÚUæØÙô ¥æÚUô ¥æßÚUæØÙô ãUæØôÐ
49
x.w »ôâôÕôÙô ãU æ ÙæØ È¤æßØñ çÕÕ¢ é ç Í ãU ô ÙæØ,
¥æßÚUæØÙæØ, ȤæßÍæ§çÙ ÕæãUæ»ô¹õ Ȥæß ç¹ç‹ÍÙæØ
ÕæØâðÍæý ãUæÕæ ×æßÙô ãUæØôÐ
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vy® âô âôÎôÕ ¥æÚUô Î' Íæ¹ôçÙÈý¤æØ ×ôÙ vy®-
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x.z ȤÚUæçÙ ¥æØÎæçÙ ÜæØ ÜÍÚU ÕéÍ×é ô ¥æÚUô ÕðȤôÚUçÙ
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(·¤) ÜæØÜÍÚU¹õ »ôâô ¹æ¢Ùô ãUæØôÐ
(¹) ¥æØÎæçÙ °Õæ ÁæÍæ§çÙ L¤ÁéÙæØ, âô×ô‹Îô
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50
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âôÜôâæØæ,
y.v ¹ôÙæ⢠çÜÚUÙæØ ¥æÚUô ÙæØÙæÙñ çÜÚUÙæØçÙ
»ð Á ð Ú U Á ô´ çSÙ Íæ¹ôçâ× çÕç»ØæÙÁô´
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ÕæÙæÙ çÜÚUÙæØçÙ »ôºñç͹õ ÚUô¹æ ¹æÜæ×ôÐ
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¥æÚU ô Õæ¢ Õ æ ( Complex ) ×ôÙÍæ×
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y.x ×ôÙâð ÁæÍæ§, ×æßÙæÙñ ÚUôÙ´ æØ âæß»æçÚ »ôÙæ¢
âÜ' ÕæØâðÍæý çÜÚUÙô ãUæØô °Õæ Üæ§Áæ×çÙ
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y.y »ôºñ ȤÚUæçÙ Íæ¹æØ âæع'ÙæØ çÕÁæÕçÙ
»æãUæ§ ¥æØÎæçÙ »éâ¢é ÕæÙæØÙæØ ¥æÚUô ÕñâôÁô´
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51
 âôÜô´âæØæ-, ØçÙ »ôãUô ×ôÙôÐ (»é ¥æÚUô çÁ Íæ¹ôçÙ Íæ¹æØ)
z.v »ôÚUôÕÙæØ âôÎôÕ, ÕæÍýæ Ȥæ‹ÎæØ ÕæÍýæ ¹ô‹ÎôÕ, ¹ô‹Îô |.v »éçÎ ÚUæßçÙ âôÎôÕ, ÕæÍýæ ÕæØâðÍæý çÙ Íæ¹æØ çÕ×æ ÚUæßçÙ,
ÕæÍýæ ÕæØâðÍæý âæع'ØôÐ »ôÙæ¢, âôÎôÕ, ÕæØâðÍæý ÜæÙô ãUæØôÐ
z.w »éÕéÙ »éÕéÙ âæÙçâý¹õ »éÕéÙ »éÕéÙ çÜÚU-¹ô‹Îô¥æß |.w çÍ ¹ô‹Îô ÕæÍýæ Ȥæ‹ÎæØ ÕæØâðÍæý ÕæãUæØÙô ãUæØôÐ
ȤôÚU×æØôÐ |.x »éçÎ âæÙçâAçÙ ¹õâðç͹õ ÚU¹ Uñ æ ¹æÜæ×Ùô ãUæØæÐ
z.x ȤôÚU×æØÙæØæß ÕñâôÁô´ »ôÚUôÕÙæØ »æßÙô ÙæÁæÙæØ (self |.y »éçÎ ÚUæßçÙ Ùæç¾U ÕæãUæ»ô¹õ »æÚUÙæÙñ ÙæÍæØ ¥æÕé¢ âæÙçâý¹õ
reliance)¥æÚUô »æßçÙ ¥æÎÕ¹õ ÕæãUæØôРȤôÚU×æØÙô ãUæØôÐ
z.y »ôÚUôÕÙæØ ÚUô¹ô×âð âôÎôÕçÍ, ©ÜÍUæ âôÎôÕçÍ »ôÙæ¢ }.®v Õð ×ôÙÙñ Íæ¹ôçÙ Íæ¹æØ È¤ÚUæçÕÁæÕçÙ |z Áõ ¹ô‹Îô
ÕæØâðÍæý âôÎôÕ ÕæãUæØôÐ ÚUæØÍæ§ ¥æÚUôU wz ¹ô‹Îô ¹‹Íæ§ Íæ»ôÙÐ Õæ¾UæØçâÙ z®
z.z ¥æØÎæÁô´ Üô»ôâð »æßçÙ âæÙÕôÜæßçÚ¹õ ÎæÁæÕÎðÚôÐ Áõ ¹ô‹Îô ȤÚUæØæ ÍéÙÜæ§ØæçÚ ÁæÙ梻ôÙРȤÚUæ çÕÁæÕçÙ
z.{ ×é΢ æ¹æ çÜÚUç»çÚUç٠ȤôÚU×æØÙæØ ¥æÎÕçÙ »ôâô¥æß Ùæ¢Íæß Õæ¢çâÙ÷ çÕÜæ§çÙ ¥ÙçÁ×æØæ wz® ×ãUÚU v/} çÇU×æ§; ãUæ¹ ¢ ô
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×ôÁæ¢ ×ôÙÙæØ ¥æØÎæ ÜæÙæÙñ ȤÚUæØôÐ âôÜô´âæØæ, }.®w Õð ×ôÙÙñ Íæ¹ôç٠ȤÚUæØæß »éÕéÙ÷ç٠ȤæÚUâð âæÙÙæØ,
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ÁæçÚUç×ÙæçÚU ÁæÍæØ, »ðÜÙð æØ, çÁ©U ¹õÚUæ,¢ ·¤Üæ ¹Ù÷ÙæØ
{.y çÜÚç»çÚU, ¹‹Íæ§È¤ôÚUçÙ âôÚUçÁÜé ×ðÜ×ð , âôÎôÕ ÕæØâðÍæý
×ôâæÙæØ, ÚUæÁ¹æç‹Í, ÍéÙÜæ§, ç×çÙÍæß âô´¹æçÚUÙæØ,
çÍ» ÕæãUæØÙæØçÙ »ðÁðÚUÁô´ »æß »æßçÙ çÜÚUÙæØçÙ
ãU æ çÚU × é , ¥ôÙâôÜæçÚ ãU æ çÚU × é , çÁ©U - ÚU æ ãæ âô×ô‹Îñ ,
âæÙçd¹õ »ðßÜæ¢ ãôÙô ãUæØôÐ
ãUæçÚU×æØæçÚ ÁæçÚç×Ù, ãUæçÚU×æØæçÚ çâÙæØçÍ
|. âôÜô´âæØæ »éÕÙé ÚUæßçÙÈý¤æØ çÕ×æçÙ ÚUæߥæß ÎæÙSÜæØÙæ-
52 53
×æß-âôÜô´Íæ§, âæÙñ »ðÎ×ð æ âéÕç¢é Ù çÁ©U-¹õÚUæç¢ Ù âô×ô‹Îñ, çÁ©U- Distribution of Marks For Class-X
ÚUæãUæ ¥æØÎæ, ãUæÎÚU çâçÕÙæØ, ÕæØâðÍæý ¥æØÎæ Íæ»ôÙÐ
}.®x ÚUæß¹æç‹Í ¥æÚUô âéÁé ÕæØçÎçâÙæ ©UÙâôÜô¾Uæ ç»çÕ
Íæ¹ôȤôÚUçÙ ÕæØçÎÙô ȤÚUæÁô´ Íæ»ôÙÐ »æ¢âð çÕÁæÕ
âéÁÙé æØæß »æãUæØçÙ ¥æØÎæÈý¤æ ÍæÙ梻ôÙÐ
(v) ãUæ¹
¢ ô çâÙæØçÍ, (w) çÚ¢ U â æÚU , (x)
âôÎôÕ×æ, (y) Íæ§UÁæ-çÕç΋Íæ (z) âæÙÚUæØ, ({)
ÕæÍýæ-Ȥæ‹ÎæØ, (|) ÕæÍýæ-¹ô‹ÎôÕ (}) ©ÜÍæ ¥æÚUô
ÚUô¹ô×âð âôÎôÕÐ
âéÁéÍæ§çÙ ×æÎæß âæÙçâý Èé¤ßæÚÙæØ, »éÕñÚUæß
çÜÚUÙæØ, ¥æÚU'Á çÕÜæ§ çÜÚUÙæØ Áõ»æ Íæ¹ôçÙ âéÁÍé æ§
çÜÚUÙæØçÙ Ùð× Íæ»ôÙÐ
Distribution of Marks For Class-IX
Prose -- 30

Poetry -- 20

Grammar -- 20
Application -- 10

Rapid Reader -- 10

Composition -- 10

Total --- 100

vvv

54 55
 Units Sub-Units/Lessons Marks
BODO (MIL)
Subject Code : 03 10. ×ôÎñ 5

Class -IX Time : 3 hours 11. çÁ©UçÙ âôÚUæ¢ 5

Full Marks : 100 Pass Marks : 30 12. ç×çÍ¢»æ 5

Units Sub-Units/Lessons Marks 13. ãUæ¢×æ 5

114.·¤ ÚUæß¹æç‹Í Ñ 20
Prose : 35 ãU梹ô çâÙæØçÍ
çÚUâ
¢ æÚU
1. »ôÁôÙÙæØ 5
âôÎôÕ×æ
2. âôÜô¢ÙæØçÙ Íæ¢ç¹ 5 Íæ§Áæ çÕç΋Íæ, ÎæÁæÕÎæ
âæÙÚUæ§, çÍ çÎç‹Í»ýæ ÎæÁæÕÎæ, ×æßçÚUÁæ, çÕâé¢
3. Áô¢ ÕæßÜæ¢ÙæØ âæâð ÁôãUôÜæß 5
15. âéÁÙé æØ Ñ 10
4. ¥æÕãUæßæ ¥æÚUô âéÕé¢ â梻ýæ¢çÍ 5
ÚUÙâæ§
5. ãUæçÚU×é ¥æÚUô ç×çÍ¢»æçÙ »æÕ 5 ÕæÍýæ Öæß, ÕæÍýæ Ȥæ‹ÎæØ, ÕæÍýæ 10
6. ãUæçÚU×æçÙ ¹õâðçÍ 5 ¹ô‹ÎôÕ, ©UËÍæ ¥æÚUô ÚUô¹ô×âð âôÎôÕ
(»éßæÚñU ȤÚUæØÙô Íæ¹æØ) 10
Grand Total 100
7. âôÚUçÙ ÎæØ
Poetry : 25
Text Book : »ôÎæÙ ¹ÙâæØ çÕÎæ¢

8. Áæ¢ç¹ý¹æ¢ 5

9. ×ôÙãUæâØñ 5

56 57
 BODO (MIL)
Subject Code - 03
Class -X Time : 3 hours Ó¬•ß ˘±˝◊√ø¬ı˛fl¡, ˜ø̬Û≈¬ı˛œ – ’˝√√±Ú¬ı± Œ˘±Ú
Theory Total Marks : 100 Assessment Pass Marks : 30
Units Sub-Units/Lessons Marks
SUBJECT CODE - 08

Prose : [fl¡] ˜±—›˝◊√ÚÚ± ˝√√±˚˛·√¬ı± ª± ‡¬ı˛±

1. â×æÁ ȤôâæÕç»çÚU »éL¤ÎðÕ ·¤æçÜ¿ÚU‡æ Õý±× 5 Œ|Ìœ – 9 ’˜¸≈— 10
2. ¥æ¹Ü ÎæÙæØ 5
3. ÕÚUÓ ×ãUÚU âôÚUçÁçÙ Õæçº 5 ’˝√√±Ú¬ı± Œ˘±Ú·œ ˜Ú≈— ‰¬iß± Œ˘±Ú Ó¬•ßÚ¬ı·œ ¬Û±Õ•§ Ó¬±¬ı±, ª±
4. çÕÙæÙæß çÙÕðçÎÌæ 5 „√√±—¬ı±, ¬Û±¬ı± ’˜¸≈— ˝◊√¬ıÚø‰¬—¬ı± Skill ø˙— ’ø¸ ∆ÚÚ¬ı± ’˜¸≈— ø¶®˘
5. ÕÚUÓ ãUæçÚUçÙ ¹é»æ ÍéÙÜæ§ 5 ø˙— ’ø¸√± Œ˝√√iß± ‰¬±›‡»¬Û± :±Ú Ù¬—¬ı± „√√˜ÚÚ¬ı± ¬Û±µ˜ ’≈√ ˜±„√√√±
6. ¿‹¼ýØæÙ - 1 5 Ô˜˘·± Ó¬•ß-˘±˝◊√ø¬ı˛fl¡ ’ø¸·œ Ó¬•ßÚ¬ı± ø˝√√¬ı˛˜ø˙— ’ø¸ Œ˙•§øÚº ’˝√√±Ú¬ı±
7. ÙæÚU¹ô 10 Œ˘±Ú ˝√√±¬ı˛¬ıø¸ ’˜·± ’˜·± ˆ¬±¬ı Œ˝√√±À√±fl¡ -Œ˝√√±øÊ√Ú ŒÓ¬ÃÚÚ¬ı·œ ¬Û±Õ•§
›˝◊√¬ıÓ¬± ÚM√√Ú±, ¸˜±Ê√ ’¸¸≈— ¸—¶‘®øÓ¬·œ ’À˙—¬ı± ˜˙fl¡ ‡„√√¬ı√± ’˜ø√√
Poetry:
¸±ø˝√√Ó¬…·œ ¬ı˛¸Úø‰¬—¬ı± ˆ¬±¬ı Ó¬±ÚÚ¬ı± Œ˝√√±»Ú¬ı√± Â√±S-Â√±Sœø˙—¬ı≈ fl¡¬ı˛˜ƒÚ±
8. Áæ ãUæÕæÕ, ¥æ¢çÙ »æç× 8
9. ãUð Áô×ñ, ÚUæÎæØ 6
˘˜øÊ√—¬ı± „√√˜·√À· ˝√√±˚˛¬ı± ˜±˝◊√ Õ· ’À√±˜√¸≈ ø˜»À˚˛— Ô˜Ê√¬ıøÚº
10. »ôÎæÙ §ØéÙçÙ ×ðÍæ§, ¥æÚUÁ 6 ˜œ›˝◊√¬ı·œ ¬Û≈øk, Œ˘±Ú ’˜¸≈, ¸±ø˝√√Ó¬…·± ˜ø¬ı˛ ∆˘Ú¬ı± ˝√√œ¬ı˛˜ ¬Û”•§± ˜±·œ
11. ÚUÙâæ§ ( Essay) 10 ˜±·œ ˜GÌ ’˜¸≈— Ô±flƒ¡fl¡œ ˜Ó≈¬— ˝◊√iß± ŒÓ¬±„√√±Ú ŒÓ¬±„√√±Ú¬ı± Œ|Ìœ√± ‰¬±Ú
12. ÚUæß¹æç‹Í (Grammar and composition) 30 ‰≈¬ÚÚ± ‰¬Úø˙i߬ı± Œ˝√√±»ÚÊ√ø¬ı˛º
l ÕæÍýæ ¹ô‹ÎôÕ l ãUæ¹ ¢ ô çâÙæØçÍ
¬Û±µ˜ –-
l ©UËÍæ ¥æÚUô ÚUô¹ô×âð âôÎôÕ l çÚ¢UâæÚU
l Íæ§Áæ çÕç΋Íæ l âôÎôÕ×æ, çÕâé,¢ ×æßçÚUÁæ 1.00 Ó¬˜ø˘¬ıø˙—Ú± Ó¬±¬ı˛·± ˆ¬±¯∏±-:±Ú, ¸˜±Ê√ ’˜¸≈— ¸—¶‘®øÓ¬·œ
l âæÙÚUæ§, ÕæÍýæ Ȥæ‹ÎæØ, ÕæÍýæ Öæß, çÍ çÎç‹Í»ýæ
˜˜˘ ‡„√√Ê√ÚÊ√¬ı·œ ‡≈À√±—‰¬±¬ı± ∆˘·øÚº
ÎæÁæÕÎæ, ÎæÁæÕÎæ 1.01 ’±ª±„√√¬ı±, Ù¬Ê√¬ı± ˜˜±À¬ı˛±Úƒ·œ ’‰≈¬•§± Œ‡±ÀLö±fl¡, ¬Ûø¬ı˛—‰≈¬˜Ú± ¬Û±¬ı
Grand Total 100 Œ˘fl¡‰¬¬ı˛ ŒÓ¬Ã¬ı±, Œ¬ı˛øά›√± ª± „√√±—¬ıÚø‰¬—¬ı± Ó¬±¬ı Ù¬„√√Ê√¬ı±º
1.02 ’±‰≈¬•§± ˜›—√± ª±-„√√±—¬ı± ¬Û±¬ı, ’±‰≈¬•§± Œ‡±ÀLö±fl¡Úø‰¬—¬ı± ¬Û±¬ı±
Text Book : »ôÎæÙ ¹ÙâæØ çÕÎæ¢ „√√˜·øÚº
58 59
1.03 ª±¬ı˛œ-ª±Ó¬±˝◊√, ڱȬfl¡, Œ¬ı˛ø√√›·œ ª±À¬ı˛±˘Úø‰¬—¬ı± Ó¬±¬ı√·œ ˜À‡±˝◊√Ú± 3.02 ¬Û≈ø#¡— U¬ı± ˜›√√—√± Œ˘fl¡‰¬¬ı˛, ∆˙À¬ı˛— øÔ¬ı± ’˜¸≈— ڱȬfl¡Ó¬± ˜¬Û≈—
’Ô« ’˜¸≈— ¬ı˛¸Úø‰¬—¬ı± ‡„√√Ê√¬ı± „√√˜·øÚº Ù¬±Ú± ˙èfl¡ ˚˛±¬ı± „√√˜·øÚº
2.00 ˘±˝◊√ø¬ı˛fl¡ Ó¬˜ø˘¬ıø˙—Ú± ‰≈¬˜Ú± ª± „√√±—Ê√¬ı·œ ˙øMê√ Ó¬±Úø˙íÚÊ√¬ı± 3.03 ˜À‡±Ú ŒÔ±fl¡Ó¬Ú± ˚˛±—Ú± ø˜øÚȬ 5 ·œ ˜Ú≈—√± ª±Õ˝√√ 120 √·œ
„√√˜·øÚº 140 Ù¬±›¬ı± ’≈√·± 6 q¬ı·œ ˜ÔøMê√ ª±Õ˝√√ 140 √·œ 150
2.01 Ù¬Ê√¬ı± Œ˘±Ú·œ ’‰≈¬•§± ά◊2‰¬±¬ı˛Ì, ª±Õ˝√√·œ ˜‡˘ ˜ÀÔ˘ Ó¬±¬ı√± Ù¬±›¬ı± ¬Û±¬ı „√√˜·øÚº
Ú≈„√±˝◊√¬ı±, „√√±—ÀÔ±fl¡¬Û√± Ù¬Ê√¬ıÚø‰¬—¬ı± ∆˝√√ÚÚ¬ı·œ ά◊¬Û±˚˛ ˜À‡±˝◊√Ú± 3.04 ¬Û±¬ı·œ ¬Û±Õ•§Ú± –
Ù¬—Ê√·øÚº [fl¡] ¬ı˛‰¬Ú±·œ ª±‡˘ Œ¬Û±fl¡˝√√·øÚº
2.02 „√√±—ÀÔ±fl¡¬Û√± ˘±Ú¬ı≈√ ˜À¬ı˛±˜À√±˜ ‰≈¬˜ÀÔ±fl¡‰¬¬ı·œ ˙øMê√ ˜À‡±˝◊√Ú± [‡] ¸±ø˝√√Ó¬…·œ ¬ı˛¸ Ôfl¡‰¬¬ı± „√√˜≈√Ú± Ú”„√±˚˛Ê√¬ı± „√√˜·øÚº
Ù¬—Ê√·øÚº
[·] ¸˜±Ê√·œ øÚøÓ¬·œ ø˙鬱 Ù¬—Ê√¬ı± „√√˜·øÚº
2.03 ˜Ó¬±— ‰¬±Ú± ª±Õ˝√√ ø˙øÊ√i߬ı±, õ∂˜±Ì ¬Û±ÕLö ø˙øÊ√i߬ı± „√√˜·øÚº
˜Ó¬±—ø¸√± ¬ÛÚƒ·√¬ı± ª±Ù¬˜ ’˜Ú±- Œ|Ìœ ‡≈ø√—·œ ’Ó¬˜ÚÚ± [‚] ¸≈¬ı˛, ˘˚˛ ’˜¸≈— Ò√ıøÚ26√µ·± Œfl¡±ißÚ± fl¡±¬ı…·œ øÚ—øÔ¬ı±
‡Àµ±fl¡ø˘¬ı, idioms ¬ı±fl¡…±—˙ ’˜¸≈— ‡G¬ı±fl¡…Ú± ø‰¬—¬ı·œ ˜¬ı˛˜√± ˜˙fl¡ ‡„√√Ê√¬ı± „√√˜·øÚº
’À¬ı˛m± ¬Û±µ˜ ’˜± ∆˘·√¬ıøÚº [„√√] ∆˙À¬ı˛— øÔ¬ı√± ∆˙À¬ı˛—·œ ¬ı˛¸ ‰≈¬¬Û‰¬¬ı± „√√˜·øÚ ’˜¸—
2.04 ˚≈øMêÚ± ˆ¬±¬ıfl¡œ ¬ÛøMê√ fl¡±˚˛˝√µÚ±, ∆ÚÚ¬ı√±, ª±À˚˛»Ú¬ı± ‡≈√fl¡Ó¬± ’ÀÓ¬±¬Û√¸≈ ‰≈¬¬Û˝√√ø~º
ª± „√√±—¬ı√± (extempore speech) √± ˙èfl¡ ˚˛±¬ı± „√√˜·øÚº 3.05 Ó¬˜ø˘¬ı± ø˝√√¬ı˛˜ ’≈√·œ ˜¬ı˛˜√± ˜‰¬— ›˝◊√¬ı± ª± ‡„√√Ê√¬ı± ’˜¸≈—
2.05 Ê√±Ó¬œ˚˛ ¸—·œÓ¬ ’˜¸≈— ¬ı˛±©Ü™œ˚˛ ¸—·œÓ¬¬Û≈ ’‰≈¬•§± ά◊2‰¬±¬ı˛Ì ’˜¸≈— :±Ú Ù¬—Ê√¬ı± „√√˜≈√Ú± ˜¬ı˛iß±˝◊√ ›˝◊√¬ı± Œ˘Ãø˙— Ù¬—Ê√·øÚº
˘˚˛·± Œ˘±˚˛ÚÚ± ’fl¡#¡Ú± ¬˜Ó¬˜·œ ˜Ú≈—√± ˙fl¡¬Û± „√√˜·øÚº ’≈√·± ˘±˝◊√ø¬ı˛fl¡ Ó¬˜ø˘¬ıø˙—Ú± –--
’øÚ˜!¡œ ’Ô«¸≈ Ó¬±fl¡¬Û± „˜·øÚº [fl¡] ˜‰¬±fl¡ø˙—À√± øÚ—ø˙—¬ı± „√√˜·øÚº
3.00 ˜Õ˝√√ Ó¬˜ø˘¬ıø˙—Ú± ˘±˝◊√ø¬ı˛fl¡ ¬Û±¬ı·œ ˜›— øÚ—øÔÚ± ‡—Ê√¬ı± [‡] ˝√√œ¬ı˛˜ ø‡ø¬ı!¡œ¬Û≈ ‰¬±—√˜Ú≈√Ú± ’˜·± ’˜·± ∆˘Úø¬ı˛¬ı±
„˜·øÚº ˜ø¬ı˛ ’≈√ ‰¬±—√˜Ú≈√Ú± ά◊»¬Û± „√√˜·øÚº
3.01 5 q¬ı± Œ|Ìœ√± ø˜øÚȬӬ± ª±Õ˝√√ 80 √·œ 90 Ù¬±›¬ı± ˜À‡±Ú [·] ˙Àµ±flƒ¡Ú± ¬ı…±‡…± ŒÓ¬Ã¬ı± „√√˜·øÚº
ŒÔ±fl¡Ú± ¬Û±¬ı „√√ø•úº ’≈√·± ˜ø¸·œ ˜Ô!¡œ Œ|Ìœ√Ú± ª±Õ˝√√ 80
[‚] ‡≈√˜ ά◊»Ó≈¬Ú± Ó¬±fl¡¬Û± „√√˜·øÚº
√·œ 90 Ù¬±›¬ı± ’˜¸≈— ˜ø¸√·œ Œ˝√√iß± ¬Û±¬ı± ’˜¸≈— ∆˙À¬ı˛—
øÔ¬ı± „√√˜·øÚº
60 61
[„√√] Œ˘‡fl¡ ’˜¸≈— fl¡ø¬ıø˙—·œ ª± ˜˙±·œ ›˝◊√¬ı± Œ˘±µ± øÚ—øÔÚ±
Ó¬±fl¡¬Û± „√√˜·øÚº
[‰¬] Ó¬˜ƒÚø¬ı˛¬ı± ˘±˝◊√ø¬ı˛!¡œ ˜¬Û±µ·œ ˜À‡±˝◊√Ú± ª±˝√√—·œ ¬Û±Î¬◊‡≈˜ ˜&Ì
Œ‰¬Ú¬ı± ˜øÓ¬fl¡ ‰¬±¬ı± ˘±˝◊√ø¬ı˛fl¡¸≈ ‡Àµ±fl¡¬Û± „√√˜·øÚº
[Â√] Œ˘±ÚÕ· (dictionary, ˙sÀfl¡±¯∏ ø¬ıù´Àfl¡±¯∏ encyclopae-
dia) ø˙øÊ√i߬ı± „√√˜·øÚº
4.00 Ó¬˜ø˘¬ı± ’„√√±—ø˙—Ú± fl¡¬ı˛˜ƒÚ± ‰≈¬˜Ú øÚ—øÔÚ± ˝◊√¬ı·œ ˜À¬ı˛Ãø˙—
Œ˘Ãø˙Ê√Ú¬ı± „√√˜·øÚº
’„√√±—ø˙Ú± –-
4.01 Ó¬±¬ı˛·± ˝◊√¬ı± ÚS·± ’¸≈˜ Œ˚˛—˘·± ˝◊√¬ı±·œ ˜Ú≈—‰¬iß± flv¡±˙ VII
Ù¬±›¬ı√± ∆¬ı:±øÚfl¡ ›˝◊√¬ı± ˜›√√—√± ˜À˚˛fl¡ ˝◊√¬ı±, ¬ı±Ú±Ú ‰≈¬˜Ú± ˝◊√¬ı±
’˜¸≈— ˚˛±—Ú± ˜‡≈» ‰¬»Ú± ˝◊√¬ı± „√√•§·œ ¬Û±—·˘ Ù¬—Ê·øÚ√º
4.02 ¬¸¬ı˛˘, Œ˚Ãø·fl¡ ’˜¸≈—, Ê√øȬ˘ ˜‡˘ ’U˜·œ ª±Õ˝√√ ¬ÛÀ¬ı˛—
ø˙øÊ√iß≈√Ú± ˜˙±·œ ˆ¬±¬ı ŒÙ¬±—À√±fl¡‰¬¬ı± „√√˜Ê√·øÚº
4.03 ¬˜˙±Ú± Œ˙˜Ê√¬ı± ˜ø¬ı˛fl¡‰≈¬•§± Œ¬Û±»˙fl¡ ’˜±, Ù¬—Ê√¬ı˛fl¡¬Û± :±Ú,
˘±˝◊√À˚˛fl¡Ó≈¬Ú± ŒÙ¬±—À√±fl¡¬Û± „√√•·§ œ ˙øMê√ Ù¬„√√˝√◊ ’˜¸≈— ‰¬ø˝√√ ˜Ó¬±—·±
‰”¬Ú-‰¬±ÚÚ± ¸˜±À˘±‰¬Ú± ŒÓ¬Ã¬ı± Ù¬±›¬ı± „√√˜·øÚº
5.00 Ó¬˜‡»‰¬¬ı˛fl¡ø˘¬ı± ’„√√±—ø˙—Ú± ˜˙±·œ ˆ¬±¬ı ’≈√ ’ª±—¬ı± Ô±fl¡Ó¬±
øÚ—øÔÚ± ŒÙ¬±—À√±fl¡¬Û± „√√•§·œ ˙øMê√ Ù¬—·øÚº
5.01 ˜À‡±˝◊√Ú± ‰¬±Ú¬ı± ª±Õ˝√√, õ∂˜±Ì ¬Û±ÕLö (idioms) ˜ÀÓ¬fl¡ ˜ÀÓ¬fl¡
62
›˝◊√¬ı± ª±Õ˝√√ ¬ÛÀ¬ı˛— [‡G¬ı±fl¡…] ª±Õ˝√√ ¬ÛÀ¬ı˛— ˜À‰¬» [¬ı±fl¡…±—˙] Ú± ø‰¬—¬ıø¸
‡Àµ±flƒ¡¬Û± „√√˜·øÚº
5.02 ¬˜‡˘ ˜‡˘·œ ›˝◊√ ¬ı± ˆ¬±¬ı ŒÓ¬±„√√±Ú-ŒÓ¬±„√√±Ú¬ı± ¬Ûµ≈¬ÛÓ¬±
[’Ú≈À26√√] ŒÙ¬±—À√±fl¡¬Û± „√√˜·øÚº
5.03 ¬˜˙±·œ ˆ¬±¬ı ’≈√ ˝◊√≈√Ú± ŒÙ¬±—À√±fl¡¬Û± ˜Ó¬√˜√¸≈ ˜À¬ı˛±˜À√±˜
Œ˘¬Û‰¬¬ı± „√√•§·œ ’˜¸≈— ˜˙±·œ ›˝◊√¬ı± ˜›√√—√± ŒÙ¬±„√√À√±fl¡‰¬¬ı±
„√√˜·øÚº
5.04 ¬’‰≈¬•§± ’Ô« ˜±i߬ı± ª±Õ˝√√ ›iß±- ∆Ó¬i߬ı± ’Ô«√À‰¬Ú¬ı± ª±Õ˝√√Úø‰¬—¬ıø¸
ø˙øÊ√i߬ı± „√√˜Ê√·øÚº
5.05 ¬˘±˝◊√ø¬ı˛fl¡Ó¬± ‰¬ø~¬ı± ˝√√œ¬¬ı˛˜·± ‰≈¬ÚÚ± ˜˙±·œ fl¡äÚ±¸≈ ø˙øÊ√i߬ı±
„√√˜Ê√·øÚº
5.06 ¬’Ù¬±›¬ı± ’˝◊√¬ıø˙—·œ ˝◊√¬ı± ¬Û±¬ıÚ± ø‰¬—¬ı± ˜˙±·œ ¬Û±˜Ê√¬ı± ˜›—√±
¬Û≈ÚÚ¬ı± ’˜ø√ ø˙øÊ√ißÚ¬ı± ˘±fl¡Ú¬ı˛!¡øÚº
6.00 ŒÚÃÚ± Ó¬˜‡»˘fl¡˝◊√¬ıø˙—√± ˝◊√¬ı± ¬Û±¬ıÚø‰¬—¬ı± ˜˙±·œ ¬Û±˜Ê√¬ı±
˜›√√—√± ¬Û≈ÚÚ¬ı± ’˜ø√ ø˙øÊ√ißÚ¬ı± ˘±fl¡Ú¬ı˛fl¡˝◊√º
6.01 ¬¬Û≈ø#¡— U¬ı±, fl¡±iß·√¬ı± ‡¬ı¬ı˛ Œ‰¬ ’˜ø√ ∆ÚÚ¬ı± ª±À¬ı˛—Úø‰¬—¬ıø¸
¬Û±¬ı± „√√˜·øÚº
6.02 ¬˘±˝◊√À¬ıˬı˛œ√± ˘±˝◊√ø¬ı˛fl¡ fl¡˚˛±˜è˜ ¬Û±¬ı˛!¡øÚº
6.03 ¬Œ˜·±øÊ√Ú√±, ‡¬ı¬ı˛ Œ‰¬√±, ˜˙±·œ ’˝◊√ ¬ı± ŒÙ¬±—À√±#¡Ú¬ı±
Œ˝√√±»Ú¬ı˛!¡øÚº
6.04 ˜À‡±˝◊√Ú±, ‡¬ı¬ı˛Œ‰¬√±, ˜˙±·œ ’˝◊√¬ı± ŒÙ¬±—À√±#¡Ú¬ı± Œ˝√√±»Ú¬ı˛!¡øÚ√º
7.00 ¬Ó¬˜‡»‰¬¬ı˛fl¡ø˘¬ı± ’„√√±—ø˙—Ú± ’ÕÓ¬ ’ÀÓ¬±¬Û¬Û± Œ˘±µ·œ
63
˜˜±À˘±µ± ˝√√Àµ±fl¡‰¬¬ı± „√√•§·œ ˙øMê√ Ù¬—˘!¡øÚ [9 ’˜¸≈— 10 q¬ı·œ ˙±ißÀ‡±»Ú¬ı±, ¬Û≈økª±¬ı˛œ (autobiography), fl¡˘± ¸—·œÓ¬ ¬ı˛±Ê√ÚœøÓ¬
ª±Ù¬˜øÚ]º ¸±ø˝√√Ó¬…, ŒÚ±fl¡¬Û± ’˜¸≈— Ù¬±·œ√± ˚˛≈•£¬˜, ›˝◊√¬ı˛± ª±À¬ı˛— ¸—¶‘®øÓ¬,
7.01 ˜¬Û≈— ›˝◊√ø¬ı˛¬ı± [˜”˘ ˆ¬±¯∏±] Œ˘±Ú·œ ª±Õ˝√√, ª±Õ˝√√ ¬ÛÀ¬ı˛—Úø‰¬—¬ı± ˘˜ ˘˜·œ ›˝◊√¬ı± ¸—¶®‘øÓ¬, Ê√±øÓ¬·œ ¬Ûø¬ı˛‰¬˚˛ work-experience,
Œ˘Ãø˙ÚÊ√¬ı± „√√˜Ê¬ı˛!¡øÚº Ê√±øÓ¬·œ ˝◊√øÓ¬˝√√±¸, Œ√˙ˆ¬øMê√, ’ÀÓ¬±m± ∆˘¬ı±!¡œ ˙fl¡Ú±˝◊√¬ı± ˜œ˙fl¡
’øÚ·œ ¬Û≈økª±¬ı˛œ, ¬ı˛±©Ü™·œ ˝◊√øÓ¬˝√√±¸ ’˜ø√ Œ√˙ˆ¬øMê√Ú ø‰¬—¬ı±
7.02 ¬’‰≈¬•§± ª±Õ˝√√ ¬ÛÀ¬ı˛— ˜ÀÓ¬fl¡ [‡G¬ı±fl¡…], õ∂˜±Ì ¬Û±ÕLö (idioms) ª±Ù¬˜ø˙— ’ø¸ ˜ø˜ Ó¬±·√¬ıøÚº
Úø‰¬—¬ı± ø˙øÊ√i߬ı± „√√˜Ê√¬ı˛!¡øÚº
8.03 ¬ı…±fl¡¬ı˛Ì ’˜¸≈— ¬ı˛‰¬Ú±·œ ˜Ó¬±—√ø√ ˜˜±—·œ Œ|Ìœ√± ∆ÚÚø‡¬ı±
7.03 ˜è ›˝◊√¬ı± ˆ¬±¬ıfl¡œ ˜ø¬ı˛ Ô•§± „√√˜·øÚº ˜›— ’≈√&•ß± ’≈√˜ ∆ÚÚ·øÚº flv¡±¸ IX ·œ ’ø¸√± ˜‡±·œ
7.04 ˜¬Û≈— ›˝◊√¬ı± Œ˘±µ± ŒÙ¬±„√√À√±fl¡ø˘¬ı± ˙èfl¡ ’˜√± fl¡±iß√¬ı± ª±Õ˝√√ ˝√√œ¬ı˛˜ø˙— ’ø¸ ˚˛±›·√¬ıøÚº
¬ÛÀ¬ı˛—ø˙— ’≈√ Œ˘ÃÀÔ±flv¡·± ˜è ›˝◊√¬ı± ˆ¬±¬ı ’≈√ ˜›— fl¡±˝◊√˝√µÚ± [1] ¬ıÌ« ¬Ûø¬ı˛‰¬˚˛ [2] Ò√ıøÚ [3] ª±Õ˝√√ ¸øg [4] ¬Û√ [5] Ò±Ó≈¬
Ô•§± „√√˜·øÚº fl¡±˘ (tense) [6] ¬ı‰¬Ú [7] ø¬ıˆ¬øMê√ - õ∂Ó¬…˚˛ [8] fl¡±¬ı˛fl¡ [9]
9 ’˜¸≈— 10 q¬ı± ¸˜±¸ [10] ›iß±-∆Ó¬Ú¬ı± ª±À¬ı˛±˘ ’˜¸≈— ’Ô« ‰¬¬Û ˜±i߬ı± ª±Õ˝√√
8.00 ¬’ø¬ı˛¬ı± fl¡ø¬ıÓ¬± ’˜± ’øÚ ˚˛±›¬ı˛¬ı¸≈ fl¡±˝◊√À√ ŒÓ¬Ã¬ı·œø√ ¬ÛÀ¬ı˛— [11] ˝◊√ø√À˚˛±˜ [12] ª±Õ˝√√ ¬Û±À¬ı˛— ˜ÀÓ¬fl¡ [‡G-¬ı±fl¡…]º
20 ˜≈fl¡√·œ Œ˝√√~±˝◊√√¬ıøÚº Œ|Ìœ ’øÚ ’ø¸·œ ˘±˝◊√ø¬ı˛!¡œ ‰¬±˜√± ¬ı˛‰¬Ú±·œ (composition) ·œ (item) √± - ˆ¬±¬ı ˙Àµ±fl¡¬Û±, ª±
75 ø√ ¬Û√… ’˜¸≈— 25 Ú± fl¡ø¬ıÓ¬± ›˝◊√·√¬ıøÚº ˚˛±˜^¬ı±√ 50 % ˜‰¬— ˝◊√¬ı± ¬ı±fl¡…À‰¬ ˝◊√¬ı±, ά±˝◊√ø¬ı˛ ˝◊√¬ı± ’˜¸≈— ’ª±—¬ı± Ô±·œ ¬ı˛‰¬Ú±
ø√ ¸±ø˝√√Ó¬…√± ˚˛≈•£¬˜ ›˝◊√¬ı± ›˝◊√√·¬ıøÚº ˘±˝◊√ø¬ı˛fl¡ ’ø¸ ˘˜±˝◊√ ˝◊√¬ıÚø‰¬—¬ı± ’ø¸ ˚˛±›·√¬ıøÚº
250 ˜≈fl¡øÓ¬ ‰¬Ú·√¬ıøÚº ˜›√√—Ú± 1˚8 øά˜±˝◊√ ’˜¸≈— ˜À˚˛fl¡Ì± Distribution of Marks
Œ¬Û±˝◊√KI◊ 12 fl¡œ ˜À˚˛fl¡Ó¬± ›˝◊√·√¬ıøÚº ∆ÚÚ¬ı± ª±˝√√—Ú± ø‰¬—¬ı√ø√ Prose -- 30
Œ¬Û±˝◊√KI◊ 10 ø· ˜À˚˛fl¡Ú¸≈ ˚˛±˝◊√º Poetry -- 20
8.02 Œ|Ìœ ’ø¸·œ ˘±˝◊ √ ø ¬ı˛ M ê√ ± , ’ÀÓ¬±m±˜œ√ ± fl¡¬ı˛ ˜ Ú± Letter writing -- 10
ª±‡˘À˘±Ú¬Ô•§±, ŒÚ±˜Ê√˜Ú¬ı≈ ˝◊√fl¡±˝◊√‡≈˜¬ı±, ø¬ıù´ˆ¬±Ó‘¬Q, ¬Û≈ø#¡— Unseen -- 05
ŒÔ÷»¬Û± ˘≈ø‰¬—¬ı± fl¡¬ı˛•ß ›˝◊√·øÚ, ŒÔÃÊ√±˘Õ˝√√¬ı±, ’˜·± ’˜·± Composition -- 25
˜ÀÓ¬—¬ Û±—Ú¬ı±, ’‰≈¬•§± Ù¬œÀ¬ı˛¬Û Œ˘Ã¬ı± ’˜¸≈— ˜˙±¬ı≈ Ô±Ê√¬ı± Rapid Reader -- 10
„√√•§± [’±R ø¬ıù´±¸] Ú± ø‰¬—¬ı± ª±‡À~±Ú ’ø¸ Ó¬±¬ı ª±À¬ı˛— ∆˙À¬ı˛— Total -- 100
›˝◊√ ·√ ¬ıøÚº ‡Úƒ·»¬Û± ¬Û±¬ı˛±ø√ ˜‡±·œ ’¸≈˜Ú±›˝◊√ ·√¬ıøÚº
‹øÓ¬˝√√±ø¸fl¡ ‚Ȭڱ,
64 65
 ¬ı…±fl¡¬ı˛Ì ’˜≈¸≈— ¬ı˛‰¬Ú±·œ MANIPURI (MIL)
Subject Code
SUBJECT CODE: -08
08
flv ¡ ±¸ X ·œ ˜Ó¬±—√ ø √ ˜‡±·œ ˝√ √ œ ¬ı˛ ˜ ø˙— ’ø¸ Class IX
Class -IX Time : 3 hours
˚˛±›·√¬ıøÚº ˜≈√ø√ ˆ¬±¬ı ˙Àµ±fl¡¬Û±, ª± ˜‰¬— ˝◊√¬ı±, ª±fl¡»À‰¬ Time-3 Hours Marks : 100
Full Marks : 100 Pass Marks : 30
˝◊√ ¬ı±, ˆ¬±˝◊√ ø¬ı˛ ˝◊√ ¬ı± ’˜¸≈— ’ª±—¬ı± Ô±!¡œ ¬ı˛‰¬Ú± ˝◊√ ¬ı±
’ø¸Úø‰¬—¬ı± ’ø¸ ˚˛±›·√¬ıøÚº
Unit Sub-Unit/Lesson Marks
¸øg, ¸˜±¸, fl¡±¬ı˛fl¡, ¬ı±‰¬…, ¬Û±Î¬◊√˜ ›Ú¬ı±, õ∂Ó¬…˚˛º
Ó¬•ß-˘±˝◊√ø¬ı˛!¡œ ø˜— – ¸±ø˝√√Ó¬… ∆˘‰¬˘
1. ª±À¬ı˛— – 30
Prose 30
˜œÚ≈—ø˙, ›ø˘ø•Û!¡œ ª±¬ı˛œ, ‡•ß≈
Poetry 20 ¬ı˛ø¬ıfÚ±Ô Í¬±fl≈¡¬ı˛, Ú≈¬Ûœ˘±˘,
Grammar 15 fl¡äÚ± ¶§˚˛•§¬ı˛
Application/Essay 15 2. ∆˙À¬ı˛— – 20
Extensive reading 10 ∆˜ÕÓ¬ fl¡ø¬ı, ø˜—‰¬» øÔ¬ı±, ∆˘ ˘±—¬ı±,
Composition 10 ’‰¬•§± ÷Õ˙ ’˜±, Ú≈—ø˙ ÷¬Û±flƒ¡
∆˘fl¡—˘±
100
3. ø‰¬øͬ ˝◊√¬ı± (Letter writing) 10
vvv 4. ª± ˜‰¬— ˝◊√¬ı± (Substance writing/precis) 5
writing (unseen)

5. Composition 25
(a) Amplification, (b) Synonyms
(c) Antonyans (d) Proverbs (e) Correction
(f) Extraction into one word
6. Extensive reading 10
(a) ˜ø̬Û≈¬ı˛·œ Úœ—Ó¬•§± ˜±„√√ø‡¬ı± Ú≈ø˜»
(b) ˜µÀ˘ Œ‡±„√√Ù¬˜

100
66 67
MANIPURI (MIL)
SUBJECT CODE - 08

68 69
 short life sketch and background of each author should be in-
troduced. A few original Khasi couplets (Ki Phawar Khasi)
KHASI (First Language) should also be included in the text.
SUBJECT CODE - 07 Substance/ Precis Writing : Seen or unseen.
Class -IX-X Story / Drama / Legends Writing : Should be of original com-
position.

Textbook : A textbook of selected pieces from different stand-

ard authors for Class - IX should be compiled. Distribution of Marks for class IX

Prose : Prose portion should contain selected pieces from not Prose - 30
less than 5 standard authors. A short life sketch of each author Poetry - 20
should be given at the beginning of each lesson as far as practi-
Grammar - 20
cable. The book should contain not less than 200 pages and not
more than 250 pages. Composition
Rapid Reader : Essay - 10
1. Khasi Drama or Khasi short plays. Translation - 05
2. Short Stories, Folk Lores and Legends. Rapid Reader - 15
Grammar : The present book, Hints on the study of the Khasi Total = 100
Language may be introduced in those two classes with the fol-
lowing modification. vvv
(a) The chapter relating to phrases and idioms should
be enlarged and expaned for the en-richment of the language to
meet the present demand.
(b) The words and phrases should be explained in
Khasi, not in English, as at present.
Essay : No textbook is to be prescribed. Common interesting
subjects-descriptive, narrative or reflective essays are to be en-
couraged.
Poetry : A poetry book consisting of selected pieces from not
less than 10 different standard, authors should be compiled. A

70 71
 KHASI (MIL)
Subject Code : 07
Class -IX Time : 3 hours
Full Marks : 100 Pass Marks : 30

72 73
 1. Poetry
KHASI (MIL) Textbook Prescribed :
SUBJECT CODE - 07 (a) Ka Duitara Ksiar by Soso Tham
Class-X Time : 3 hours Chapters : U dieng bilat; Ki sngi ba la leit noh;
Full Marks : 100 Pass Marks : 30
Ka mynsiem bashynrang; Ki saw aiom
Distribution of Marks
1. Poetry - 20 marks 3. Rapid Reader
2. Prose - 35 marks Textbook Prescribed :
3. Rapid Reader - 15 marks (a) Ki Dienjat Ha U Shyiap by Hughlet Warjri
4. Grammar & Composition - 30 marks Chapters : U syiem ka jinglaitluid; U Nongsaindur
(i) Grammar - 8 marks ka nongbah Shillong;
(ii) Jingbatai Ktien - 5 marks
(iii) Essay - 12 marks U kpa ka sain pyrthei ha ri Khasi-Jaintia
(iv) Precis - 5 marks
3. Grammar & Composition
Total - 100 marks
(i) Ka Grammar by H. W. Sten
1. Prose Chapters : Ka Pronoun
Textbook Prescribed : (ii) Ki Dienjat Jong ki Longshwa by J. Bacchiarello
(a) Ki Dienjat Jong ki Longshwa by J. Bacchiarello Chapters : Chapters 42 and 48–Ka jingbatai ktien
Chapters : Ka dorbar jong ki khasi hyndai; (iii) Essay
Ki mawbyuna; ki mawniam bad ki kor
(b) Ki Parom Barim U khun Khasi Khara by (iv) Precis writing.
Maurice G. Lyngdoh
Chapters : U Briew bad u Ksew; U masi bad a
briew; U kyllang bad u symper.
(c) Ki Phawer U Aesop by Soso Tham
Chapters : Chapter 21 to 30

74 75
 GARO (MIL)
GARO (First Language) Subject Code : 04
SUBJECT CODE - 04
Class -IX Time : 3 hours
Class- IX-X Full Marks : 100 Pass Marks : 30

The Courses of studies on mother Tongue Garo in Class IX

should be comparatively much higher than those of lower
classes.
Prose and Poetry : An approved textbook be used for the
purpose. The principle of variety may be applied
while selecting the lessons.
Supplementary Reader : There should be an approved Reader
covering from 200 to 250 pages for supplementary
reading.
Composition : Letter-writing; application writing; document
writing; story writing; short dialogue; descriptive
and narrative essays on nature, education, current
affairs, development schemes, five year plans, epi-
sodes from freedom struggle and such other topics;
reflective essays on easy topics; translation both
from seen and unseen English passages; precis writ-
ing; substance writing, Summary writing; para-
graphing.
Grammar : Punctuation; analysis; detailed study of clauses and
pharases; narration; detailed study of different parts
of Speech; construction of sentences using given
aganmeapas, Kata-jikses etc.; voice; mood;
paragraphing; conversion of sentences.

vvv

76 77
 GARO (MIL)
Subject Code : 04

Class -X Time : 3 hours

Full Marks : 100 Pass Marks : 30

78 79
80 81
 HMAR (M.I.L)
SUBJECT CODE - 06
Class- IX-X
BROAD GOALS :
The course on HMAR for class IX-X is intended for
students whose mother tongue is HMAR and who had studied
HMAR as MIL at the Upper Primary Level. The aim of this
course is developing learner's ability to take part in communi-
cating through Hmar both orally and in writing besides the abil-
ity to master elements of the language.
OBJECTIVE OF TEACHING HMAR AT THE SECONDARY
LEVEL :
1. The students develop the ability to understand Hmar
when it is written.
2. The students understand meanings of words,
pharases and sentences in context.
3. Follow simple narrations and description.
COURSE CONTENT AND TEXTBOOKS :
The course content is specified in linguistic terms and
is spread over two years starting with class IX. Textbook should
suggest activities and situations for using language in actual
communication.
For classes IX and X an anthology containing both prose
and poetry lessons will be developed based on the structure and
vocabulary given there in.
TEXT BOOK FOR CLASS IX
1. Ruangtui Reader, Hmar MIL Manitaning Committee
2. Hmar grammar, Hmar literature Society.

****
82 83
 HAMAR (MIL) Sl. No. Sub-Unit/Lessons Marks Total
Marks
Subject Code : 06
3. Extensive Reading : 4 8
HMAR (MIL) 1. Khuonu Thilsiem - Vallallien Pulamte
each
Class -IX Time : 3 hours
Class IX, Time - 3 hours, Marks : 100 2. Inhnarna - H. Zaneisang
Full Marks : 100 Pass Marks : 30
4. Grammar : 17
Sl. No. Sub-Unit/Lessons Marks Total 1. Hawrawp 3
Marks
2. Thumal Siemdan (Morphology) 3
1. Prose : 4 28
3. Punctuation 3
1) Lalruong - C. Thant Khobung
each 4. Bangbereptuhai (Affixes) 3
2) Pupulien lalramah - David Buhril 5. Parts of Speech 5
3) Dr. Thanglung - L. Ruoivel Pangamte
4) Harsanta - Tawnluaia 5. Composition : 17
5) Thilsiemhai enkawl dan ding
1. Essay Writing 10
- Dr. Lalkhhawlien
2. Letter Writing 7
6) Assam rama Hamarhai chanchin
- V.L. Tluonga Bapui
6. Comprehension (Unseen Passage) 10 10
7) Ka Lungril robawm
- Rohminglien Pakhuongte

Text books :
2. Poetry : Classical 4 20 1. Ruongtui Reader
$ Hla
1. Salulam
each Published by - Hmar MIL Monitoring Committee
$ Hla
2. Thlangtlak 2. Hmar Grammar - Hmar Literature Society

Modern 3
1. $ ang lengna - L.Keivom
Dar each
2. $ - Rev. Thangler
Pipu chena Doral
3. Intuokkhawmna ni ropui - Upa Ngama
4. $ hunbi pasarihai
Damsung
- W Shakespeare

84 85
 HAMAR (MIL)
Subject Code : 06
15
Class -X Time : 3 hours
Full Marks : 100 Pass Marks : 30

13
8
5

86 87
 MIZO (MIL)
SUBJECT CODE - 09
Class : IX

88 89
 MIZO (MIL)
SUBJECT CODE - 09
Class : X

90 91
 URDU (MIL)
SUBJECT CODE - 11
Classes : IX and X
The course of Urdu (MIL) for classes IX & X is
intended for those students whose mother tongue is
Urdu or who wants to study urdu as first language.
The importance of learning the first language in the
present day world is increasing gradually and being
recognised day by day. Modern educationists, who
want to bring a total change in the field of education
by relating learning with life, strss on learning
mother tonque for the all round development of the
students. The main objectives of teaching Urdu as
first language at secondary level are shown as
follows:
Objective of Teaching Urdu at the Secondary level.
(a) To acquiant the pupil with fundamental knowledge
of Urdu language so as to enable him to understand
and learn the uses of the first language with
proficiency.
(b) To provide facilities to the students to express their
own feelings and thoughts clearly and simply
through Urdu language.
(c) To give pupils a medium through which they can
express themselves in various situations and can
develop their mental, emotional and moral aptitudes.
92
(d) To help the pupil to develop his creative faculties
and to have proficiency in other subjects through
his mother tonque.
(e) To create a taste for literature and grammar of the
mother tonque and to develop ability to appreciate
the beauties of literature.
(f) To encourage the students to participate in
community living in the school campus as well as
in the society.
(g) To motivate the younger generation for national and
international co-existence and co-operation in a
peaceful manner.
(h) To promote national understanding and re-
evaluation of the cultureal heritage.
(i) To foster a sense of social and national integration,
communal harmony, universal brotherhood, dignity
of labour, democratic values, leadership quality,
self-respect, art and culture, music and sports and
all other human behaviours.
93
 (b) Gender- ‘Majakkar’ and ‘Muannas’
URDU (MIL) (c) Noun - ‘Ism’ and its kinds
For High School
(d) Verb- ‘Feil’ and its kinds
Time : 3 Hours Class - IX Marks-100
(e) Urdu Phrases and idoms.
Textbook : URDU READER; Class - IX
ESSAY : 10
Published by : ASTPPC Ltd. Guwahati.
On any simple topic or any renowned scholar of
PROSE : 30
Urdu Literature.
(a) Lal Tin : by Khwaja Hassam Nizami.
TRANSLATION : 10
(b) Char Payee : by Rashid Ahmad Siddigi.
An unseen passage or sentences from English into
(c) Roushi : by Munshi Prem Chand. Urdu.
(d) Ayne ke samne : by Sir Sayyed Ahmad Khan.
(e) Garam Kot : by Rajendar Singh Bedi.
POETRY : 30
(a) Tanhayee : by Faij Ahmad Faij.
(b) Raj Ko Rajhi Rakha Hota : by Farag Gourakhpuri.
(c) Darde Minnat Kash : by Mirza Asadullah Khan
(d) Nayee Tahjeeb : by Akbar Ilahibadi
(e) Aye Mathera Hindustan : by Jamil Majhari
(f) Qabar : by Akhtarsul Iman.
GRAMMAR : 20
(a) Jumlah (sentence) and its kinds.
94 95
 GRAMMAR : 20
(a) Feil (verb) and its kinds.
URDU (MIL)
For High School (b) Jumlah (sentence) and its kinds.
Time : 3 Hours Class - X Marks-100 (c) Jens (Gender) Masculine & Deminine.
Textbook : URDU READER; Class - X (d) Adad (Number) Singular & Plural
Published by : ASTPPC Ltd. Guwahati. (e) Sentence Making
PROSE : 30 (f) Mahawarat (Phrases & idioms)
(a) Khoda Parast Shahzadee : by Mir Amman ESSAY : 10
(b) Akhbar Bini : By Kanhayalal Kapoor (a) on Biography
(c) Machchar : by Khwaja Hassan Nizami (b) on Science
(d) Guzra Huwa Zamana : by Sir Sayyad Ahmad Khan. (c) on Environment
(e) Hindustani Tahjeeb Ke Anasir : by Ihtisham (d) on Sports
Hussain.
TRANSLATION : 10
POETRY : 30
(a) An unseen passage or sentences from English into
(a) Gulzar-e- watan : by Sarwar Jahan Sbadi Urdu.
(b) Sitaron se Aage : by Mohammad Iqbal
(c) Sukh Ki Tan : by Miraji
(d) Hai Jestaju Keh Khub se : by Altaf Hussain Hali
(e) Tamannaon Men Uljhaya Gaya : by shad Azim
Abadi
(f) Itimad : by Akhtarul Iman
96 97
SUBJECT CODE - 10

98 99
100 101
102 103
104 105
106 107
108 109
110 111
 SANSKRIT
(As a part of the First Language)
Class- IX-X
Objectives :

1.00 To acquint the pupil with Elementary knowledge of San-

skrit so as to enable him to understand and use his First
language with proficiency.

2.00 To facilitate the use of Sanskrit words and derivatives

thus providing wider scope for the pupil to express various
ideas through his first language.

3.00 To provide better understanding of scientific vocabu-

lary.

Class IX : A Reader of about one hundred pages is to be

prescribed. It should have two parts, one for class IX. There
should be lessons on prose and poetry. The lessons should
be specially prepared in easy lucid language incorporat-
ing descriptive, reflective topics of popular and secular
interest. One or two dialogue passages suitable for the
stage and specially adapted for the purpose should also
be included. Lessons on poetry should be of broad com-
mon interest and may be suitably adopted from the Epics
or similar other works. The book should be annotated.

112 113
 Grammar and composition : One book for all the three
classes may be prescribed. The following topics should
be included.

Class -IX : (1) Declension - ¥ô·¤æÚUæ‹Ì ¢çé Ü¢» words

«¤·¤æÚUæ‹Ì Âé¢çÜ¢»Uï and S˜æè´çÜ¢»ïU words, ¥ô·¤æÚUæ‹Ì words, »ô,
àæÅêU ÂýˆØØæ‹Ì Âéç¢ Ü¢»ïU and §Ù‹Ì (¢é) words ç·¤×÷ and §üÎ×÷U in
all genders, Numeral words from ¿ÌéÚU to ÎàæÙê (in all
genders and grades),

(2) Conjugation °ñß ãUÙ, ¥â »ýOïU çßãU (çÎÎæçÎ Ÿæé ÜÎ÷ ÜôÎ÷ܾU
çßçÏ çܾU and ÜêÎ÷Ð
(3) Some important ¥ˆØØàæ viz. ßëÍæ, ç׉Øæ, ÂýæÌÑ àæÙñÑ, ¥Ùèß,
¥˜æ, ¥Ï, ¥ƒæéÙæ, ¥çÂ, §üçÌ §üÎæÙè×ê, §üß °·¤Îæ, °ñß, °ñß×÷,
·¤Í×, ·¤Îæ ç·¤‹Ìé ·é¤àæ, ÌÍæçÂ, ̘æ ÌÎæ, Ìé‡æè×, çÎÕæ ÙéÙ×,
Âà¿Ì, ÂéÙÑ ÂéãUæ, ç׉Øæ, ؘæ, ØÍæ, ØÎæ, ÌêÍæ, âãUæ âãUâæ,
ÛæÑ ºÑ and their uses.
(4) Use of ©UÂâ»ü s are to be taught.

Class -X :

114 115
 Fundamental Rights and Duties. The various sub-themes to be
included are personal relationships, the neighbourhood, the
English (Second Language) larger community, the nation, the world, etc. In addition to textual
SUBJECT CODE - C1 materials, various other inputs can be brought into the language
Classes-IX - X classroom, which include cards, charts, advertisements, texts
produced by children, brochures, pamphlets, T.V. news, etc.

Rationale: Backgournd:
Traditionally, language-learning materials beyond the initial
The goals of a language curriculum are twofold: attainment
stages have been sourced from literature: prose, fiction and
of a basic proficiency, and the development of language as an
poetry. While there is a trend for inclusion of a wider range of
instrument for basic interpersonal communication and later for
contemporary and authentic texts, accessible and culturally
abstract thought and knowledge acquisition. One hopes that by
appropriate pieces of literature should play a pivotal role at the
the time a student finishes his/her school, s/he would become an
secondary stage of education. The English class should not be
autonomous learner. This argues for a language-across-the
seen as a place merely to read poems and stories in, but an area
curriculum approach that breaks down barriers between English
of activities to develop the learner's imagination as a major aim
and other languages and subject areas. At the initial stages, English
of language study, and to equip the learner with communicative
may be one of the languages for learning activities designed to
skills to perform various language functions through speech and
enhance children’s awareness of their immediate surroundings.
writing.
It is at this stage that the use of the languages of children may
turn out to be most productive for teaching English. It is important
Objectives:
to note that children effortlessly learn several languages if adequate
comprehensible input is available in anxiety free situations. It is The general objectives at this stage are:
also important to note that simultaneous exposure to several
languages does not, as many people tend to believe, 'confuse' l to build greater confidence and proficiency in oral and
children. These facts would constitute significant guidelines for written communication.
teaching strategies in the classroom. l to develop the ability and knowledge required in order
Input-rich communicational environments are essential for to engage in independent reflection and inquiry.
language learning. Inputs include textbooks, learner-chosen
texts, class libraries, parallel books and materials in more than l to use appropriate English to communicate in various
one language, media support (learner magazines/newspaper social settings.
columns, radio/ audio-CD), and authentic materials.
l to equip learners with essential language skills to
Themes/sub-themes should be in conformity with the
question and to articulate their point of view.
learners’ immediate invironment_ physical, social and cultural.
These should lead to an understanding and practice of the l to build competence in the different registers of English.
values enshrined in the Constitution of India, including the
116 117
 l to develop sensitivity to, and appreciation of, other
varieties of English.
l to enable the learner to access knowledge and
information through reference skills (consulting a
dictionary/ thesaurus, library, internet etc.)
l to develop curiosity and creativity through extensive
reading.
l to facilitate self-learning to enable them to become
independent learners.
l to review, organise and edit their own work and work
done by the peers
At the end of this stage learners will be able to do the following:
l give a brief oral description of events/incidents of
topical interest.
l retell the contents of authentic audio texts (weather
reports, public announcements, simple advertisements,
short interviews, etc.)
l participate in conversation, discussions, etc, on topics
of mutual interest in non-classroom situations.
l narrate the story depicted pictorially or in any other
non-verbal mode
l respond in writing to business letters, official
communications
l read and identify the main points/significant details of
texts like scripts to audio-video interviews, discussions,
debates, etc.
l write without prior preparation on a given topic and be
118
able to defend or explain the position taken/views expressed
l write a summary of short lectures on familiar topics by
making/taking notes
l write an assessment of different points of view
expressed in discussion /debate
l read poems effectively (with proper rhythm and
intonation)
l grasp the theme of the poem and appreciate the creative
uses of language
l to transcode information from a graph / chart to a
description/ report
l write reports on books read or festivals/important days
attended.
Content:
The ten core components identified in the National Policy
of Education must be suitably integrated in school curriculum.
These components, which will cut across all subject areas, should
be reinforced in the whole range of inputs (print and non-print,
formal and informal) for teaching/learning at various stages of
school education.
Since all contemporary concerns and issues cannot be
included in the curriculum as separate subjects of study, some
emerging concerns like environmental issues, conservation of
resources, population concerns, disaster management, forestry,
animals and plants, human rights, safety norms and sustainable
development should be suitably incorporated in the course
content. Course materials should also draw upon following
concerns in an integrated manner :
1. Self, Family, Home, Friends and Pets
119
 2. Neighbourhood and Community at large l degrees of comparison
3. The Nation_ diversity (socio-cultural, religious and l question patterns
ethnic, as well as linguistic), heritage (myths/legends/
folktales) l word order

4. The World _India’s neighbours and other countries l preposition

(their cultures, literature and customs) l determiners
5. Adventure and Imagination l vocabulary (phrases/idioms,etc)
6. Sports l synthesis of sentences
7. Issues relating to Adolescence l clauses, modals, etc.
8. Science and Technology
Curricular Package:
9. Peace and Harmony It is recommended that the package for each class (IX-X) will
consist of a textbook and a supplementary reader. The textbook
10. Travel and Tourism
should contain about 10 comprehensive units (lessons, exercises and
11. Mass Media activities) and at least five/six poems of varying lengths. Besides, it
may include an oral/Spoken English component. The supplementary
12. Art and Culture reader will have about eight pieces meant essentially for self-study
13. Health and Reproductive health promoting reading for information and pleasure. In the case of
textbooks, it is imperative that layout and illustration etc are treated
The thematic package given above is suggestive and at each as integral to the text rather than as mere cosmetic add-ons.
stage should be in line with learners' cognitive level, interest
and experience. Methods and Techniques:
The methodology will be based on multi-skill, activity based,
learner centred approach. Care would be taken to fulfil the functional
Language Items:
(communicative), literary (aesthetic) and cultural (sociological)
In addition to consolidating the grammatical items practised
needs of the learner. In this situation the teacher is the facilitator of
earlier, the courses in Classes-IX and X will seek to reinforce
learning, s/he presents language items, contrives situations which
the following explicitly:
motivate the child to use English for the purposes of communication
l sequence of tenses. and expression. Aural-oral teaching and testing is an intergral feature
of the teaching learning process. The electronic and print media
l reported speech. could be used extensively. A few suggested activites are:
l use of passive voice l Role playing
120 121
 l Simulating real-to-life situations ENGLISH (Second Language)
l Dramatising and miming
l Problem solving and decision making
Subject Code : C1
l Interpreting information given in tabular form and schedule Class -IX
l Using newspaper clippings Theory Total Marks : 90 Time : 3 hours
Internal Assessment : 10 Pass Marks : 30
l Borrowing situations from the world around the
learners, from books and from other disciplines Section Lessons/Units Marks
l Debating and discussing A Reading Comprehension (two prose 10
l Narrating and discussing stories, anecdotes, etc. passages-one seen, another unseen)
l Reciting poems B Writing (translation/amplification, article/ 16
l Working in pairs and groups story, notice writing/report writing)
l Using media inputs–computer, television,video C Grammar (tense, use of passive voice,
cassettes / CD, tapes, software packages. 21
word order, narration, preposition, degrees
of comparison, question patterns)
Time Available: D Literature/Textbooks: (Beehive)
There are about 220 working days availabe for teaching/ Prose:
learning amounting to one period per day allotted to the teaching 1. The Fun they Had, 2. The Sound of 11
of English. The actual number of periods available, however, Music 3. My Childhood
may be about 200 . The size of the curricular package should be 4. The Bond of Love 5. A visit to Kaziranga 10
such as can be conveniently covered in the given time. and Sivasagar
Poetry : 12
Evaluation:
1. The Road Not Taken, 2. The Lake Isle of
Evaluation in language should be periodic, preferably at
regular intervals of 4 to 6 weeks of actual instruction. Evaluation Innisfree, 3. A Legend of the Northland,
should be both oral and written. Periodic tests should carry a 4. No Men are Foreign, 5. A Slumber did
weightage of fifty per cent. The marks should be taken into my Spirit Seal.
account in the final grade. E Supplementary Reader: (Moments) 10
Results of tests and examinations should be treated basically 1. The Adventures of Toto 2. The Happy (5+5)
as feedback to teachers. They should guide them in programming Prince, 3. Weathering the Storm in Ersama
their teaching and in organising remedial work. Evaluation 4. A House is Not a Home.
should be linked to assessment of general proficiency rather Total 90
than to specific achievements. The evaluation procedure should F Internal Assessment :
be continuous and comprehensive or in combination with (a) Oral English 6
summative evaluation. (b) Projects 4
vvv
Grand Total 100
122 123
 Section-F ENGLISH (Second Language)
Internal Assessment
Subject Code : C1
Class - X
(a) Oral English - 6 Marks Theory Total Marks : 90 Time : 3 hours
Internal Assessment : 10 Pass Marks : 30
(b) Projects - 4 Marks
10

Projects –
(6+6+5) 17
1. Students will be asked to read a story book/novel/
biograpghy/travelogue, etc. in English at home and 20
write a brief account of it in about 150 words
mentioning the title, the author, publisher and the
subject matter. Marks -2
2. Students will be asked to report in writing in about 10
150 words a real event (festival, celebration/
11
observance of an important day, etc.) that has
happened in their locality. Marks -2
12

10

Text Books : (1) Beehive

(2) Moments Total 90
(3) Spoken English Practice Book (ix-x)
Projects :
(4) An Approach to English Grammar
(ix-x) 1. Collection and presentation of information about tourist
spots, tea, folktales, etc. 2
2. Description of one day’s experience as a doctor, teacher,
***** lawyer, etc. 2
Internal Assessment :
a) Oral English 6
b) Project (2+2) 4
Text books : (1) First Flight
(2) Footprints without Feet
(3) Spoken English Practice Book (IX-X)
(4) An Approach to English Grammar (ix-x)
124 125
 ENGLISH(IL) Distribution of Marks Total
Subject Code : 12
1. Four essay type questions from Unit 1 20
Class -IX Time : 2 hours by using any four of the five lessons (4x5)
Full Marks : 50 Pass Marks : 15 2. One reference to the context from any 5
two of the prose lessons from Unit 1 out
Sl. No. Sub-Unit/Lessons Marks of which one will be from the lesson from
which no questions were set (5)
1. Prose : 25
3. Four short answer type questions one 8
1. The Last Leaf,
from each poem (4x2) of Unit-2
2. A Truly Beautiful Mind,
3. Reach for the Top, 4. Two very short type / Ojective type 2
4. In the Kingdom of Fools, question (2x1) from any two poems.
5. Kathmandu; 5. For grammatical items isolated 9
sentences be used.
2. Poetry 10
1. On Killing a Tree, 6. For Comprehension passage, the
difficulty level must correlate with the 6
2. Wind,
3. Rain on the Roof, class-IX level.
4. The Snake Trying. 50
Total
3. Grammar 9
1. Question tags (3) Text books : (1) Beehive
2. Vocabulary (3) (2) Moments
3. Degrees of Comparison (3)

4. Comprehension of an unseen prose 6

passage

Total 50

126 127
 ENGLISH(IL) Sl.No. Distribution of marks Total
Subject Code : 12 1. Four essay type questions from the 4 (four) 20
Class -X Time : 2 hours lessons of unit 1 (4x5)
Full Marks : 50 Pass Marks : 15 2. One reference to the context from any of the 5
2 (two) lessons from unit 1 out of which 1
Unit Lessons Marks lesson is the one from which no questions
were set.
1. Prose :
25 3. Four short answer type questions one from 8
1. A Baker From Goa
2. The Proposal, each poem of unit 2 (4x2)
3. The Thief’s Stroy,
4. A Triumph of Surgery, 4. Two very short type questions/objective type 2
5. Bholi ; questions from any 2 poems (2x1)

2. Poetry : 10 5. For grammatical items, isolated sentences be 9

1. Dust of Snow, used.
2. How to Tell Wild Animals,
3. The Trees, 6. For substance writing the prose/poem must 6
4. For Anne Gregory. be within the difficulty level of the class X
reader.
3. Grammar : 9 Total 50
(a) Narration (1x3)
(b) Voice (1x3)
(c) Miscellaneous correction (1x3) Textbooks : (1) First Flight

Composition: 6 (2) Footprints without Feet

4. Substance writing of either a prose
piece or a poem

Total 50

128 129

GENERAL SCIENCE
SUBJECT CODE - C3
Class- IX-X
Science is taught as General Science at the secondary
stage (classes IX-X) of school education. It is a compulsory
subject of study. Students learn it as a composite subject and
not as a separate discipline like Physics, Chemistry and Biology.
The aims of teaching science in the Secondary Stage are to:
v enable the learners to attain some basic scientific and
technological literacy
v make the study of science meaningful by linking teaching
of scientific principles with daily life experiences of the
learners
v provide guidance to the teachers on methods and tech-
niques of learning science to suit the needs of learners of
different backgrounds
v nurture the natural curiosity, aesthetic sense and creativ-
ity of the learners
v acquire skills for developing scientific temper
v enable the learners to acquire some practical knowledge
and skills to enter the world of work.
130
Objectives
The pupils
v develop an understanding of facts, concepts, basic princi-
ples and laws of science.
v understand the methods and process that lead to logical
development of scientific knowledge.
v understand applications of basic scientific principles to
solve problems related to daily life.
v learn about the application of technology in daily life and
understand the principles on which they work.
v learn the techniques, skills and methods of exploring the
environment and enrich their experience.
v learn to observe, collect data, take measurements, formu-
late hypotheses, perform simple experiments and com-
municate scientifically.
v recognize the relationship of science, technology and so-
ciety.
v develop a scientific attitude and inculcate qualities like
open-mindedness, honesty, integrity, co-operation, love
and concern for life and environment.
v learn to think critically.
v learn to infer and interpret facts, principles and experi-
ments.
v acquire the skill to solve simple problems based on sci-
entific relations.
v learn to do experimentation.
v participate in co-curricular activities like doing projects
to solve problems related to agriculture, health, nutrition,
protection and preservation of environment etc.
131
v cultivate the habit of reading scientific journals, papers, Evaluation :
reports.
Assessment of learning is to be done by the process of
v develop problem solving and decision making skills.
continuous and comprehensive evaluation and periodic
The Board has adopted the NCERT science syllabi for evaluation (half yearly and annual examination
Secondary stage w.e.f. the academic session 2013. preparatory examination.) Assessment of learning is to
NCERT has revised the syllabus on the basis of NCF be done continuously hand in hand with the process of
2005. In the words of NCERT, teaching. This gives a feedback to the teachers to plan
strategies for meaningful teaching and learning in the
"The exercise of revising the syllabus for science and classroom. The areas of evaluation are assessment of
technology has been carried out with ‘Learning without bur- knowledge, application of knowledge, understanding
den’ as a guiding light and the position papers of the National of concepts, skill in solving simple numerical problems
Focus Groups as points of reference. The aim is to make the and drawing. Regular remedial teaching is to be
syllabus an enabling document for the creation of textbooks imparted to ensure desirable level of learning of the
that are interesting and challenging without being loaded with students.
factual information."
The themes chosen for class- IX - X are: Food; Materials;
vvv
The world of the living; How things work; Moving things;
People and ideas; Natural phenomena and Natural resources.
However the theme 'food has been excluded in class X.
The syllabus is presented in four columns: Questions,
Key concepts, Resources and Activities/ process.
The questions lead to delve into the themes/ subthemes.
In the process the key concepts emerge. The resource and
activity/ process column guides the teachers to meaningful
classroom transaction.

132 133
Science Practicals :
Experimentation is an integrel part in science
Education. The Board has made an endeavour to make
students learn science in a joyfull manner through simple
activities.
Experimentation (Practical) has a weightage of 20%.
This is School based assessment i.e. Internal assessment.
Experimental activities :
There are three categories of experiments/ activities:
A. Teacher’s activity : These have to demostrated by
the teacher in the laboratory.
B. Students’s activity : These include simple
experiments/ activities (from which one is allotted to student
in examimation on the lottery ststem). The students shall
perform the experiment and write the procedure and results/
conclusion methodically. The minimum number of expeiments
a students will perform is 3 (covering one each from Phyisics
and Chemistry and 1 from Botany and Zoology) The
experiments/activity will cary 6 marks. This 6 marks will be
distributed in the following way:
I. Performance in examination-3 marks :
For this item any experiment either from Phyisics or
Chemistry or Biology will be selected by the students and
perform.
II. Practical record book-3 marks :
C. Activities relating to model/project preparation,
specimen collection etc. For this type of activities the teacher
will engage students to develop models of instruments/ideas
134
to prepare science projects based on the facts of their own
observations/practical experiences/ field experience/ ideas,
to prepare charts depicting the life process/ to collect
speciments (plants and animals). The teachers will entrust
the students for this kind of activities at least six months before
their final examination. The students will have to submit their
work at least 15 days before their commencement of final
examination. This item will carry 4 marks.
Evaluation :
Evaluation will be school based. (Internal Assessment)
1. For experiments under category A, the teacher while
demonstrating the experiments will ask student relevant
questions and will evaluate the student out of a total weightage
of 2 in each demonstration. The marks for each student will
be found by calculating the average mark.
2. (i) For experiments under category B, students will be
evaluated on their performance out of a total weightage 3.
The 3 marks will be distributed as follows : (i) Theory/
Principle : 1 marks Experiment and result : 2 marks, Total : 3 marks.
(ii) The students are required to maintain a neat well
recorded parctical book. Marks on the record book is 3.
3. Students will prepare charts/ models. The total marks is 2.
4. Project on Environmental Studies- 5 marks
Students may prepare a project on field study (vig. visit
to a hilly area to observe the topography, flora & fauna / visit
to a polluted site e.g. industrial area / waste material deposit)/
study of single ecosystem of a local river, stream or pond or
on a problem related to environment.
135
 SCIENCE PRACTICAL powder and to observe the changes in the properties on
the consituent elements as they commibine to form the
(For Class-IX)
compound.
List of Experiments (Class-IX)
3. To separate the components from mixture of (a) sand
Sl No. BIOLOGY and ammonium chloride (b) Common salt and sand.
4. To Study the extent of cooling caused by evaporation
1. Demostration of different parts of one Dicot and one on (i) Water (ii) Ethanol (alcohol) (iii) Ether.
Monocot plant 5. To determine the Boiling point of water.
2. Indentification of plants
3. Morphological study of Honey bee/Ant/Fish/Spider/ List of equipments and materials (Class-IX)
Mollusca
4. Charts on: (i) Animal Cell
BIOLOGY:
(ii) Plant cell.
1. Freshly collected paddy plant with roots, stem adn
(iii) Types of tissues. leaves intact.
(iv) List of of three bacterial and two 2. White drawing sheet.
protozaal diseases with their symtoms.
3. Eraser
PHYSICS:
4. Scale
1. To determine valocity and acceletration of a moving
5. Freshly collected mustard plant with roots, stem and
body.
leaves intact.
2. To Verify Newton’s Second Law of Motion.
7. Specimen of (i) Basket, grass, (ii) Bermuda grass, (iii)
3. To Study variation of Potential Energy with height. Honey bee (worker) (iv) Termite (worker), (v)
4. To measure temperature of liquid at various state in Butterfly, (vi) Fish, (vii) Spider, (viii) Mollusca
Celsius and Fahrenheit scale.
CHEMISTRY : PHYSICS:
1. To prepare sulphide from iron filings and sulphur 1. A small rubber or marble

136 137
2. Two small wooden blocks or match- boxes 25. Wire holder
3. A foot scale
4. A small toy car CHEMISTRY:
5. A few long paper strips 1. Porcelain basin
6. Paper clips 2. Tripod stand
7. An inclined plane 3. Iron fillings
8. a timer cup 4. Sulphur powder
9. Thread 5. Carbon disulphide
10. Wire 6. Bar or horse shoe magner
11. Colored solution or ink 7. Test tubes (3 nos)
12. A few coins 8. Beakers (3 nos)
13. A spring balance 9. Funnel
14. Flour paste 10. Filter paper
15. A stone (Small size) 11. Bottle of distilled water
16. Cellotape 12. Lemon, salt/sugar
17. Scissors 13. Sand
18. A support with a hook adn scale 14. Starch or egg albumin
19. A glass beaker 15. Spirit lamp
20. Thermometer 16. Wire gauze
21. Few pieces of ice 17. Srirrer (glass rod)
22. Tripod stand 18. Ammonium Chloride
23. Water 19. Cotton
24. Spirit burner 20. Water

138 139
21. Ethanol or rectified spirit SCIENCE PRACTICAL
22. Ether (For Class X)

23. Thermometer List of Experiments (Class - X)

24. Petridish Sl. No. BIOLOGY
25. Stopwatch 1. To prepare a temporary mount of a leaf to demonstrate
26. Pipette/syringe its stomata.

27. Spring balance 2. To show that light is essential for photosynthesis.

3. To study binary fission of Amoeba or yeast with the help
of prepared slide.
vvv
4. To dissect and display different parts of a complete flower
(China rose)
5. To study the morphological characters of cockroach.
PHYSICS
6. To find the image distance due to an object placed in
front of convex lens and hence to determine its focal
length.
7. To study the image distance corresponding to an object
placed at 2f, 3f, 4f distance in front of a convex lens.
8. To study the phenomenon of refraction through prism
(by pin method) and hence to determine the angle of
deviation.
9. To study the change of current due to variation of
resistance in an electric circuit.
10. To study and demonstate the principle of working of
electric motor.
CHEMISTRY
11. To show that electrovalent compounds are soluble in

140 141
water but convalent compounds are not. 8. Potted plant
12. To show that aqueous solution of ionic compounds 9. Beaker
conduct electricity. 10. Chemical reagents - Ethanol, Iodine solution
13. (i) To test the properties of hydrochloric acid with the 11. Slides of Binary fission of Amoeba and yeast
help of reagents
PHYSICS AND CHEMISTRY
(a) litmus solution (blue/red) or litmus paper.
1. Insulating copper wire
(b) zinc metal
2. Torch light bulb.
(c) Sodium carbonate
3. Lens (convex) focal length, 5 cm)
(ii) To test properties of sodium hydroxide with the help of
4. Candle/match box
(a) Blue/red litmus solution
5. Prism
(b) zinc metal
6. Pencil
(c) Sodium carbonate
7. Torch bulb or LED (bulb)
(iii) Demonstration of a neutralization reaction.
8. Razor Blade
14. To detect the presence of the functional group in
carboxylic acid. 9. Test Tubes, Test tube holders, Bunsen burner on spirit
lamp
15. To study some redox reactions.
10. Chemical reagents viz. sodium chloride, copper sulphate,
List of equipments and materials (Class - X) carbon tetrachloride, candle wax, nepthalene, sodium
BIOLOGY carbonate, pieces of zinc, phenolphthalein, distilled water,
1. Simple microscope ethanoic acid/benzoic acid

2. Compound microscope 11. Flexible wire

3. Forceps, brush 12. Adhesive tape

4. Watch glass 13. Litmus paper - blue and red

5. Needle, dissecting needle 14. Match box

6. Slides and coverslips 15. Bent glass tube (bent at the same angle at both ends)

7. Ganong's light screen or black paper 16. Cork

17. Tissue paper
142 143
 19. Pipette
20. Burette

22. Beakers
18. Droppers

23. Glass rod

21. Conical flask

144
vvv

General Science- Class- IX

Theme/Sub-theme Questions Key concepts Resources Activities/Processes
1. Food What do we do to get Plant and animal breed- Visit to any fish/bee/ Collection of weeds
Higher yields higher yields in our ing and selection for dairy/pig etc. farms; data found in fileds of
farms? quality improvement, showing harmful effects different crops;
use of fertilizers, ma- of insecticides; process collection of diseased
nures; protection from for the preparation of crops; discussion and
pests and diseases; or- compost, vermicompost. studying composting/
ganic farming. vermicomposting.
(periods 8)

2. Materials What kinds of clothes Cooling by evaporation. Work done in class-VII; Experiments to show
145

Material in our cloth- help us keep cool? Absorption of heat. glassware, heat source, cooling by evaporation.
ing Why do wet clothes feel black paper, thermom- Experiments to show that
cool? eters. the white objects get less
hot.
(periods 5)

Different kinds of In what way are materials All things occupy space, Everyday substances To feel the texture,
materials different from each possess mass. like wood, salt, paper, observe the colour and
other? Is there some Definition of matter. ice, steel, water, etc. lustre, effect of air, water
similarity in materials? and heat, etc. on each of
the materials.
(periods 4)
 Theme/Sub-theme Questions
In how many ways can you
group the different materials you
see around? How do solids, liq-
uids and gases
Key concepts Resources Activities/Processes
Solid, liquid and gas; charac- Wax, water,ice, oil, suger, Sorting out a medley of
teristics-shape, volume, den- camphor/ammonium chloride/ materials, in various ways,
sity; change of state-melting, naphthalene. Observe shape and physical state
freezing, of different materials.

differ from each other? Evaporation, condensation, Observe effect of heat on each
Can materials exist in all the sublimation. of the resources. (Teacher to
three states? perform the experiment for
camphor, ammonium chloride
and naphthalene.)
(periods 4)
What are things made What are things around you Elements, compounds and Samples of commonly Discussion on claims 'Air is a
of? made of ? mixtures. available elements, mixture' (Mixture of what?

146
What are the various types of Heterogeneous and compounds and mixtures. How can these be separated?),
chemical substances? homogeneous mixtures. Samples of solution, 'Water is compound' and 'Oxy-
Colloids and suspensions. suspension and colloid. gen is an element.'

Do substances combine in a Equivalence -that x grams of Historical accounts. Titration using droppers or sy-
definite manner? A is chemically not equal to x Glassware, chemicals (oxalic ringes, quantitative experiments
grams of B. acid, sodium hydroxide,
magnesium ribbon.)
How do things combine with Particle nature, basic units; Kits for making molecular
each other? atoms and molecules. models.
Discussion on the fact that
Are there any patterns which Law of constant proportions. Historical account including elements combine in a fixed
can help us guess how things Atomic and molecular experiments of Lavoisier and proportion through discussion
will combine with each other? masses. Priestly. on chemical formulae of
familiar compounds.

Theme/Sub-theme Questions Key concepts Resources Activities/Processes

How do chemists weigh Mole concept. Simple numericals to be
and count particles of mat- Relationship of mole to done by the students.
ter? mass of the particles and A game for writing
numbers. formulae. e.g. criss
Valency. crossing of valencies to be
Chemical formulae of taught through dividing
common compounds. students into pairs. Each
student to hold two
placards: one with the
symbol and the other with
the valency. Keeping
147

symbols in place, teacher

to move only valencies to
form the formula of a
compound.

What is there inside Can we see an atom or a
an atom? molecule under a micro-
scope or by some other
means?
What is there inside an
atom?
Atoms are made up of Charts, films etc. Brief historical account of
smaller particles: elec- Rutherford's experiment.
trons, protons, and neu- (Periods 18)
trons.
These smaller particles
are present in all the at-
oms but their numbers
vary in different atoms.
Isotopes and isobars.
 Theme/Sub-theme Questions
3. The world of the living
Biological Diversity How do the various plants
around us differ from each
other? How are they simi-
lar? What about animals?
How are they similar to and
different from each other?
Key concepts Resources Activities/Processes
Diversity of plants and Specimens of some Discussion on Diversity
animals-basic issues in
animals, and plants not and the characteristics
scientific naming, Basis of easily observable around associated with any group.
classification, Hierarchy of you.
categories/groups, Major (Periods 14)
groups of plants (salient
features) (Bacteria,
Thallophyta, Bryophyta,
P t e r i d o p h y t a ,
Gymnosperms and
Angiosperms.) Major
groups of animals (salient
features) (Non-chordates
up to phyla and Chordates
up to classes.)

148
What is the living What are we made up of? Cell as a basic unit of life; Permanent slides, model Observation of model of
being made up of? What are the different parts Prokaryotic and eukaryotic of the human body.
of our body? What is the cells, multicellular organ-
smallest living unit? isms; cell membrane and
cell wall, cell organelles:
chloroplast, mitochondria,
vacuoles, ER, Golgi Appa-
ratus; nucleus, chromo-
somes-basic structure,
number. Tissues, organs
organ systems, organism.
human body to learn about
levels of organization-tissue,
organ, system, and organism,
observe blood smears (frog
and human), cheek cell,
onion peel cell, Spirogyra,
Hydrilla leaves (cyclosis.)
(Periods 12)

Theme/Sub-theme Questions Key concepts Resources Activities/Processes

Structure and functions

of animal and plant
tissues (four types in
animals; meristematic
and permanent tissues in
plants.)

How do we fall What are the various Health and its failure. Newspaper articles, Surveying neighbourhood to
sick? causes of diseases? How Disease and its causes. information from health collect information on
can diseases be Diseases caused by centres, photographs of disease occurence pattern.
prevented? How can we microbes and their various causal Studying the life cycle of the
remain healthy? prevention-Typhoid, organisms. Photographs, mosquito and malarial
149

diarrhoea, malaria, permanent slides of parasite. Discussion on how

hepatitis, rabies, AIDS, bacteria. malaria is spread, how to
TB, polio; pulse polio prevent mosquito breeding.
programme. (Periods 10)
How do substance How do food and water Diffusion/exchange of Egg membrane, Rhoeo Looking at closed and
move from cell to move from cell to cell? substances between leaves, sugar, open stomata, plasmolysis
cell? How do gases get into the cells and their microscope, slides. in Rhoeo leaf peels.
cells? What are the environment, and (Periods 15)
substance that living between the cells
organisms exchange with themselves in the living
the external world? How system; role in nutrition,
do they obtain these water and food
substances? transport, excretion,
gaseous exchange.
 Theme/Sub-theme Questions Key concepts
4. Moving Things,
People and Ideas
Motion How do we describe Motion-displacement,
motion? velocity; uniform and non
Uniform motion along a
straight line, acceleration,
distance-time and velocity
time graphs for uniform
and uniformly accelerated
motion, equation of
motion by graphical
method; elementary idea of
uniform circular motion.
150
Force and Newton's What makes things Force and motion,
laws change their state of Newton's laws of
motion? motion: Inertia of a
body inertia and mass,
momentum, force and
acceleration.
Elementary idea of
conservation of
momentum, action and
reaction forces.
Gravitation What make things fall? Gravitation; universal Spring balance
law of gravition,
Theme/Sub-theme Questions Key concepts
Do all things fall in the Force of gravitation of
same way? the earth (gravity),
acceleration due to
gravity; mass and
weight; free fall.
Work, energy and How do we measure work Work done by a force,
power done in moving anything? energy, power; kinetic
How does falling water and potential energy;
make a mill run? law of conservation of
151
energy.
Floating bodies How does a boat float on Thrust and pressure. Cycle pump; board pins, Experiments with floating
water? Archimedes' principle, bulletin board, mug, and sinking objects.
buoyancy, elementary bucket, water etc.
idea of relative density.
Resources Activities/Processes
Analysis of motion of
different common
objects. Drawing
distance time and
velocity time graphs for
uniform motion and for
uniformly accelerated
motion.
(Periods 12)
Historical accounts; Demonstrating the effect
Experiences from daily of force on the state of
life; wooden and glass motion of objects in a
boards, sand, balls; variety of daily-life
wooden support, some situations. Demonstrate
coins (say of Rs. 2 or the change in direction of
Rs.5); tumbler; balloons motion of an object by
etc. applying force.
(Periods 10)
Analysis of motion of ball
falling down.
Resources Activities/Processes
and of ball thrown up.
Measuring mass and
weight by a spring
balance.
(Periods 7)
Rope (or string), board Experiments on body
or plank, wooden block, rolling down inclined
ball, arrow, bamboo plane pushing another
stick, spring, etc. body.
Experiments with
pendulum.
Experiments with spring.
Discussion.
(Periods 6)
(Periods 4)
 Theme/Sub-theme Questions Key concepts Resources Activities/Processes

How do we hear How does sound travel? Nature of sound and its
from a distance? What kind of sounds can propagation in various
we hear? What is an echo? media, speed of sound,
How do we hear? range of hearing in
humans, ultrasound,
reflection of sound,
echo and sonar,
Structure of the human
ear (auditory aspect
only).
String, ball or stone as Experiment on reflection
bob, water tank, stick, of sound.
slinky, rope, echo tube, (Periods 10)
rubber pipe etc.
Model or chart showing
structure of the ear.

152
Theme/Sub-theme Questions Key concepts Resources Activities/Processes

5. How things
work
6. Natural
phenomena
7. Natural
Resources
Why do air, water and soil Physical resources: air, Daily newspapers, Case studies of actual
water, soil, air for
Balance in Nature seem not to be consumed? respiration, for combustion,
magazines and other situation in India with
How does the presence of for moderating
reading materials.
temperatures, movements of more generalised overview
air support life on earth? air and its role in bringing
rains across India. Weather reports over a of inter relationship of air,
How have human activities
153

created disturbances in the
atmosphere?
How does nature work to
maintain balance of its
components?
Air, water and soil few months and air water, soils, forests.
pollution (brief quality reports over the Debates on these issues
introduction.) same time period. Case using resources mentioned
Holes in ozone layer and study material. alongside, visit to/from an
the probable damages.
environmental NGO;
Bio-geo chemical cycles
discussion.
in nature: water, oxygen,
carbon, nitrogen. (Periods 15)
 GENERAL SCIENCE Sl. No. Chapters Marks
Subject Code : C3 13. Why do we fall ill 5

Class -IX Time : 3 hours 14. Natural resources 5

Full Marks : 100 Pass Marks : 30 15. Improvement in Food resources 5
(Theory : 90, Internal Assessment : 10
Pass marks in written examination : 27) Total To 90
Sl. No. Chapters Marks Experimental Activites Practicals/ Internal Assessment
1. Matter in our surroundings 5 Marks- 10
Sl. No. Chapters Marks
2. Is matter around us pure 5
1. Category A : Teacher’s activity-- 2
3. Atoms and molecules 6 (Teacher will evaluate the students as
he/she demonstrates)
4. Structure of the atom 6 2. Category B : Student’s activity--
Activity 3
5. The fundamental unit of life 5 Practical record book 3
3. Category C : Chart/Model/Specimen 2
6. Tissues 6 Collection

7. Diversity in living organisms 7

8. Motion 7 Total 10

9. Force and Laws of Motion 8 Grand Total : 100

10. Gravitation 7 Textbook : Science (for Class IX). The Assam State
Textbook Production and Publication Ltd.
11. Work and energy 7 Guwahati-1

12. Sound 6

154 155
 General Science - Class X
Theme/ Questions Key concepts Resources Activities/
Sub-theme
Processes
1. Food

2. Materials

Different kinds of Why are some Acids, bases and salts: Orange juice, Testing different
materials substances sour and General Properties, examples lemon juice, soap substances with
some bitter in taste? and uses. solution, limus indicators.

156
Why does soap solution, zinc, Neutralisation reactions
solution feel copper and (Periods 5)
slippery? Why does aluminium metals.
seawater taste salty? Acids:
hydrochloric acid,
sulphuric acid,
nitric acid. Bases:
sodium hydroxide.
Common salt.

Theme/ Questions Key concepts Resources Activities/

Sub-theme
Processes

Why does iron rust? Types of chemical reactions: T u r m e r i c , Mixing pairs of

Why does painted combination, decomposition, limejuice, vinegar, substances mentioned
iron not rust? Why displacement, double alongside, to see the
is burning sensation displacement precipitation, reactions- discussion
removed when one neutralisation, oxidation and on chemistry in the
takes antacids? reduction in terms of gain and kitchen, chemistry
Why do substances loss of oxygen and hydrogen. inside our bodies.
Carrying out simple
157
 Theme/ Questions Key concepts Resources Activities/
Sub-theme
Processes
stop burning in the baking soda, reactions that
adsence of air? washing soda, encompass
Why is flame seen yeast, hot water. decomposition,
when substances Materials such as displacement, double
burn? iron nails, copper displacement,
Can substances strip, aluminium precipitation,
burn without strip, zinc strip, neutralisation,
flame? Why does a galvanised strip, oxidation and
matchstick kept in petri dishes with reduction.

158
the blue part of the and without (Periods 10)
flamce not burn? covers, container
Why is a red that can be filled
coating formed on with water, cotton
the zinc rod when wool, etc.
it is kept in copper
sulphate solution?
What is the
meterial of the
coating?

Theme/ Questions Key concepts Resources Activities/

Sub-theme
Processes
How things change/ How do copper, silver, iron Brief discussion of Samples of Discussions on
react with one exist in nature? basic metallurgial metals: iron, metallurgical processes
another? processes. Properties copper, lead, and simple experiments
of common metals. silver, zinc, involving metals, with
Elementary idea about aluminium, gold; chemical reactions.
bonding. of non-metals:
sulphur, graphite;
of alloys: steel,
brass
159

What is the composition of Carbon compounds, Models Experiments involving

natural gas used for elementary idea about reactions of carbon and
cooking? bonding. Saturted its compounds with
What is petrol? hydrocarbons, chemical reactions.
What is Vinegar? alcohols, carboxylic Use of models.
acids: (no preparation, (Periods 16)
only properties).
 Theme/ Questions Key concepts Resources Activities/
Sub-theme
Processes
Materials of common How is common salt Soap- cleansing action Kit Containing Use of kit materials for
use obtained? Besides its use in of soap. various materials demonstration as well
food, is it used for other like common salt, as performing of
purpose? What makes washing soda, experiments by student
washing soda and baking baking soda, lime, of properties Visits to
soda different materials? lime stone, factories.
How does bleaching powder bleaching (Periods 8)
make paper and cloth white? powder, plaster of
What is the white material Paris, soaps;

160
that is used for making alcohol.
casts? How do soaps clean
clothes? Can some other

Theme/ Questions Key concepts Resources Activities/

Sub-theme
Processes
material be used for
cleaning clothes?
Why does a man lose
control on his body after
drinking alcohol?
Why do people become
blind on drinking denatured
alcohol?
161

How are elements How do chemists study such Gradation in Brief historical Predicting trends on the
classified? a large number of elements? properties: account, charts, basis of the table
Mendeleev periodic films etc. (Periods 5)
table.
 Theme/ Questions Key concepts
Sub-theme
3. The World of the What will happen if we bury Our environment:
Living different materials in the Environmental
Our soil? problems, what can
Environment What will happen if we kill we do? Bio
all insects? Some of us eat degradable, non-
meat; some do not- what biodegradable. Ozone
about animals? depletion.
162
How do we stay alive What are processes needed Define ‘living’ things;
for living? Basic concept of
nutrition, respiration,
transport and
excretion in plants and
animals.
Theme/ Questions Key concepts
Sub-theme
Control in the living Why do roots grow towards Tropic movements in
the ground? Can we make plants; Introduction to
plant hormones;
them grow upwards? Why
do stems grow upwards? Control and
coordination in
animals; voluntary,
involuntary and reflex
action, nervous
system; chemical
coordination: animal
hormones.
163
Reproduction in the Do plants and animals have Reproduction in plants
similar reproductive cycle? and animals. Need for
living
Can we decide how and methods of family
manychildren are born in a planning. Safe sex vs.
family? H I V / A I D S .
Childbearing and
women’s health.
Resources Activities/
Processes
Discussion on Activity of burying
food habits of different materials in the
animals, finding soil and studying
out the various periodically what
waste materials happens; construction of
produced and their food web using models,
disposal in classification of some
different parts of common plants and
the country. animals as consumers
etc.
(Periods 8)
Models and charts Study various things
of various systems around to decide
in animals, and whether they are living/
parts in plants. non living.
(Periods 15)
Resources Activities/
Processes
Young plants for Experiments on tropic
experiments, movements in plants-
seeds; Kit geotropism,
hydrotropism,
materials; Pavlov’s phototropism,
experiment on interaction of factors;
conditioned reflex. experiment on apical
dominance;
demonstration of reflex
action.
(Periods 10)
Permanent slide Study pollen tube
L.S. grain;charts/ growth and pollen
tubes on a sigmatic
speciments of mount, mount soaked
embroyos, egg. seeds to see embroynal
Charts and other axis, cotyledons etc.,
materials on seed germination-
family planning. epigeal and hypogeal;
structure of the hen’s
Newspaper reports egg. Discussion on
on HIV/AIDS. family planning and
responsible parenting.
(Periods 10)
 Theme/ Questions Key concepts Resources Activities/
Sub-theme
Processes
Heredity and Why are we like our Heredity; Origin of Data and Phenotypic ratio 3:1,
evolution parents? Did similar plants life:brief introduction; worksheet from 2:1, 9:3:3:1
and animals exist in the Basic concepts of Mendel’s (Periods 10)
past? Did life always exist? evolution. experiments,
specimen of fossil.

164 Theme/ Questions Key concepts Resources Activities/

Sub-theme
Processes
4. Moving Things,
People and Ideas
5. How things work Using a simple electric
circuit, show that
Electric Circuits In which direction does Potential difference, Battery, conductor charges flow from
current flow inside a potential voltmeter, higher potential to
conductor? ammeter, lower potential.
connecting wire, Use the analogy of
key. flow of water from
higher (potential to
highest energy) lower
height (lower potential
165

How is potential difference -do- energy).

across a conductor related to
current through the
conductor?
How can you arrange a
given set of resistors so that
the same current flows
through all?
Ohm’s law
And reheostats Using a circuit
consisting of a
conductor, battery, key,
voltmeter and ammeter,
establish a relationship
between potential
difference and current
-do- and hence Ohm’s law.
Series combination of and given set of Using the Ohm’s law
resistances. resistors. circuit, establishiing
the properties of series
combination and the
rule for resistance.
 Theme/ Questions Key concepts Resources Activities/
Sub-theme
Processes
How are appliances Parallel combination -do- Establishing the rule
connected in a house? of resistances. and given set of for parallel
combination of
resistors. resistors.
How much heat is generated Power dissipated due Appliances based
Identification of
on heating effect of
when a current I flows to current. Inter appliances in daily life
through a resistor? relation between P,V, I current in daily base on heating effect
and R. life. of current. Calculation
of power in daily life
Magnets How does the needle of a Magnetic field situations.
A magnet, (Periods 12)
compass change direction lines Drawing magnetic field

166
when placed at different compass, white lines in vicinity of a bar
points near a magnet? sheet, drawing magnet.
board, drawing
pins.
Does a current carrying Field due to a current Demonstrating that a current
conductor produce a carrying wire. Field A battery, a carrying conductor produces
magnatic field? due to current carrying conductor, a magnetic field.
Demonstrating the magnetic
coil or solenoid. compass, key, A field produces by a current
coil, A solenoid. carrying coil or solenoid.

What happens to a current Force on current carrying A small rod, stand and Demonstrating that a current
carrying conductor when it conductor Fleming’s left two wires for suspe- carrying conductor when
nding the rod, a strong placed in a magnetic field
is placed in a magnetic hand rule.
horseshoe magnet. experiences force
field?

Theme/ Questions Key concepts Resources Activities/

Sub-theme
Processes
How does the above effect Demonstrating the
Appliances using working of a motor.
help us to design machines Electric motor. motors. Identifying the
to do work? appliances based on
electric motors.

What do you observe when Electromagnetic Two coils of wire, Demonstrating the
a magnet is moved a magnet, a phenomenon of
induction. galvanometer. electromagnetic
induction.
towards a wire connected Induced potential Iron nails, battery, Demonstrating that
to a galvanometer? differences, induced switch. current is induced in a
167

current. coil kept near a coil in

which current changes.
How can the phenomenon Electric genetor. A simple model of Demonstrating the
of electromagnetic principle and electric generator principle and working
of a generator.
induction be used to design working.
a device to generate
electricity?

Does the current produced by Direct current. Model of electric Familiarising with
a generator have the same Alternating current; Generetor voltage and frequency
direction all the time? frequency of AC. of AC in our homes.
Advantage of AC
over DC.
 Theme/ Sub-theme Questions Key concepts
How are the bulbs etc. Domestic electric
connected to the AC circuits.
source in our homes?
168 Theme/ Questions
Sub-theme
6. Natural Phenomena Why is paper burnt when
light passing through a lens
strikes it?
Does a sperical mirror also
exhibit similar phenomenon?
Can we see a full image of a
tall building using a small
mirror?
169
Why does a spoon partly
immersed in water in a
transparent glass appear
broken at the level of water
when viewed from the sides?
What do lenses do? How do
they correct defects in vision? convex lens;
Resources Activities/ Processes
Demonstration Explaining the
board for domestic working of
domestic electric
electric circuit.
circuits.
Demonstrating the
use of a fuse in
domestic circuits.
(Periods 12)
Key concepts Resources Activities/
Processes
Convergence and Experience. Double Observation of
divergence of light. convex lens. convergence and
divergence with lenses.
Images formed by a A candle, stand to Exploring and recording
concave mirror, related hold a mirror, meter features of images formed
concepts centre of scale. by a concave mirror, by
placing an object beyond
curvature, principal
c.c., between c.c. and
axis. Optical cntre, focus, and between pole
focus, focal length. and focus; ray diagrams.
Refraction; laws of Glass slab, pins. Activity to explore laws
refraction. of refraction.
Images formed by a Activity exploring and
Convex lens.
recording features of
images formed by convex
functioning of lens in
lens. Ray digrams.
human eye; problems of
Studying the glasses used
vision and remedies. by
 Theme/ Questions Key concepts Resources Activities/
Sub-theme
Processes
Application of spherical human beings to correct
mirrors and lenses. different vision defects.

Why does the path of light
change on entering a different
medium?
Appreciation of concept of Concepts learnt Activities studying
refraction; velocity of earlier. refraction.
light; refractive index;
twinkling of stars;
dispersion of light.

Why or how does a prism Dispersion of light. Prism, pins. Observation of objects

170
disperse light?
through prism; tracing rays
refracted through a prism;
discussion.

Why is the sky blue? Scattering of light. Observations and Activity showing scattering
experience of light in emulsion etc.
(Periods 25)

Theme/ Questions Key concepts Resources Activities/

Sub-theme
Processes

7. Natural Resources
Conservation of How can we contribute to
Natural Resources protect environment in our
locality?
What are the major global
environmental issues of
direct relevance to us?
171
Management of Articles/stories on Case studies with focus
natural resources. conservation; on commercial
Conservation and Posters on activities exploiting
judicious use of environmental natural resources.
Effect of these on
natural resources. awareness.
varies cycles in natures.
Forest and wild life,
coal and petroleum
conservation.
 Theme/ Questions Key concepts Resources Activities/
Sub-theme
Processes
What are the steps expected People’s participation. Case studies on Making posters/
on the part of local Chipko movement. Chipko slogans for creating
administration to maintain Legal perspectives in movement; CNG awarences.
balances in nature in your conservation and use.
region? How can we help? international scenario.

The regional How does the construction
environment of big dams affect the life of
the people and the regional
environment? Are rivers,
Big dams: advantages Case study Case studies with focus
and limitations; material on dams. on issues of
alternatives if any. Resource material construction of dams
and related phenomena
Water harvesting. on water

172
harvesting. (actual/probable).
lakes, forests and wild life Sustainability of Debates on issues
safe in your area? natural resources. involved.

Sources of energy What are the various
sources of energy we use?
Are any of thse sources
limited? Are there reasons to
prefer some of them over
others?
Different forms of Experience; print Discussion, Making
energy, leading to material on models and charts in
different sources for various sources of groups. Making a solar
human use; fossil energy; materials heater/cooker.
fuels, solar energy; to make a solar (Periods 8)
biogas; wind, water and heater.
tidal energy; nuclear
energy, Renewable
versus non-renewable
sources.
Unit
Class -X

Practical : 10
Theory Total Marks : 90

173
Subject Code : C3

Total
GENERAL SCIENCE

(Theory : 90, Internal Assessment : 10

Pass marks in written examination : 27)

5
4
4
5
6
5
8
5
5
6
8
4
6
7
6
6
Time : 3 hours

90
Pass Marks : 30
 3.
2.
1.
Sl. No.
Marks- 10

Textbook :
Collection
Activity

Grand Total :

Guwahati-1
Chapters

Practical record book

174
he/she demonstrates)
Category A : Teacher’s activity--

Category B : Student’s activity--

(Teacher will evaluate the students as

Category C : Chart/Model/Specimen
2
3
3
2

10

100
Experimental Activites Practicals/ Internal Assessment

Marks

Textbook Production and Publication Ltd.

Science (for Class X). The Assam State

General Science - Class-IX (for blind Students) Code No. 48

Theme/ Sub-theme Questions Key concepts Resources Activities/ Processes
1. Food What do we do to get Plant and animal breeding Describe visit to any Let the students feel by
Higher yields higher yields in our and selection for quality fish/bee/dairy/pig etc. touch the collection of
farms? improvement, use of farms; data showing weeds found in fields of
fertilizers, manures; harmful effects of different crops; collection
insecticides; process for of diseased crops;
protection from pests and discussion and stdying
diseases; organic farming. the preparation of
compost, vermicompost. compositing/
vermicompositing
(Periods 8)
Material in What kinds of clothes help Cooling by evaporation. Work done in Class VII; Describe :
our clothing Absorption of heat. glassware, heat source, Experiments to show
175

us keep cool?
Why do wet clothes feel
cool?
Different In what way are materials
kinds of different from each other?
Is there some similarity in
materials materials?
In how many ways can you
group the different materials
you see around? How do
solids, liquids and gases
black paper, cooling by evaporation.
Experiments to show that
thermometers.
the white objects get less
hot.
(periods 5)
All things occupy space, Everyday substances Tell the texture, the colour
possess mass. Definition like wood, salt, paper, and lustre, effect of air,
of matter. ice, steel, water, etc. water and heat, etc. on each
of the materials.
Periods 4)
Solid, liquid and gas; Wax, water, ice, oil,
Sorting out a medley of
chatracteristics- shape, suger, camphor/ materials, in various ways
volume, density; change ammonium chloride/ Tell shape and physical
of state-melting, freezing. naphthalene. state of different materials.
 Theme/ Sub-theme Questions Key concepts Resources Activities/ Processes
differ from each other? evaporation, conden - Tell effect of heat on each
Can materials exist in all sation, sublimation. of the resources. (Teacher
the three states? to perform the experiment
for camphor, ammonium
chloride and
naphthalene.)
(Period 4)

What are What are things around Elements, compounds Samples of commonly Discussion on claims ‘Air
things made you made of? and mixtures. available elements, is a mixture’ (Mixture of

176
What are the various types Heterogeneous and compounds and what? How can these be
of ? separated?), ‘Water is a
of chemical substances? homogeneous mixtures. mixtures. Samples of
Colloids and solution, suspension and compound’ and ‘Oxygen is
suspensions. colloid. an element’.

Do substances combine in Equivalence-that x grams Historical accounts.

a definite manner? of A is chemically not Glassware, chemicals
equal to x grams of B. (Oxalic acid, sodium
hydroxide, magnesium
ribbon).

Theme/ Sub-theme Questions Key concepts Resources Activities/ Processes

How do things combine Particle nature, basic units: Kits for making
with each other? atoms and molecules. molecular models.
Are there any patterns Law of constant
which can help us guess proportions. Atomic and Historical account Discussion on the fact that
molecular masses. including experiments elements combine in a fixed
how things will combine of Lavoisier and proportion. Discussion on
with each other? Priestley. chemical formulae of familiar
compounds.

How do chemists weigh Mole concept.

and count particles of Relationship of mole to Simple numericals to be done
matter? mass of the particles and by the students.
177

numbers. Valency. A game for writing formulae.

Chemical formulae of e.g. criss crossing of valencies
common compounds. to be taught through dividing
students into pairs. Each
student to hold two placards:
one with the symbol and the
other with the valency. Keeping
symbols in place, teacher to
move only valencies to form the
formula of a compound.
 Theme/ Sub-theme Questions Key concepts Resources Activities/ Processes

What is there Can we see an atom or a Atoms are made up of Charts, films etc. Brief historical account
inside an molecule under a smaller particles: of Rutherford’s
electrons, protons, and experiment.
atom? microscope or by some (Periods 18)
other means? What is neutrons. These smaller
there inside an atom? particles are present in all
the atoms but their
numbers vary in different
atoms.
3. The World Isotopes and isobars.
of the Living
B i o l o g i c a l How do the various Diversity of plants and Specimens of some Discussion on diversity
animals-basic issues in animals, and plants not and the characteristics
Diversity. plants around us differ

178
scientific naming, Basis easily observable associated with any
from each other? How around you.
of classification, group.
are they similar? What Hierarchy of categories/ (Periods 14)
about animals? How are groups, Major groups of
they similar to and plants (Salient features)
different from each (Bacteria, Thallophyta,
other? Bryophyta Pteridophyta,
Gymnosperms and
Angiosperms). Major
groups of animals
(salient features) (Non-
chordates up to phyla
and Chordates up to
classes.)

Theme/ Sub-theme Questions Key concepts Resources Activities/ Processes

What is the What are we made up of? Cell as a basic unit of Permanent slides, model Discuss model of human
living being What are the different life; Prokaryotic and of the human body. body to learn about levels
made up of? parts of our body? What eukaryotic cells, of organization-tissue,
multicellular organisms; organ system, and
is the smallest living cell membrane and cell organism, tell the
units? wall, cell organelles: difference of blood
chloroplast, smears (frog and human)
mitochondria, vacuoles, cheek cells, onion peel
ER, Golgi Apparatus; cell, Spirogyra, Hydrilla
nucleus, chromosomes- leaves (cyclosis).
basic structure, number. (Periods 12)
Tissues, organs, organ
systems, organism.
179

Structure and functions

of animal and plant
tissues (four types in
animals; meristematic
and permanent tissues in
plants).
 Theme/ Sub-theme Questions
How do we What are the various
fall sick? causes of diseases?
How can diseases be
prevented? How can we
remain healthy?
Key concepts
Health and its failure
Disease and its causes.
Diseases caused by
microbes and their
prevention- Typhoid,
diarrhoea, malaria,
hepatitis, rabies, AIDS,
TB, polio; pulse polio
programme.
Resources Activities/ Processes
Newspaper articles, Tell about disease
information from health occurrence pattern.
centres, photographs of studying the life cycle of
various casual the mosquito and malarial
organisms. Photographs, parasite. Discussion on
how malaria is spread,
permanent slides of
bacteria. how to prevent mosquito
breeding.
(Periods 10)

How do How do food and water Diffusion/exchange of Egg membrane, Rhoeo

substances move from cell to cell? substances between cells leaves, sugar.

180
move from How do gases get into the and their environment,
cell to cell? cells? and between the cells
themselves in the living
What are the substances system; role in nutrition,
that living organisms water and food transport,
exchange with the external excretion, gaseous
world? exchange.
How do they obtain these
substances?

Theme/ Sub-theme Questions Key concepts Resources Activities/ Processes

4. Moving
Things, People
and Ideas
Motion How do we describe Motion- displacement, Analysis of motion of different
velocity, uniform and non- common objects. Tell distance-
motion? uniform motion along a time and velocity time graphs
straight line, acceleration, for uniform motion and for
distance-time and velocity uniformly accelerated motion.
time graphs for uniform and (Periods 12)
uniformly accelerated motion,
equations of motion by
graphical method; elementary
idea of uniform circular
motion.
181

Tell effect of force on the state

Force and What makes things change Force and motion, Newton’s
laws of motion: intertia of a
Newton’s their state of motion? body, intertia and mass,
laws momentum, force and
acceleration. Elementary idea
of conservation of momentum,
action and reaction forces.
of motion of objects in a variety
Historical accounts; of daily-life situations.
Tell change in direction of
experiences from daily motion of an object due to
life; wooden and glass application of force.
boards, sand, balls; (Periods 10)
wooden support, some
coins (say of Rs. 2 or
Rs. 5); tumbler, ballons
etc.

Gravitation What makes things fall? Gravitation; universal law of Spring balance Analaysis of motion of ball
gravitation, falling down
 Theme/ Sub-theme Questions Key concepts Resources Activities/ Processes

Do all things fall in the force of gravitation of the and of ball thrown up Tell
same way? earth (gravity), about measuring mass and
acceleration due to weight by a spring
gravity; mass and weight; balance.
free fall. (Periods 7)

Work, energy How do we measure work
and power done in moving anything?
How does falling water
make a mill run?
Work done by a force, Rope (or string), board or Discuss :
energy, power; kinetic plank, wooden block, Experiments on body
and potential energy; law ball, arrow, bamboo rolling down inclined plane
of conservation of energy. stick, spring, etc. pushing another body.
Experiments with
pendulum. Experiments

182
with spring.
(Periods 6)

Floating How does a boat float on Thrust and pressure. Cycle pump; board pins, Discuss : Experiments with
bodies water? Archimedes’ principle, bulletin board, mug, floating and sinking
buoyancy, elementary bucket, water etc. objects.
idea of relative density. (Periods 4)

How do we How does sound travel? Nature of sound and its String, ball or stone as Discuss : Experiment on
hear from a What kind of sounds can propagation in various bob, water tank, stick, reflection of sound.
distance? we hear? What is an echo? media, speed of sound, slinky, rope, echo tube, (Periods 10)
How do we hear? range of hearing in rubber pipe etc.

Theme/ Sub-theme Questions Key concepts Resources Activities/ Processes

humans; ultrasound; Model or chart showing

reflection of sound; echo structure of the ear.
and sonar. Structure of the
human ear (auditory
aspect only).

5. How Why do air, water and soil Physical resources: air, Daily newspapers, Case studies of actual
Things Work seem not to be consumed? water, soil. Air for magazines and other situation in India with
6. Natural How does the presence of respiration, for reading materials. more generalised
combustion, for Weather reports over a overview of inter
Phenomena air support life on earth? moderating temperatures, few months and air relatioonship of air, water,
183

7. Natural How have human activities movements of air and its quality reports over the soils, forests. Debates on
Resources created disturbances in the role in bringing rains same time period. Case these issues using
Balance in atmosphere? across India. study materials. resources mentioned
Nature How does nature work to Air, water and soil alongside, visit to/ from
maintain balance of its pollution (brief an environmental NGO;
introduction). Holes in discussion.
components? ozone layer and the (Periods 15)
probable damages.
Bio-geo chemical cycles
in nature: water, oxygen,
carbon, nitrogen.
 done again using a pipe of 5 feet long. They will find the
List of Practicals for Calss IX
difference and feel the effect of multiple reflections of sound.
(For Blind Students)
(Variation of this activity may be included)
1. To detect sound of high frequency and low frequency.
7. To study cell.
(pitch of high frequency is high and that of low
Instruction : 3-D model of plant cell and animal cell to be
frequency is low)
provided and the students will indentify the cell organalles with
Instruction : Students will be provided different sources of
the help of teachers.
sound with different frequencies. Hearing the sound and feeling
8. To study nuron, peranocium, annelide monocot seeds,
the pitch they will detect high and low frequency sounds.
diacot seeds, gymnosperm. angiosperm etc.
2. To understand the amplitude of sound.
Instruction : Students will be provided 3-D model of each and
(sound of high amplitude is louder)
Teachers will help them to identify from the model.
Instruction : Students will make sound of different loudness
using different sources and detect the amplitude (high or low)
accordingly.
3. To feel the air pressure or pressure of gas.
Instruction : Students will blow several ballons and feel the air
pressure inside the balloon by holding the balloon with hand.
4. To understand atomic model.
Instruction : Several atomic model (3-D) will be provided.
Students have to identify with the help of teachers.
5. To identify sublimable and non-sublimable substances.
Instruction : Several substances should be providee to the
students and they will identify the sublimable ones by smelling
them from a distance.
6. To understand multiple reflection of sound.
Instruction : Two students will stand at a distance of 5 feet
(say) one will make a sound the other will hear. Same shall be
184 185
 GENERAL SCIENCE
Textbook : Science (For Class IX)
SUBJECT CODE - 48
(FOR BLIND STUDENTS)
Class -IX Time : 3 hours The Assam State Textbook production and Publi-
Full Marks : 100 Pass Marks : 30 cation Corporation Ltd., Guwahti-1
Practical : 10 Marks

5
5
6
6
5
6
7
7
8
7
7
6
5
5
5

Theory Total 90
Interal Assessment/Practical 10
Grand Total 100

186 187
 General Science- Class - X (Blind Student), Subject Code - 48
Theme/ Sub-theme Questions Key concepts Resources Activities/ Processes

1. Food
2. Materials

Different Why are some substances Acids, bases and salts: Orange juice, lemon Tell testing of different
kinds of sour and some bitter in General properties, juice, soap solution, substances with
materials taste? examples and uses. litmus solution, zinc, indicators.

188
Why does soap solution copper and aluminium Neutralisation reactions
feel slippery? metals. Acids: (Periods 5)
Why does seawater taste hydrochlroic acid,
salty? sulphuric acid, nitric
acid. Bases: sodium
hydroxide. Common
salt.

Theme/ Sub-theme Questions Key concepts Resources Activities/ Processes

Why does iron rust? Why
does painted iron not
rust? Why is burning
sensation removed when
one takes antacids?
Why do substances stop
burning in the absence of
air? Why is flame seen
when substances burn?
Can substances burn
without flame? Why does
189
Types of chemical Turmeric, limejuice, Discussion on chemistry
reactions: combination, vinegar, baking soda, in the kitchen, chemistry
decomposition, washing soda, yeast, hot inside our bodies. Tell
displacement, double water. simple reactions that
displacement, Materials such as iron encompass
precipitation, nails, copper strip, decomposition,
neutralisation, oxidation aluminium strip, zinc displacement, double
and reduction in terms strip, galvanised strip, displacement,
of gain and loss of petri dishes with and precipitation,
oxygen and hydrogen. without covers, neutralisation, oxidation
container that can be and reduction.
filled with water, cotton (Periods 8)
wool, etc.

a matchstick kept in the

blue part of the flame not
burn? Why is a red
coating formed on the
zinc rod when it is kept in
copper sulphate solution?
What is the material of
the coating?
 Theme/ Sub-theme Questions Key concepts Resources Activities/ Processes
How things How do copper, silver, Brief discussion of basic Samples of metals: iron, Discussions on
change/ react metallurgial processes. copper, lead, silver, zinc, metallurgical processes
with one
iron exist in nature?
Properties of common aluminium, gold; of non- and simple experiments
another? metals. Elementary idea involving metals, with
metals: sulphur, graphite;
about bonding. of alloys: steel, brass chemical reactions.

What is the composition Carbon compounds, Models Discuss :

of natural gas used for elementary idea about Experiments involving
cooking? What is petrol? bonding. Saturated reactions of carbon and its
hydrocarbons, alcohols, compounds with chemical
What is vinegar? reactions.
carboxylic acids: (no
preparation, only (Periods 16)
properties).

190
Materials of How is common salt Soap- cleansing action Kit containing various Tell
common use obtained? Besides its use of soap. materials like common (Periods 8)
in food, is it used for salt, washing soda,
baking soda, lime, lime
other purposes? What stone, bleaching powder,
makes washing soda and plaster of Paris, soaps;
baking soda different alcohol.
materials? How does
bleaching powder make
paper and cloth white?

Theme/ Sub-theme Questions Key concepts Resources Activities/ Processes

What is the white

material that is used for
making casts? How do
soaps clean clothes?
Can some other
Material be used for
cleaning clothes? Why
does a man lose control
on his body after drinking
alcohol?
Why do people become
191

blind on drinking
denatured alcohol?

How are How do chemists study Gradations in Brief historical account, Preicting trends on the
elements such a large number of properties: Mendeleev charts, films etc. basis of the table.
classified? elements? periodic table. (Periods 5)
 Theme/ Sub-theme Questions
3. The What will happen if we
World bury different materials
our
in the soil? What will
Enviroement happen if we kill all
insects? Some of us eat
meat; some do not-what
about animals?
What are the processes
192
needed for living?
How do we
stay alive?
Theme/ Sub-theme Questions
Control in Why do roots grow
the living towards the ground? Can
we make them grow
upwards? Why do steps
grow upwards?
Reproduction Do plants and animals
have similar reproductive
in the living
193
cycles? Can we decide
how many children are
born in a family?
Key concepts Resources Activities/ Processes
Our Environment: Discussion on food Tell classification of some
Environmental habits of animals, finding common plants and
problems, what can we out the various waste animals as consumers etc.
materials produced and
do? Bio degradable, (Periods 8)
non-biodegradable. their disposal in different
Ozone depletion. parts of the country.
Define ‘living’ things; Models and charts of Tell about various things
Basic concept of various systems in around to decide whether
nutrition, respiration, animals, and parts in they are living/ non living.
transport and excretion plants. (Periods 15)
in plants and animals.
Key concepts Resources Activities/ Processes
Tropic movements in Young plants for Discuss: Experiments on
plants; Introduction to experiments, seeds; Kit tropic movements in
plant hormones; Control materials; Pavlov’s plants- geotropism,
and coordination in experiment on hydrotropism,
phototropism, interaction
animals: voluntary; conditioned reflex.
involuntary and reflex of factors; experiment on
action, chemical apical dominance;
coordination: animal demonstration of reflex
hormones. action.
(Periods 10)
Reproduction in plants Chart and other Discussion on pollen tube
materials on family growth and pollen tubes on
and animals. Need for
and methods of family planning. Newspaper a stigmatic mount, mount
planning. Safe sex vs. reports on HIV/ AIDS. soaked seeds and tell about
embryonal axis, cotyledons
HIV/AIDS. etc, seed germination-
Childbearing and epigeal and hypogel;
women’s health. structure of the hen’s egg.
Discussion on family
planning and responsible
parenting.
(Periods 10)
 Theme/ Sub-theme Questions Key concepts Resources Activities/ Processes
Heredity and Why are we like our Heredity; Origin of life: Data and worksheet Phenotypic ratio 3.1, 2:1,
evolution parents? Did similar brief introduction; Basic from Mendel’s 9:3:3:1
plants and animals exist concepts of evolution. experiments, specimen (Periods 10)
in the past? Did life of fossil.
always exist?
4. Moving
Things,
People and
Ideas

194
5. How
thinks work

Battery, conductor Dicuss a simple electric

Electric In which direction does Potential difference, ciruit, tell that charges
potential. voltmeter, ammeter,
Circuits current flow inside a connecting wire, key. flow from higher potential
conductor? to lower potential.
Use the analogy of flow
of water from higher to
(higher potential energy)
lower height (lower
potential energy).
.

Theme/ Sub-theme Questions Key concepts Resources Activities/ Processes

How is potential Ohm’s law -do- Describe a circuit

difference across a (only definition) and rheostats consisting of a conductor,
battery, key, volumeter
conductor related to and ammeter and
current through the establish a relationship
conductor? between potential
difference and current and
hence Ohm’s law.

-do-
How can you arrange a Series combination of and given set of Tell using the Ohm’s law
given set of resistors so resistances resistors. circuit, establishing the
195

that the same current properties of series

flows through all? combination and the rule
for resistance.
 Theme/ Sub-theme Questions Key concepts Resources Activities/ Processes
How are appliances Parallel combination of -do- Establishing the rule for
connected in a house? resistances. and given set of resistors. parallel combination of
resistors.

Appliances based on
How much heat is Power dissipated due to heating effect of current Identification of
generated when a current current. Inter relation in daily life. appliances in daily life
I flows through a between P,V, I and R. based on heating effect of
resistor? current. Calculation of
power in daily life
situations.
(Periods-12)
A magnet, compass,

196
Magnets How does the needle of a Magnetic field Field white sheet, drawing
board, drawing pins.
compass change direction lines.
when placed at different
points near a magnet?

Does a current carrying A battery, a conductor,

conductor produce a Field due to a current compass, key, A coil, A Tell that a current carrying
carrying wire. Field due solenoid. conductor produces a
magnetic field? magnetic field. Tell about
to current carrying coil
or solenoid. the magnetic field
produced by a current
carrying coil or solenoid.

Theme/ Sub-theme Questions Key concepts Resources Activities/ Processes

What happens to a Force on current A small rod, stand and Tell that a current
current carrying carrying conductor two wires for suspe-nding carrying conductor when
conductor when it is Fleming’s left hand rule. the rod, a strong placed in a magnetic field
horseshoe magnet. experiences force.
placed in a magnetic
field?

How does the above Electric motor. Appliances using Describe the working of a
effect help us to design motors. motor. List the appliances
machines to do work? based on electric motors.
197

Two coils of wire a Explain the phenomenon

What do you observe Electromagnetic of electriomagnetic
magnet,
when a magnet is moved induction. a galvanometer. induction.
towards a wire connected Explain that current is
to a galvanometer? induced in a coil kept near
Induced potential Iron nails, battery, a coil in which current
differences, induced switch. changes.
current.
 Theme/ Sub-theme Questions Key concepts Resources Activities/ Processes

How can the Electric generator. A simple model of Explain the principle
Principal and working. electric generator. and working of a
phenomenon of generator.
electromagnetic
induction be used to
design a device to
generate electricity?

Does the current Direct current. Model of electric

produced by a generator Alternating current; generator.
have the same direction frequency of AC.

198
all the time? Advantage of AC over
DC.

How are the bulbs etc. Domestic electric Explain the board for
connected to the AC curcuits. domestic electric Explain the working of
source in our homes? circuit. domestic electric
circuits.
Tell the use of a fuse in
domestic circuit.
(Periods-12)

Theme/ Sub-theme Questions Key concepts Resources Activities/ Processes

7. Natural
Resources
Conservation How can we contribute Management of natural Articles/ stories on Case studies with focus
of Natural to protect environment resources. Conservation conservation; Posters on on commercial activities
Resources in our locality? and judicious use of environmental exploiting natural
What are the major natural resources. Forest awareness. resources. Effect of
global environmental and wild life, coal and these on various cycles
issues of direct petroleum conservation. in natures.
relevance to us?
199

What are the steps People's participation. Case studies on Chipko Making posters/ slogans
expected on the part of Chipko movement. movement; CNG use. for creating awareness.
local administration to Legal perspectives in
maintain balances in conservation and
nature in your region ? international scenario.
How can we help ?
 (Periods 8)
Case studies with focus

and related Phenomena

groups. Making a solar

Activities/ Processes
List of Science Practicals for Calss X

construction of dams

models and charts in

Discussion. Making
(actual/ probable).
(For Blind Students)

Debates on issues

heater/ cooker.
1. To study endothermic and exothermic reactions.

on issues of

involved.
Instruction : Endothermic and exothermic reactions will be
carried out and students will feel the change in temperature by
holding the container with hands.

Case study materials on

2. Study of structure of carbon compounds.

materials to make a
material on various
sources of energy;
Resources

Experience; print
material on water
dams. Resources Instruction : 3-D models of carbon compounds should be

hearvesting.

solar heater.
provided. Students will identify the compound with the help of
teachers.
3. To make an electromagnet :
Sustainability of natural

human use; fossil fuels,

Renewable versus non-

energy, nuclear energy.
Instruction : Students will make an electromagnet using nail,
Big dams: advantages

wind, water and tidal

solar energy, biogas;
different sources for
Key concepts

renewable sources.
alternatives if any.

Different forms of
energy, leading to
copper wire, dry cell etc. and they will check magnetism using
Water harvesting,
and limitations;

drawing pins.
resources.

4. To study polarity and magnetic field :

Instruction : students will identify north pole and south pole of
a bar magnet and will have an idea of magnetic field with the
Are rivers, lakes, forests
regional environment?

there reasons to prefer

dams affect the life of

use? Are any of these

sources of energy we
What are the various

sources limited? Are

help of teachers
and wild life safe in
construction of big

some of them over

the people and the
Questions

5. To study heating effect of current :

How does the

Instruction : Students will make a circuit using battery and

your area?

others?

conducting wire and they will feel the heat produced due to
flow of current by touching the wire.
Theme/ Sub-theme
The regional
environment

6. To study, heart, excreting system, nephron :

Sources of

3-D model of each item is to be provided. Teacher

energy

will help them to identify different parts of the organs.

200 201
 GENERAL SCIENCE
SUBJECT CODE - 48 Textbook : Science (For Class X)
(FOR BLIND STUDENTS)
Class -X Time : 3 hours The Assam State Textbook production and Publi-
Full Marks : 100 Pass Marks : 30 cation Corporation Ltd., Guwahti-1
Practical : 10 Marks

6
6
9
6
4
10
6
8
7
6
4
6
6
6

Theory Total 90
Interal Assessment/Practical 10
Grand Total 100
202 203

General Mathematics
SUBJECT CODE - C2
Class IX-X
1. Broad objectives :
Teaching of General Mathematics at the Secondary
stage helps the pupils:
- to know the mathematical terms, concepts,
principles and processes required in carrying out his /
her day-to-day problems.
- to provide the necessary background for
understanding of he allied concepts of other subjects.
- to provide the necessary background for the
study of mathematics.
- to develop interest in mathematical processes
and reasoning.
- to develop the habit of precision and accuracy.
- to develop appreciation for the role of
mathematics in the development of other subjects.
2. Specific Objectives :
The teaching of General Mathematics in the
Secondary Schools helps the pupil:
204
(i) to develop :
- Knowledge and understanding of the real number
system (R) viz whole numbers; fractions including
decimals, irrational numbers and their basic properties.
- Understanding of various from of symbolic
language i.e graphs; formulae; equations, etc.
- ability to translate into and form symbolic
language, ability to generalise and build patterns of
reasoning, ability to solve problems (i.e decide upon
the necessary facts and discard the unnecessary;
estimate results, analyse problems and select the
appropriate method and check results).
(ii) to develop the following Qualities:
- an attitude of checking computations,
- systematic representation of arguments.
- power of observation and generalisation.
- doing calculations systematically and speedily.
(iii) to develop an appreciation of the contribution of
mathematics to life and to the development of other
subjects.
(iv) to develop the knowledge,understanding and
application of the acquired knowledge, practical works
to be done.
(v) to develop the interest with the help of activity.
Mathematics laboratory works :
Mathematics laboratory is a room wherein we find
205
collection of different kinds of materials and teaching / 3. All proofs to be produced in a non-didactic
learning aids, needed for learning and students manner, allowing the learner to see flow of
understand the concepts through relevent, meaningful reason. Wherever possible give more than one
and concrete activities. The year-end assessment of proof.
activities and project work will be done during the 4. Motivate most results. Prove explicitly those
session. The following parameters may be kept in mind where a short and clear argument reinforces
for the same: mathematical thanking and reasoning.There
a) Internal examination may be organised as per must be emphasis on correct way of expressing
the convenience of the schools. their arguments.
5. The reason for doing ruler and compass
b) Every student may be asked to perform two construction is to motivate and illustrate logical
given activities (which are to be selected from the argument and reasoning. All constructions must
textbook) during the allotted time. Special care may be include an analysis of the construction, and
taken in choosing these two activities to ensure that the proof for the steps taken to do the required
students are not put to any kind of stress due to time construction must be given.
constraint.
MARKS DISTRIBUTION ON PRACTICALS/PROJECT WORKS
c) Appendix For Internal Assessment for Classes IX & X
1) Practicals 7
1: Proofs in Mathematics.
2) Project 3
2: Introduction to Mathematical Modelling.
Total 10
These two chapters are very important to develope Class - IX
students’ power of reasoning and understanding of
Units :
mathematical logic. These two areas should be included
I. Number Systems
in practical mathematics. These are to be discussed in
the periods dedicated to practical mahtematics, i.e once II. Algebra
in a week. III. Coordinate Geometry
IV. Geometry
General Guidelines : for Class- IX-X V. Mensuration
1. All concepts/identities must be illustrated by VI. Statistics and Probability
situational examples. Appendix :
1. Proofs in Mathematics,
2. The language of 'word problems' must be clear,
2. Introduction to Mathematical Modelling.
simple, and unambiguous.
206 207
Number System
1. Real Numbers : (Periods 20)
Review of representation of natural number,
integers, rational numbers on the number line.
Representation of terminating/non-terminating recurring
decimals, on the mumber line through successive
magnification. Rational numbers as recurring/terminat-
ing decimals.
Examples of nonrecurring/non terminating decimals
such as 2, 3, 5 etc. Existence of non-rational
numbers (irrational numbers) such as 2, 3, and 5 their
representation on the number line. Explaining that every
real number is represented by a unique point on the
number line, and conversely, every point on the number
line represents a unique real number.
Existence of x for a given positive real number x
(visual proof to be emphasized). Definition of n th root
of real number.
Recall of laws of exponents with integral powers.
Rational exponents with positive real bases (to be done
by particular cases, allowing learner to arrive at the
general laws.)
Rationalisation (with precise meaning) of real
number of the type (and their combinations)
1 notations, plotting points in the plane, graph of linear
1
and x + y where x and y are natural
a+b x
numbers and a , b are integers.
208
Algebra
2. Polynomials (Periods 25)
Definition of a polynomial in one variable, its
coefficients, with examples and counter examples, its
terms, zero polynomial. Degree of a polynomial.
Constant, linear, quadratic, cubic polynomials;
monomials, binomials, trinomials. Factors and multiples.
Zeros/roots of a polynomial/equation. State and motivate
the Remainder Theorem with examples and analogy to
integers. Statement and proof of the Factor Theorem.
Factorisation of ax2 + bx + c, a ≠ 0 where a, b, c are real
numbers, and of cubic polynomials using the Factor
Theorem.
Recall of algebraic expressions and identities.
Further identities of the type:
( x + y + z ) = x + y + z + 2 xy + 2 yz + 2 xz, ( x ± y ) = x ± y ± 3xy ( x ± y ),
2 2 2 2 3 3 3
3 3 3
+ y2 + z 2 − xy − yz − zx) and
x + y + z − 3 xyz = ( x + y + z )( x
2
their use in factorization of polynomials. Simple
expressions reducible to these polynomials.
3. Co-ordinate Geometry (Periods 9)
The Cartesian plane, coordinates of a point, names
and terms associated with the coordinate plane,
equations as examples; focus on linear equations of
the type ax + by + c = 0 by writing it as y = mx + c and linking
with the chapter on linear equations in two variables.
209
4. Linear Equations in Two Variables (periods 12)
Recall of linear equations in one variable.
Introduction to the equation in two variables. Prove that
a linear equation in two variables has infinitely many
solutions, and justify their being written as ordered pairs
of real numbers, plotting them and showing that they
seem to lie on a line. Examples, problems from real life,
including problems on Ratio and Proportion and with
algebraic and graphical solutions being done
simultaneously.
Geometry :
1. Introduction to Euclid's Geometry (Periods 6)
History-Euclid and geometry in India. Euclid's
method of formalizing observed phenomenon into
rigorous mathematics with definitions, common/obvious
notions, axioms/postulates and theorems. The five
postulates of Euclid. Equivalent versions of the fifth
postulate. Showing the relationship between axiom and
theorem.
1. Given two distinct points, there exists one and
one only one line through them.
2. (Prove) Two distinct lines cannot have more than
one point in common.
2. Lines and Angles
(Periods 10)
1. (Motivate) If a ray stands on a line, then the sum
210
of the two adjacent angles so formed is 1800 and
the converse.
2. (Prove) If two lines intersect, the vertically
opposite angles are equal.
3. (Motivate) Results on corresponding angles,
alternate angles, interior angles when a transversal
intersects two parallel lines.
4. (Motivate) Lines, which are parallel to a given
line, are parallel.
5. (Prove) The sum of the angles of a triangle is
1800.
6. (Motivate) If a side of a triangle is produced, the
exterior angle so formed is equal to the sum of the two
interior opposite angles.
3. Triangles (Periods 20)
1. (Motivate) Two triangles are congruent if any two
sides and the included angle of one triangle is equal to
any two sides and the included angle of the other triangle
(SAS) Congruence).
2. (Prove) Two triangles are congruent if any two
angles and the included side of one triangle is equal to
any two angles and the included side of the other triangle
(ASA Congruence).
3. (Motivate) Two right triangles are congruent if
the three sides of one triangle are equal to three sides
of the other triangle (SSS Congruence).
211
 4. (Motivate) Two right triangles are congruent if
the hypotenuse and a side of one triangle are equal
(respectively) to the hypotenuse and a side of the other
triangle.
5. (Prove) The angles opposite to equal sides of a
triangle are equal.
6. (Motivate) The sides opposite to equal angles of
a triangle are equal.
7. (Motivate) Triangle inequalities and relation
between 'angle and facing side)'; inequalities in a
triangle.
4. Quadrilaterals : (Periods 10)
1. (Prove) The diagonal divides a parallelogram into
two congruent triangles.
2. (Motivate) In a parallelogram opposite sides are
equal and conversely.
3. (Motivate) In a parallelogram opposite angles are
equal and conversely.
4. (Motivate) A quadrilateral is a parallelogram if a
pair of its oppsite sides is paralled and equal.
5. (Motivate) In a parallelogram, the diagonals bisect
each other and conversely.
6. (Motivate) In a triangle, the line segment joining
the mid points of any two sides is parallel to the third
side and (motivate) its converse.
5. Area : (Period 4)
Review concept of area, recall area of a rectangle.
1. (Prove) Parallelograms on the same base and
between the same parallels have the same area.
212
2. (Motivate) Triangle on the same base and
between the same parallels are equal in area and its
converse.
6. Circle : (Period 15)
Through examples, arrive at definitions of circle
related concepts, radius, circumference, diameter,
chord, arc, subtended angle.
1. (Prove) Equal chords of a circle subtend equal
angles at the centre and (motivate) its converse.
2. (Motivate) The perpendicular from the centre of
a circle to a chord bisects the chord and conversely,
the line drawn through the centre of a circle to bisect a
chord is perpendicular to the chord.
3. (Motivate) There is one and only one circle
passing through three given non-collinear points.
4. (Motivate) Equal chords of a circle (or of
congruent circles) are equidistant from the centre (s)
and conversely.
5. (Prove) The angle subtended by an arc at the
centre is double the angle subtended by it at any point
on the remaining part of the circle.
6. (Motivate) Angles in the same segment of a circle
are equal.
7. (Motivate) If a line segment joining two points
subtends equal angle at two other points lying on the
same side of the line containing the segment, the four
points lie on a circle.
8. (Motivate) The sum of the either pair of the
opposite angles of a cyclic quadrilaterial is 1800 and its
converse.
213
 7. Constructions : (Period 10)
1. Construction of bisectors of a line segment and
angle, 600, 900, 450 angles etc, equilateral triangles.
2. Construction of a triangle given its base, sum/
difference of the other two sides and one base angle.
3. Construction of a triangle of given perimeter and
base angles.
Mensuration
8. Areas : (Periods 4)
Area of a triangles using Heron's formula (without
proof) and its application in finding the area of a
quadrilateral.
2. Surface Areas and Volumes : (Periods 10)
Surface areas and volumes of cubes, cuboids,
spheres (including hemispheres) and right circular
cylinders/cones.
Statistics and Probability
1. Statistics : (Periods 13)
Introduction to Statistics : Collection of data,
presentation of data- tabular form, ungrouped/ grouped,
bar graphs, histograms (with varying base lengths),
frequency polygons, qualitative analysis of data to
choose the correct form of presentation for the correct
data. Mean median, mode of ungrouped data.
2. Probability : (Periods 12)
History, Repeated experiments and observed
frequency approach to probability. Focus is on empirical
probability. (A large amount of time to be devoted to
214
group and to individual activities to motivate the concept;
the experiments to be drawn from real-life situations,
and from examples used in the chapter on statistics).
Appendix
1. Proof in Mathematics :
What a statement is; when is a statement
mathematically valid. Explanation of axiom/ postulate
through familiar examples. Difference between axiom,
conjecture and theorem. The concept and nature of a
'proof' (emphasize deductive nature of the proof, the
assumptions, the hypothesis, the logical argument) and
writing a proof. Illustrate deductive proof with complete
arguments using simple results from arithmetic, algebra
and geometry (e.g., product of two odd numbers is odd
etc.). Particular stress on verification not being proof.
Illusrtate with a few examples of verifications leading to
wrong conclusions- include statements like "every odd
number greater than 1 is a prime number". What
disproving means, use of counter examples.
2. Introduction to Mathematical Modelling:
The concept of mathematical modelling, review of
work done in earlier classes while looking at situational
problems, aims of mathematical modelling, discussing
the broad stages of modelling- real-life situations, setting
up of hypothesis, determining an appropriate model,
solving the mathematical problem equivalent, analyzing
the conclusions and their real-life interpretation,
validating the model. Examples to be drawn from ratio,
proportion, percentages, etc.
vvv
215
LIST OF PRACTICALS IN MATHEMATICS PRESCRIBED 7. Verification of angle sum property of quadrilateral.
Verification of the following two theorems.
FOR CLASS-IX
8. Angles opposite to equal sides of an isoceles
1. Draw the Square Spiral triangle are equal.
2. Locate the following irrational numbers on the Number 9. The sides opposite to equal angles of a triangle are
line equal.
(i) 3 + (ii) 2 + 10. If two sides of a triangle are unequal, the angle
2 3
opposite to the longer side is larger (or greater)
(iii) 3- 2 (iv) 4- 3 11. In any triangle the side opposite to the larger
(v) 2 3 (vi) 3 2 (greater) angle is longer.
12. A diagonal of a parallelogram divides it into two
(vii) -2 3 (viii) -3 2
congruent triangles.
3. Represent 7.9 on the Number line. 13. In a parallelogram opposite sides are equal.
4. The relation betwen the two scales of temperature in 14. In a parallelogram, opposite angles are equal.
Fahrenheit and Celsius is given by the following equation
15. The diagonals of a parallelogram bisect each other.
9 If the diagonals of a quadrilateral bisect each other,
F = ( )C_32, where F represents Fahrenheit and C 16.
5 then it is a parallelogram.
represents Celcius. 17. If the diagonals of a quadrilateral bisect each other,
Draw the graph of this equation and answer the follwoing then it is a parallelogram.
question with the help of the graph.
18. The line segment joining the mid point of two sides
(i) If the temperature is 300C, what is the temperature in of a triangle is parallel to the third side.
Fehrenheit?
19. Parallelograms on the same base and between the
(ii) If the temperature is 950F, what is the temperature in
Celcius? same parallels have equal area.
(iii) If the temperature is 00C, what is the temperature in 20. If the angles subtended by the chords of a circle at
Fahrenheit and if the temperature is 00F, what is the the centre are equal, then the chords are equal in
temperature in Celsius? length.
(iv) At what point temperature in Fahrenheit and Celcius scale 21. The perpendicular from the centre of a circle to a
are numerically equal? chord bisects the chord.
5. Verify all the properties of parallel lines related to various 22. The line drawn through the centre of a circle to bisect
types of angles formed by a transversal with the parallel a chord is perpendicular to the chord.
lines?
23. There is one and only one circle passing through
6. Verification of angle sum property of triangle.
three given non-collinear points.
216 217
24. Equal chords of a circle (or of congruent circles) GENERAL MATHEMATICS
are equidistant from the centre (or centres)
Subject Code : C2
25. Chords equidistant from the centre of a circle are Class -IX
equal in length. Theory Total Marks : 90 Time : 3 hours
26. The angle subtended by an arc at the centre is Internal Assessment : 10 Pass Marks : 30
double the angle subtended by it at any point on Unit Sub-Unit/Lessons Marks
the remaining part of the circle.
1. Number System 7
27. Angles in the same segment of a circle are equal.
2. Polynomials 13
28. The sum of either pair of opposite angles of a cyclic
3. Coordinate geometry 4
quadrilateral is 1800
4. Linear Equation in two variables 6
29. Verification of Heron’s Formula for area of triangle.
5. Introduction to Euclid’s Geometry 2
30. Construct a cuboid and verify the formula of its surface 6. Lines and Angles 4
area. 7. Triangles 6
31. Construct a cube and verify the formula of its surface 8. Quadrilaterals 6
area. 9. Areas of Parallelograms and Triangles 6
32. Construct a frequency distribution table showing 10. Circles 9
cummulative frequency of certain data collected by
yourself practically and draw the histogram and 11. Constructions 4
frequency polygon. (This practical should be compulsory) 12. Heron’s Formula 4
33. Find the probability of getting head and tail from the 13. Surface Area and Volumes 9
experiment of tossing a coins practically. (students should 14. Statistics 7
toss the coin at least hundred times)
15. Probability 3
34. Project : (1) Write a brief history on Euclid’s Geometry.
Theory Total: 90
(2) Write about the discoveries/invensions of 3/4 great Internal Assessment : 10
mathematicians. Grand Total 100
Important Note :
N.B. - Students should do at least 15 practicals and at Textbook : Mathematics for Class IX. Published by
least one project work.
ASTPPC Ltd., Guwahati.

218 219
Units : Class - X problems on division algorithm for polynomials with
real coefficients.
I. Number Systems
2. Pair of Liner Equations in Two Variables
II. Algebra
(Periods 15)
III. Trigonometry
IV. Coordinate Geometry Pair of linear equations in two variables. Geometric
representation of different possibilities of solutions/
V. Geometry incosistency.
VI. Mensuration Algebraic conditions for number of solutions.
VII. Statistics and Probability Solution of pair of linear equations in two variables
algebraically- by substitution, by elimination and by
Appendix : 1. Proof in Mathematics
cross multiplication. Simple situational problems must
2. Mathematical Modelling be included. Simple problems on equations reducible
Number Systems to linear equations may be included.

Real Numbers (Periods 15) 3. Quadratic Equations (Periods 15)

Euclid’s division lemma, Fundamental Theorem of
Arithmetic-statements after reveiwing 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.
Algebra
Standard form of a quadratic equation ax2 + bx + c =
0, (a ≠ 0). Solution of quadratic equations (only real
roots) by factorization and by completing the square,
i.e. by using quadratic formula. Relationship between
discriminant and nature of roots.
Problems related to day-to-day activities to be
incorporated.

1. Polynomials (Periods 6) 4. Arithmetic Progressions (AP) (Periods 8)

Zeros of a polyomial. Relationship between zeros and Motivation for studying A.P. Derivation of standard
coefficients of a polynomial with particular reference results of finding the nth terms and sum of first n terms.
to quadratic polymials. Statement and simple Unit III : Trigonometry
220 221
1. Introduction to Trigonometry (Periods 18)
Trigonometric ratios of an acute angle of a right-angled
triangle. Proof of their existence (well defined);
motivate the ratios, whichever are defined at 00 and
900. Values (with proof) of the trigonometric rations of
300, 450 and 600. Relationship between the ratios.
Trigonometric Identities : Proof and applications
of the identity sin2 A + cos2 A=1. Only simple identities
to be given. Trigonometric ratios of complementary
angles.
2. Heights and Distances (Periods 8)
Simple and believable problems on heights and
distances. Problems should not involve more than two
right triangles. Angles of elevation/depression should
be only 300, 450, 600.
Unit IV : Coordinate Geometry
Lines (In two-dimensions) (Periods 15)
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 V : Geometry
1. Triangles (Periods 15)
222
Definitions, examples, counterexamples 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 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 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.
223
8. (Prove) In a right triangle, the square on the (In calculating area of segment of a circle,
hypotenuse is equal to the sum of the squares on problems should be restricted to central angle of 600,
the other two sides. 900, and 1200 only. Plane figures involving triangles,
simple quadrilaterals and circle should be taken.)
9. (Prove) In a triangle, if the square on one side is
equal to sum of the squares on the other two sides, 2. Surface Areas and Volumes (Periods12)
the angle opposite to the first side is a right triangle.
1. Problems on finding surface areas and volumes
2. Circle (Periods 8) of combinations of any two of the following: cubes,
cuboids, spheres, hemispheres and right circular
Tangents to a circle motivated by chords drawn
cylinders/cones. Frustum of a cone.
from points coming closer and closer to the point.
2. Problems involving converting one type of metalic
1. (Prove) The tengent at any point of a circle is
solid into another and other mixed problems.
perpendicular to the radius through the point of
(Problems with combination of not more than two
contact.
different solids be taken.)
2. (Prove) The lengths of tangents drawn from an
Unit - VII : Statistics and Probability
external point to a circle are equal.
1. Statistics (Periods 15)
3. Constructions (Periods 8)
Mean, median and mode of grouped data (bimodal
1. Division of a line segment in a given ratio
situation to be avoided).
(internally).
Cumulative frequency graph.
2. Tangent to a circle from a point outside it.
2. Probability (Periods 10)
3. Construction of a triangle similar to a given triangle.
Classical definition of probability. Connection with
Mensuration :
probability as given in Class IX.
1. Areas Related to Circles (Periods 12)
Simple problems on single events, not using set
Motivate the area of a circle; area of sectors and notation.
segments of a circle. Problems based on areas and
permeter/ circumference of the above said plane figures.
224 225
Appendix
1. Proof in Mathematics
Further discussion on concept of ‘statement’. ‘proof’
and ‘argument’. Further illustrations of deductive proof
with complete arguments using simple results from
arithmetic, algebra and geometry. Simple theorrems
of the “Given..... and assuming..... prove......”. Training
of using only the given facts (irrespective of their truths)
to arrive at the required conclusion. Explanation of
‘converse’, ‘negation’, constructing converses and
negations of given result/statements.
2. Mathematical Modelling
Reinforcing the concept of mathematical modelling,
using simple examples of models where some
constraints are ignored. Estimating probability of
occurrence of certain events and estimating averages
may be considered. Modelling fair instalments
payments, using only simple interest and future value
(use of AP).
vvv
226
LIST OF PRACTICALS IN MATHEMATICS PRESCRIBED
FOR CLASS-X
1. Solve a pair of linear equation by graphical method
and to verify the result by any other algebraic method.
(Chapter-3)
2. To find the zeros of a quadratic polynomial graphically
and verification of the result by any other algebraic
method (Chapter-2)
3. Verification of the formula for :- (Chapter-5)
1. Sum of first n terms of an AP
2. Sum of first n natural numbers
3. Sum of first n odd natural numbers
4. Sum of first n even natural numbers
4. Verification of Basic Proportionality Theorem.
(Chapter-6)
5. Verification of converse of Basic Proportionality
theorem. (Chapter-6)
6. To verify that the ratio of the area of to two similar
triangles is equal to the ratio of the squares of their
correspoding sides. (Chapter-6)
7. Verification of Phythagoras Theorem.
8. Verification of the formula of area of triangle (in co-
ordinate geometry) with the help of the formula of
plane geometry. (Chapter-7)
9. Applying Trigonometry to find the height or distance of
an object (e.g. height of a door, height of goal post,
227
 bredth of a path, distance of a wall from a post etc.)
(Chapter-9)
10. Construction of a tangent to a circle at any point on it,
when the centre of the circle is given (Chapter-10)
11. To verify that the length of the tangent drawn from an
external point to a circle are equal.(Chapter-10)
12. To obtain the formula for the area of a circle with
radius r. (Chapter-12)
13. To construct a right circular cylinder with given height
and circumference. (Chapter-13)
14. To construct a right circular cone with given height and
circumference of the circular base. For the cone so
formed, to determine its radius and height. (Chapter-
13)
15. To construct a quadrilateral with given measure and
then to construct a similar quadrilateral.
16. To find mean, median and mode from a primary data
collected by the students in a specific subject
17. To Find the median from a given distribution using
graph mentioned below and to verify the result.
(Chapter-14)
(i) Using less than type ogive.
(ii) Using more than type ogive.
(iii) Using both less than and more than type
ogive.
228
18. Probability : (Chapter-15)
(a) To find the probability of getting head or tail
from the experiment of tossing a coin 100 times.
(b) To obtain the probabiltiy of an event
associated with throwing a pair of dice.
19. Displacement and rotation of triangle. (Chapter-7)
To verify that under any displacement and rotation of a
triangle -
(a) Distance between the verities remain unchanged.
(b) Area of the triangle remains unaltered.
20. Project :
1) (a) Write a note on Euclid’s Division Lemma
(b) Wrte a note on Pythagoras Theorem
2) Write short life history of 3/4 great
Mathematicians
N.B. : Students should do at least 15 practicals and at
least one project work.
229
 GENERAL MATHEMATICS
Subject Code : C2 General Mathematics
Class - X Time : 3 hours
Theory Total Marks : 90 Pass Marks : 30 SUBJECT CODE - 47
Innternal Assessment : 10
(For Blind Students)
Units Sub-Units/Lessons Marks
Class IX-X
1. Real Numbers 5
2. Polynomials 4
3. Pair of Linear Equations in two variables 8 1. Broad objectives :
4. Quadratic Equations 6 Teaching of General Mathematics at the Secondary Stage
5. Arthmetic Progression 6 helps the pupil :
6. Triangles 8
v to know the mathematical terms, concepts,
7. Co-ordinaate Geometry 8
principle and processes required in carrying
8. Introducton to Trigonometry 8 out his/her day-to-day problems.
9. Some applications of trigonometry 6
v to provide the necessary background for un-
10. Circles 6 derstanding of the allied concepts of other
11. Constructions 4 subjects.
12. Areas related to Circles 6 v to provide the necessary background for the
13. Surface areas and Volumes 6 study of higher level mathematics.
14. Statistics 6 v to develop interest in mathematical processes
15. Probabilities 3 and reasoning.
Theory Total 90 v to develop the habit of precision and accuracy.
Internal Assessment 10 v to develop appreciation for the role of
Grand Total 100 mathematics in the development of other
subjects.

230 231
 v to provide the pupil necessary knowledge for v Systematic representation of arguments.
living their life.
v Power of observation and generalization.
2. Specific Objectives :
v Doing calculations systematically and
The teaching of General Mathematics in the Secondary speedily.
Schools helps the pupil:
(iii) To develop the appreciation of the
i) To develop : contribution of mathematics to life and to the
development of other subjects.
v knowledge and understanding of sets. HCF
& LCM of natural numbers, discount and
related problems on profit and loss, S.I and vvv
C.I. deduction of formulae, linear equations
and statistics with activities of every life.

v understanding of varius forms of symbols, lan-

guage i.e. formulae, equations, tables etc.

v ability to translate into and form symbolic lan-

guage.

v ability to genralize and build patterns of

reasoning.

v ability to solve problem (i.e.) to decide upon

the necessary facts and discard the unnecessary,
estimate results, analyse problems and select
the appropriate method and check results.)

(ii) To develop the following qualities :

v An attitude of checking computations.

232 233
Syllabus : Mathematics for class IX (Blind Students) Units Content Area Concept Marks

Units Content Area Concept
1 Number System 1.1. Introduction: review of
represantation of natural numbers,
integers, rational numbers. Rational
numbers as recurring/terminating
decimals.
1.2. Irrational Numbers: Existence of
irrational numbers such as √2, √3 etc.
1.3. Real Numbers Explaining that
every real number is represented by
unique point on number line, and
conversely every point on the number
line represents a unique real number.
1.5. Operations on real numbers
Marks :80 4.2. Linear equations : Prove that a
linear equation in two variables has
13 infinitely many solutions, and justify
their being written as ordered pairs of
real numbers.
4. Introduction to History- Euclid and geometry in 6
Euclid’s Geometry India. Euclid’s method of formalizing
observed phenomenon into rigorous
mathematics with definitions,
common/obvious notions, axioms/
postulates.
5. Lines & Angles 6.1. Motivate the students that if a ray 3
stands on a line, then the sum of the
two adjescent angles so formed is
1800 and the converse.

1.6. Laws of exponents for real 6.2. Prove that the sum of the angles
numbers. of a triangle is 1800 .
6. Triangles Definition and area of a triangle. 7
2. Polynomials 2.1. Introduction: Definition of a 13
7. Quadrilaterals 8.1. Introduction to quadrilateral. 3
polynomial in one variable, its
coefficients, with examples and 8.2. Angles sum property of a
counter examples. quadrilateral
2.2. Polynomials in one variable 8.3. Types of Quadrilaterals.
2.3. Zeros of a polynomial : Degree
8. Circle Definition and area of circle. 8
of a polynomial. constant, linar,
quadratic, cubic polynomials, 9. Heron's Formula Area and perimeter of triangle using 5
nomials, binomials, trinomials. Heron's formula
2.4. Remainder theorem : State and 10. Surface area 13.1. Introduction to surface area and 8
motivate the Remainder. Theorem. and Volume volume.
2.5. Factorization of polynomials: 13.2. Surface area of a cubiod and a
Factors & multiples of polynomials. cone

4.1. Introduction: Recall of linear 13.4. Surface area of a right circular

3. Linear Equation 8
equation in one variable. Introduction cone
in two variables
to the equation in two variables.

234 235
Units Content Area Concept Marks
GENERAL MATHEMATICS
11. Probability 15.1. Introduction 6 (For blind Students)
15.2. History, repeated experiments Subject Code : 47
and observed frequency approach to Class -IX
probability. Focus on empirical
probability.
Theory Total Marks : 90 Time : 3 hours
Innternal Assessment : 10 Pass Marks : 30
15.3. Summary.
Units Sub-Units/Lessons Marks
Practical 20 Marks
1. Number System
1. Triangle Simple proofs on SAS, ASA, 6 (Sub units 1.1, 1.2, 1.3, 1.5, 1.6) 13
SSS congruence: 2. Polynomials
Simple calculation on area of 4 (Sub units 2.1, 2.2, 2.3, 2.4, 2.5) 13
2. Circle
circle. 3. Linear Equations in two variables
(Sub units 4.1, 4.2) 8
3. Surface Calculation of surface area and 5 4. Introduction of Euclid’s Geometry
volume of cube, cuboid and (only Definition) 6
area & volume
right circular cone.
5. Lines and Angles (Sub units 6.1, 6.2) 5
Measuring area of triangles by 5 6. Triangles (only Definition, area of a
4. Heron's formula triangle) 10
Heron's Formula
7. Quandrilaterals (Sub units 8.1, 8.2, 8.3) 5
20
8. Circle (only Definition and area) 8
9. Heron’s Formula
(Area and Perimeter) 6
10. Surface Area and Volumes
(Sub units 13.1, 13.2, 13.4) 10
15. Probability (Sub units 15.1, 15.2, 15.3) 6
Theory Total 90
Internal Assessment (Practicals)
1. Triangle 3
2. Circle 2
3. Surface area and volme 3
4. Heron’s Formula 2
Internal Assessment Total 10
Grand Total 100

236 237
 80
Unit Content Area Concept
Mathematics Class - X (Blind Student) Marks
7. Circles Definition of tangent to a circle. 6
80 8. Areas related Determination of perimeter and area of circle
Unit Content Area Concept 7
Marks to circles
1. Real Euclids division lemma, Fundamental theorem 12
Numbers of Arithmatic-statements after reviewing work 9. Surface area Surface area and volumes of cubes, cubiods and 3
done earlier and after illustrating and motivating and volumes right circular cylinder. (only for calculation)
through examples. Review of representation of Revision of class- IX
real numbers, integers, rational numbers on the
number line, Representation of terminating non- 10. Probability Introduction and theoretical approach of 3
terminating recurring decimals on the number probability, difinition of outcome, events
line, through successive magnification of probability of an event.
Rational numbers as recurring terminating
decimals.Examples of non-recurring non-
terminating decimals such as √2, √3, √5 etc.
Recall of laws of exponents with integral powers.
Rational exponents with positive real bases (to
be done by particulars cases, allowing learner
to arrive at the general laws.
2. Polynimials Zeros of polynomials Relationship between
zeros and cosefficients of a polynomial with
10 PRACTICAL (For Blind Students)
particular reference to quadratic polynomials. Marks- 10
3. Pair of linear Recall of linear equations in one variable. 12 Class - X
equations in Introduction to the equation in two variables.
two variables : Prove that a linear equation in two variables,
has infinitely many solutions, their being writen 80
Unit Content Area Concept
as ordered pairs of real numbers. Marks
Examples- problems from real life. 1. Triangle Determination of the length of the 3 sides of a 2
Solution of quadratic equation of one unknown triangle and area.
4. Quatratic 10
Equations by different method. Standard form ax2 + bx + 2. Circles Determination of radius and diameter of some 2
c=0 (a, b, c ∈R; a ≠ 0) circles and their areas.

Arithmetic progresion as a list of numbers in 10 3. Square Determination of the perimeter of various 3

5. Arithmetic squares and their areas.
progression which each term is obtained by adding a fixed
number to the preceding term except the first
term.
4. Rectangle Determination of the perimeter of various 3
6. Trangles Definitions, examples, counter examples of 7
rectangle- and areas of quadrilateral.
simmilar triangles. If in two triangles their
corresponding sides are proportional and the
triangles are similar.

238 239
 GENERAL MATHEMATICS
(For blind Students)
Subject Code : 47
Class - X Curriculum and Syllabi of
Theory Total Marks : 90 Time : 3 hours
Internal Assessment : 10 Pass Marks : 30 SUBJECT CODE - C4
Units Sub-Units/Lessons Marks Social Science
1. Real numbers
Sub-Unit. 1.1, 1.2, 1.3, 1.4 14 Class IX-X
2. Polynomials
Sub-Unit. 2.1, 2.2, 2.3 10
3. Pair of Liner equations in two variables Introduction : Social Science encompasses diverse
Sub-Unit. 3.1, 3.2, 3.4, 3.6 12 concerns of our environment and society. It covers a wide
4. Quadratic equation range of content drawn from Geography, History,
Sub-Unit. 4.1, 4.2, 4.3, 4.4 10 Political Science and Economics. The perspectives of
5. Arithmetic Progression
Social Science help the young learners to build the
Sub-Unit. 5.1, 5.2, 5.3 12
6. Triangles : 7 knowledge base for a just and peaceful society.
Sub-Unit. 6.1, 6.2, 6.6 Moreover, knowledge of Social Science is essentail for
7. Circles : 8 the young learners to grow up as conscious and
Sub-Unit. 10.1, 10.2 responsible citizens who can contribute significantly
8. Areas related to circles : 7 towards the socio-economic and political development
Sub-Unit. 12.1, 12.2
of our country.
9. Surface areas and volumes : 5
Sub-Unit. 13.1 Social Science generates in students a strong sense
10. Probabillty- of human values like trust, toleration, help and
Sub-Unit. 15.1, 15.2 5 cooperation, mutual respect and respect for diversity. It
Theory Total 90 also stimulates moral and mental energy in students and
Internal Assessment (Practicals) makes them fit to face the future challenges in their lives.
1. Trangle 2 Another positive aspect of the subject is to develop
2. Circle 2
national integration and international brotherhood and
3. Square & Rectangle 6
the spirit of love and respect for the entire country.
Internal Assessment Total 10

Grand Total 100

240 241
 It is expected that students in the Secondary stage
will acquire primary knowledge and skills to have a
balanced personality which will help them in solving
the critical socio-economic and cultural problems which
they will find in the conteporary world.
General Objectives of Social Science :
1. To develop in learners awareness to understand
the diverse life experiences of different people and
communi ties living in the society under varied
socio-economic background.
2. To develop the ability to understand and analyse
current socio-economic and political realities of our
society on the basis of its past perspectives.
3. To develop awareness of variations and changes
that occur in our physical and social environment
over time and space.
4. To develop skills and attitude essential for good
citizens so that they can contribute in nation
building as well as in social development.
5. To strengthen national integration in its proper per-
spective establishing linkages of regional History
and Geography with national History and
Geography.
6. To develop understanding in learners that contribute
to build a society based on values of peace, love,
equality and secularism.
7. To appreciate that dignity of individuals and respect
for Human Rights constitute the basis of a
democratic social life and these are essential for
the development of our society and the nation.
242
8. To recognize the role of India for promoting peace
and international understanding and to develop the
spirit of international cooperration.
Special Objectives :
History :
1. To promote understanding in leaners about the
political, socio-economic and cultural life of the
people of India since the rule of the Mughals.
2. To develop the ability to study contemporary
problems of the Indian society in its historical
perspective.
3. To acquaint the learners with the sources of
acquiring knowledge of History and to create
awareness among them to preserve historical
monuments, archaeological sites, artifacts, literary
and oral sources.
4. To know about the political development of Assam,
its relationship with India and her contribution to
India's Freedom Movement.
5. To develop appreciation on the growth of various
components of Indian culture and legitimate pride
on the achievements of Indian people in different
parts of the country.
6. To promote understanding about the cultural
heritage of India and the North East.
Geography :
1. To acquaint the learners with diverse natural and
social environment sequentially at local, regional
and global levels.
243
2. To acquaint the learners with the interdependence Economics :
of various regions/states in terms of resource, 1. To acquaint the students with those elementary
population, transport and communication etc. concepts of Economics which are related to the
3. To develop in learners the skill of map reading and understanding of the day-to-day economic activities
map drawing which will encourage them to draw and current economic problems.
maps, sketches etc. as per requirement. 2. To introduce the students with various economic
4. To help the learners in acquairing understanding activites undertaken by the people in their
about the existing and emerging development of geographical and social environment.
environment in their natural and social settings. 3. To acquaint the learners with the preliminary
5. To inculcate in the minds of the learners a sense of knowledge of Economic Planning in the context of
belongingness to the elements of nature and man- the national as well as state economy.
made environments and their conservation. 4. To enable the learners understand the main
Political Science : economic challenges faced by the people and the
country and goverment endeavours for their
1. To foster an urge among learners for effective par- solution.
ticipation in community affairs.
2. To acquaint the students with the functioning of
Distributions of marks and periods alloted to
various political institutions at the Centre and the
each of the four components of History,
States.
Geography Political Science and Economics :
3. To help the pupils in realising the importance of
Human Right and Consumers' Rights. Components Marks Periods
4. To help the learners in appreciating the role and History 35% 70
contribution of India and the UNO in promoting Geography 35% 70
world peace. Political Science 10% 20
Economics 10% 20
Internal Assessment 10% --
(Environmental Project)
Total marks/periods 100 180

244 245
 Social Science (History)
Class IX
CHAP- SPECIAL
TER/UNIT CONTENTS COMPETENCY SUB-COMPETENCY
INSTRUCTION
1 A. Indian History. l To know the structure of the l To understand about the Act of l To start the
Constitution and Government, Legislative 1858 chapter with key
Administrative system, local self l To get acquainted with the points of
Development (1858- government and structure of governance discussions and
1905) Indianisation of civil introduced by the British end with a
services. government under the Act of summary.
(7 marks) 1858.

246
l To be familiar with the l Sufficient
legislative history of central numbers of
government. questions to be
l To get acquainted with the provided in the
Council Act of 1861. Exercise.
l To understand about Ripon’s
role towards evolution of local-
self government in India (urban
and rural).
l To understand about the
process of Indianisation of the
Indian civil services.

CHAP- SPECIAL
TER/UNIT CONTENTS COMPETENCY SUB-COMPETENCY
INSTRUCTION
2 Growth of Indian l To get Familiar with the l To understand the role of l -Do-
Nationalism and its transport and Transport and communication
aftermath. communication, modern system with special emphasis on
education, role of different railways in awkening Nationalism
among the Indians.
(8 marks) Associations, vernicular
l To be acquainted with the role and l Exercise will
press, Arms Act, Vernicular impact of modern education in the consist question
press Act, Economic drain, evolution of Nationalism. Mention of Multple-choice
birth of Indian National of names like Vivekananda, Raja short and long
Congress and its aims and Rammohan Roy etc. and their Answer types.
objectives. Russo- contribution in the evolution of
nationalism.
247

Japanese war and its

impact of Indian. l To understand the role of different
Association in awakening of
Nationalism.
l To help students to know about the
role of vernicular Press, Arms Act,
vernicular Press Act and other
legislation.
l To understand Dadabhai Naorajis’
Economic Drain theory and others
in the evolution of Nationalism.
l To understand the circumstances
leading to the birth of Indian
National Congress (INC).
 CHAP-
TER/UNIT CONTENTS COMPETENCY
3 B. History of Assam l To know about the l
Moamaria uprising monarchial oppression,
causes, results and exaction of the Paiks and
Captain Welsh’s other causes as well as
expedition to Assam. results of the moamoria l
uprising with special
(8 marks) emphasis on the expedition
of Captain Welsh and his
Report on Assam
SPECIAL
SUB-COMPETENCY
INSTRUCTION
A brief writing on the socio- l Activities may be
political background during suggested for
Ahom rulers before the uprising project works.
of Moamoria.
To understand the crises
arising due to the monarchial
oppression, demolition of
monasteries, exaction of paiks.
l To understand other causes of
the Moamoria uprising.

248
l To understand the effects of the
Moamoria uprising.
l To be familiar with the role
played by Captain Welsh in
quelling the moamoria uprising,
challenges of bairagi raja and
Krishna Narayan.
l To get acqainted with the
Report of captain welsh on
Assam.

CHAP- SPECIAL
TER/UNIT CONTENTS COMPETENCY SUB-COMPETENCY
INSTRUCTION
4. Burmese invasions l To know about the l To understand about the l Some Exercises
of Assam (1817- Burmese invasions of causes and effects of the like objective, short
1826) Assam Burmese invasions of Assam type, long
(1817, 1819 and 1821) questions to tbe
added after each
(6 marks) l To understand the Anglo
chapter
Burmese war and the treaty of l A summery at the
Yandabo. end of each
chapter.
l Maps and picture at
appropriate places.
249

5. Beginning of l To know the beginning of l The understand briefly Company’s

company’s rule in East India Company’s rule rule under David scott, Robertson and
in Assam. Jenkins
Assam
l To understand the company’s motive
of annexation of various parts of
(6 marks) Assam like Upper Assam, Lower
Assam, Khasi, Jayantia, cachar,
Naga hills, Garo hills, Luchai hill,
Khamti, Matak and Gova.
l To understand the early uprisings
against British by Gomadhar Konwar,
Dhananjoy Borgohain, Dhantua
Gohain, Gadadhar and effects.
 Social Science (Geography)
Class IX
CONTENTS SUB-CONTENTS COMPETENCY SUB-COMPETENCY
1. Changes of the l Exogenic factors of l To know about the different l To provide a brief idea of
Earth’s Surface change exogenic processes operating on different exogenic agents/
the earth’s surface and to factors that are responsibile for
(7 Marks) understand their role on landform bringing about changes on the
development. surface of the earth. The areas
of their operation should be
specifically mentioned.

250
l Works of River l To understand the works of river
on landform development
l Works of Wind l To understand the works of wind
in landform development in the
dry areas
l That the running water (river)
bring about great change in
the landform development in
the tropical and temperate
region should be focused with
necessary diagrams.
l The works of wind and
associated landform
development should be briefly
discussed.

CONTENTS SUB-CONTENTS COMPETENCY SUB-COMPETENCY

l Works of Glacier l To understand the landform
developed by the glaciers
l Woks of Sea Waves l To understand the works of sea
waves in coastal landform
development
l To works of glaciers, especially
mountain glaciers should be
briefly discussed with
diagrams.
l The coastal landform resulting
from sea wave actions should
be briefly discussed.

2. Atmosphere : l Meaning of l To introduce the meaning and l The meaning and extent of
Pressure Belts Atmosphere and its composition of Atmosphere and Atmosphere should be clearly
and Wind system Layers its Layers defined. The gases that
251

constitute the Atmosphere

(8 Marks)
l Pressure Belts
l To introduce the relation between
temperature and pressure and
the distribution of pressure belts
should be mentioned and then
the layers of the Atmosphere
(Troposphere, Stratosphere,
Mesosphere and Exosphere)
should be discussed and
presented diagrammatically.
l The relation between the
distribution of temperature
and pressure should be
defined. The pressure belts
should be shown over a globe.
 CONTENTS SUB-CONTENTS COMPETENCY
l Wind system l To introduce the origin and
direction of winds and their
relation with pressure distribution.
The major global wind systems
should be introduced and
discussed.
SUB-COMPETENCY
l The origin and direction ofthe
permanent winds should be
discussed clearly with
diagrams. Brief discussion
should be made with regard
to particularly trade wind,
westerly’s and monsoons.

3. Geography of l Location l To show the absolute and relative l To show the latitudinal and
India location longitudinal extension of India.
Laction of the country in the

252
(10 Marks) context of South Asia should
be indicated.
l To show the physiography l To divide India in to major
l Physiography
diversity of the country physiographic divisions and to
show the divisions on a map.
The Major rivers and the
mountains of the country
should be incorporated in the
map.

CONTENTS SUB-CONTENTS COMPETENCY SUB-COMPETENCY

l Climate and Natural l To duscuss different climatic
Vegetation characteristics with special
reference to monsoons and the
major forest types.
l Population Growth l To present the trend of population
and Distribution growth and the distribution with
reference to the states
253
l To focus mainly on the climatic
seasons and the distribution
pattern of rainfall. The forest
types should be shown on a
map and richness in biodiversity
should be focussed.
l To depict the population
growth of the country since
1901. The regional variation in
the growth should be focused.
l To show the distribution of

population with the reference

to the physiography divisions
and the states.
l To provide a background of l To highlight the problems of
l Migration causes and nature of migration over population.
of people from neighboring
country to assam.
l Population and l To give the concept of sustainable l To focus on the role of the
Sustainable development. present generation how they
Development can preserve the resources and
protect the environment of the
earth for the coming gereration.
 CONTENTS SUB-CONTENTS COMPETENCY
l Economy l To provide brief idea on the
economy of the country
l Political Divisions l To show the States and Union
Territories and their capitals.
SUB-COMPETENCY
l To give a generalized picture
of the national economy. Brief
mention should be made on
the agricultural, industrial and
transport sector. Maps should
be incorporated wherever
feasible.
l To give the picture of the
States and Union Territories
with respect to their capitals
and areas and population on

254
a map.
4. Geography of l Assam in the context l To get an understanding of the l A clear understanding of the
Assam on North East India location characteristics of Assam location in terms of latitude and
in the context of North East India longitude and relative location
(10 Marks) in the context of NE India.
l Physiographic l To know relief characteristics of l A clear picture of the
Framework Assam and its relation with topography and division of the
climate, soil and natural state on the basis of
vegetation of the state. physiography. An outline of the
drainage system (major rivers)
has to be included.

CONTENTS SUB-CONTENTS COMPETENCY SUB-COMPETENCY

l C l i m a t i c l To understand the climatice l An understanding of the
characteristics characteristics and climatic climatic pattern with respect to
pattern. season and monsoons
(South-west and North-East
monsoon). Topographic
influence on climate should be
highlighted.

l Soils l To understand the soil types and l That Assam has diverse soil
their distribution. types, the details of soil types
and their distribution to be
255

focused.

l Forests l To understand the Forest types l That Assam has diverse forest
and their distribution. types, the details of forest
types and their distribution to
be focused.
l To know the Administrative l To present a list of Districts and
l Administrative
Divisions. Divisions of Assam. their Head quarters along with
their areas and population.
 5 Marks

Types of 5 Marks
Government

256
Economics for Class-IX
257
 Social Science (History)
Class X
CHAP- SPECIAL SPECIAL
TER/UNIT COMPETENCY SUB-COMPETENCY INSTRUCTION INSTRUCTION
1 A. India : Partition Bengal To learn about the cirumstances l To understand the motive of l To provide
swadeshi Movement, its leading to the partition of Bengal. the British behind the partition MCQ, VSA,
aftermath of Bengal. SA, LA type
To know anti partition of Bengal l Knowledge about anti- of questions
(6 marks) and evolution of the swadeshi Partition Movement (leading
Movement. to swadeshi Movement) and
its impact.

258
To know the emergence of Muslim l To familiarize with the birth of
league Muslim league.
2 Rise of Gandhi era and To learn the causes and effects of l To understand the Gandhian l Do
his role in freedom Non-cooperation, Civil policy of Non-Violence and
movement Disobedience, Quit India satyagraha. Emphasis and
Movements and also the Indian the concept of non-violence.
(7 marks) National Army (INA). l To get acquainted with the
To get acquainted with the adverse causes and impact of Non-
effect of the first world war on India cooperation reference to
as well as advent of M.K. Gandhi inhourichoura, Gandhi-Irwin
to Indian politics. Pact, civil Disobedience and
Quit India Movement.

CHAP- SPECIAL SPECIAL

TER/UNIT COMPETENCY SUB-COMPETENCY INSTRUCTION INSTRUCTION
l To u n d e r s t a n d t h e l Do
factors leading to the
growth of the INA and its
impact.
l To understand the
partition of India (Indian
Independence Act and
Indo-Pak boundary line)
3 B. Assam To know about the early-colonial l To understand the
circumstances leading l Do
Early Anti-British (British) uprisings of 1828-30 A.D.,
259

khasi uprising and Agrarian to the Anti-British

uprisings in Assam
uprisings. Uprisings in Assam and
impacts.
(7 marks ) l Rebellion of Maniram
Dewan
l British revenue
administration and its
impact.
l Raijmel, Peasant’s
revolts, Tribal revolts.
 CHAP- SPECIAL SPECIAL
TER/UNIT COMPETENCY SUB-COMPETENCY INSTRUCTION INSTRUCTION
4 Role of various To create interest among the l To understand the role of
organisation and students about the role of different Asomiya Chatra Sahitya
Associations to the organisations and associations in Sabha (1872-1885),
freedom Movement and the freedom Movement of Assam. Asomiya Bhasha Unnati
a brief reference to Sadhani Sabha (1888),
some post Jonaki era (1889), Jorhat
independence events in Sarbojanik Sabha (1884),
Assam. Asom Association (1903),
(8 marks ) Asom Chatra Sanmilan
(1916-1939), Ryot Sabha
(1884), Ahom Sabha

260
(1893), Asom Provincial
Congress (1920)
l To understand the
participation of Assam in
the National Freedom
Movement.
l Some post-indepence
events like Ministry of
Gopinath Bordoloi,
establishment of Guwahati
University (1948), Assam

CHAP- SPECIAL SPECIAL

TER/UNIT COMPETENCY SUB-COMPETENCY INSTRUCTION INSTRUCTION
Medical college, Jorhat
Agricultural College,
Guwahati Engineering
college, Veterinary college
etc.

5 Cultral heritage of India To know about the racial diversity l To understand about l Some Exercises
and North East prevalent in India and N.E and its contributions of various like objective,
composite nature and culture. racial/cultural elements to short type, long
questions in each
the growth of composite
(7 marks )
261

chapter/unit
culture of India and NE.

A brief out line of literature, l To understand the basic l A summary at

paintings of India and NE. differences of N.E culture the end of
with rest of India. each chapter.
l Maps and
pictures at
To get acquainted with folk culture
appropriate
of NE and India.
places.
 Syllabus of Geography under Social Science
for Class X
CONTENTS SUB-CONTENTS COMPETENCY SUB-COMPETENCY
1. Economic l Definition and contents l To provide the meaning, l To introduce the meaning of
Geography scope and contents of Economic Geography in the
Economic Geography contemporary context. The scope
(7 marks) of the sub-discipline should be
elaborated mentioning its major
branches and contents of the
respective branches.

262
l Resources and l To provide clear l To discuss the concept of resource
Classification understanding of the and its change in course of time.
concept and types of How the growing scarcity of
resources. That the resource on the one hand and the
concept of resource is advancement of science and
dynamic should be technology on the other have
elaborated. influenced the concept of resource
should be indicated with suitable
examples.

CONTENTS SUB-CONTENTS COMPETENCY SUB-COMPETENCY

l Resource use and l To provide idea on the l The diversity of resource use
conservation diverse of resource and should be highlighted. Search for
the need of resource alternative resource should be
conservation. indicated. The need and means of
resource conservation should be
elaborated. Efforts of the global
and national organizations in this
regard should be highlighted.

2. Environment l Understanding the l To define the term l To focus on the various

and meaning of ‘environment’ and to focus compenents of environment and
263

Environmental environment from on its present relevance their inter-relationship. The growing
Problems geographical from geographical significance of environmental
perspectives. perspectives. understanding to cope with the
(6 marks) changing situation should be
l Defining focussed.
environmental problem l To clarify the meaning of l The meaning of environmental
and stating the major environmental problem problem and how it occurs should
environmental with examples and to be clearly stated. Relevant
problems confronted mention the major examples should be cited. The role
by the contemporary environmental problems of human in the occurrence of
socity. and associated areas. environmental problem should be
focussed.
 CONTENTS SUB-CONTENTS COMPETENCY SUB-COMPETENCY
The major environmental problems
like air, water and land pollution,
desertification, global warming, etc
should be mentioned along with
their causes and affected areas.
Relevant examples from Assam
and North East India may be cited
wherever feasible.

3. Geography l Brief geography of the l To present the distribution l A brief idea as to the formation of
of the World continents and Oceans of continents and oceans continents and oceans along with

264
over the earth’s surface. their areas should be provided with
(8 marks) the help of maps and diagrams.
The major physical features
(mountains, plateaus, hills,
deserts, rivers and lakes) of the
continents should be mentioned.
l To show the countries and l A list of the countries of the world
their capitals. along with their location in the
continents on maps should be
provided along with area and
population.

CONTENTS SUB-CONTENTS COMPETENCY SUB-COMPETENCY

4. Geography l Population and l To provide clear l A brief outline of the relation
of Assam Settlement understanding of between environment and
geography of population settlement and details of population
(14 marks) and settlement with growth (Since 1901), distribution
respect to natural and and density with respect to districts
socio-cultural settings. and regions (Brahmaputra valley,
Barak valley and hill districts). The
Ethnic and linguistic diversity of the
state should very briefly be
focused. The growth of settlements
(rural and urban) and settlement
265

patterns in different regions of the

state should also be presented with
necessary maps and diagrams.
l Transport l To get an idea of the l A geographical outline of the
transport system and transport networks (road, railway,
related problems air and water transport) should be
presented with the help of relevent
maps. The problems of transport,
mainly inaccessiblity, should be
focused.
 CONTENTS SUB-CONTENTS COMPETENCY SUB-COMPETENCY
l Resource l To provide clear l The importance of resource for
understanding of the type economic development should be
and distribution of highlighted briefly at the beginning. The
resources along with brief details of natural and human resource
introduction of their uses distribution and the pattern of their uses
should be discussed. The growing
scarcity of natural resources and its
implications should be mentioned.
l Economy l To focus on the economy l The economic diversity of the state
of the state with respect to should be highlighted. The major
agriculture, fishery and sectors of the state’s economy-

266
industry in order to provide
an understanding of the
economic environment of
the state.
agriculture, fishery and industry should
be discussed in details. In agriculture,
major crops (rice, jute and mustard),
their distribution and production; in
fishery - distribution and importance
of fishery as an economic activity; and
in industry major industries (oil, tea and
other agro-based industries) should be
discussed with necessary data and
information. The problems and
prospects of economic development
should be discussed briefly at the end.

/10 periods
To provide MCQ,
VSA, SA, LA type
questions

/10 periods
267

Do
 SOCIAL SCIENCE
Subject Code : C4
Class -IX
Theory Total Marks : 90 Time : 3 hours
Internal Assessment : 10 Pass Marks : 30
(Theory : 90, Internal Assessment : 10
Pass marks in written examination : 27)
Units Sub-Units/Lessons Marks
(35)
07
08
08
06
06
(35)
07
08
10
10

Theory Total 90

Internal Assessment (Enviornmental Project) 10

Grand Total 100

268 269
 SOCIAL SCIENCE
Subject Code : C4
Class - X Time : 3 hours ‹ø26√fl¡ ’¸˜œ˚˛±
Theory Total Marks : 90 Pass Marks : 30
Innternal Assessment : 10 SUBJECT CODE - 20
(Theory : 90, Internal Assessment : 10
Pass marks in written examination : 27)
Úª˜-√˙˜ Œ|Ìœ
Units Sub-Units/Lessons Marks
(35) [fl¡] ¸±ø˝√√Ó¬… –
06
07 Úª˜ ’±1n∏ √˙˜ Œ|Ìœ1 ¬ı±À¬ı ‹ø26√fl¡ ’¸˜œ˚˛± ¸±ø˝√√Ó¬…1 ¬Û±Í¬…¬Û≈øÔ
07
08 ¤Àfl¡±‡ÚÕfl¡ ˝√√í¬ıº ¤˝◊√ ¬Û≈øÔÓ¬ õ∂øÓ¬‡ÚÓ¬ 100 ¬Û‘ᬱ1 Œ¬ıøÂ√ Ú±Ô±øfl¡¬ıº
07
Úª˜ Œ|Ìœ –
(35)
07
06
·√…ˆ¬±· –
08
14 Œ√˙Àõ∂˜˜”˘fl¡ fl¡±ø˝√√Úœ, Ê√±Ó¬œ˚˛ ∆¬ıø˙©Ü… ˜”˘fl¡ ø¬ı¯∏˚,˛ Œ¬ÛÃ1±øÌfl¡
fl¡±ø˝√√Úœ, ’¸˜1 ø˚Àfl¡±ÀÚ± ¤øȬ Ô˘≈ª± ά◊»¸ª, ’¸˜1 ø˚Àfl¡±ÀÚ± ¤·1±fl¡œ
˜˝√√±Ú ¬ı…øMê√1 Ê√œªÚœ, ˝√√±¸… 1¸±Rfl¡ fl¡±ø˝√√Úœ, ø˙鬱˜”˘fl¡ w˜Ì ¬ı‘M√±ôL,
¬Û≈1øÌ ’¸˜1 ¶ú‘øÓ¬˜”˘fl¡ ¬Ûø1‰¬˚˛, ø¬ı:±Ú ø¬ı¯∏˚˛fl¡, ¬Ûø1À¬ı˙ ˝◊√Ó¬…±ø√
ø¬ı¯∏˚˛¸˜”˝√ ¬Û±Í¬…¬Û≈øÔÓ¬ ’ôLˆ”«¬Mê√ fl¡1± ˝√√í¬ıº
¬Û±Í¬…¸˜”˝√ 1‰¬Ú±fl¡±˘1 Sê˜ ’Ú≈¸ø1 ¸ÀÊ√±ª± ˝√√í¬ıº
¬Û√…ˆ¬±· –
Theory Total 90 1˜Ú…±ø¸fl¡ ˚≈·1 ¸1˘ ˆ¬±¯∏± ’±1n∏ Â√µ1 ¬ıÌ«Ú±Rfl¡, õ∂fl‘¡øÓ¬˜”˘fl¡,
Internal Assessment (Environmental Project) 10 Œ√˙Àõ∂˜˜”˘fl¡, ÚœøÓ¬ø˙鬱, Œfl¡ÃÓ≈¬fl¡ ’±ø√ ø¬ı¯∏˚˛fl¡ fl¡ø¬ıÓ¬± ¬Û±Í¬…¬Û≈øÔÓ¬
Total 100 ’ôLˆ”¬«Mê√ ˝√√í¬ıº
·√…-¬Û√… ˆ¬±·1 ¬Û±Í¬1 õ∂±1yÀÓ¬ Œ˘‡fl¡-Œ˘ø‡fl¡±¸fl¡˘1
¬Ûø1‰¬˚˛˜”˘fl¡ ŒÈ¬±fl¡± ¸øißø¬ı©Ü ˝√√í¬ıº
271
270
[‡] 1‰¬Ú± –
1º ¬Ûø1À¬ı˙, õ∂fl‘¡øÓ¬ø¬ı¯∏˚˛fl¡, ά◊»¸ª, ø¬ı:±Ú ø¬ı¯∏˚˛fl¡, ¸±˜±øÊ√fl¡
¸˜¸…±˜”˘fl¡, w˜Ìfl¡±ø˝√√Úœ, Ê√œªÚœ˜”˘fl¡, Œ‡˘-ŒÒ˜±ø˘ õ∂ˆ‘¬øÓ¬
ø¬ı¯∏˚˛ 1‰¬Ú±1 ø¬ı¯∏˚˛¬ıd ˝√√í¬ıº
2º ¬ı…±fl¡1Ì –-
Ó¬˘Ó¬ ø√˚˛± ø¬ı¯∏˚˛¸˜”˝√ Ôfl¡± ¤‡Ú ¬ı…±fl¡1Ì Ô±øfl¡¬ıº
1º ¸øg
2º ¬ı‰¬Ú
3º ά◊¬Û¸·«
4º ø¬ıˆ¬øMê√, ¬Û√ ’±1n∏ ø˘e
5º õ∂Ó¬…˚˛ - fl‘¡» ’±1n∏ Ó¬øXÓ¬
6º ¬ı±fl¡…1 ¬Ûø1¬ıM«√Ú
7º ¸À˜±2‰¬±ø1Ó¬ ˙s
8º ø¬ı¬Û1œÓ¬±Ô«fl¡ ˙s
9º ˚øÓ¬ ø‰¬˝ê1 ¬ı…ª˝√√±1
10º ¤È¬± ˙sÓ¬ õ∂fl¡±˙ fl¡1±
3º ˆ¬±ª ¸•x¸±1Ì, ˆ¬±ª-¸—Àfl¡±‰¬Ú, ’±À¬ı√Ú ø˘‡Ú, ˆ≈¬˘ qÒ1øÌ
- ’±ø√ ø¬ı¯∏˚˛¸˜”˝√1 :±Úº
4º ’Ú≈¬ı±√ [˝◊√—1±Ê√œ1 ¬Û1± ’¸˜œ˚˛±Õ˘]º

272 273
 ASSAMESE (E)
Class -IX Time : 3 hours
Full Marks : 100 Pass Marks : 30

274 275
 ASSAMESE (E)

276 277
 ¬ı±—˘±(E)
SUBJECT CODE - 21

278 279
280 281
282 283
 BENGALI(E) Sl. No. Sub-Unit/Lessons Marks
Class IX, Time - 3 hours, Marks : 100 Group : B 50 Marks
Prose :
Unit Sub-Unit/Lessons Marks 7. ¬Û≈S ¸µ˙«Ú, ø¬ı√…±¸±·À¬ı˛¬ı˛ øÊ√√, Œ˜¬ı˛œfl≈¡¬ı˛œº 20
Textbook : ¬ı±—˘± ¬Û±Í¬ ˜?¬ı˛œ [Ú¬ı˜ Œ|øÌ]
Group : A 50 Marks Poetry :
Prose : 8. ¬øÚ˜LaÌ, ‰¬±ø˝√√À¬ıÚ± øÙ¬À¬ı˛, ¬ıeˆ¬±¯∏±º 15
1. Ó¬èÀ̬ı˛ ¸±ÒÚ±, fl¡Úfl¡˘Ó¬± › ˜≈fl≈¡µº 10
Grammar and (Composition) :
2. ¤ˆ¬±À¬ı˛©Ü ø¬ıÊ√˚˛, ¿Ú±Ô ¬ıU¬ı˛+¬Ûœ 8 9. Œ¬ı±Ò˙øMê√¬ı˛ ¬Û¬ı˛œé¬±˚’±À¬ı√Ú ¬ÛSº 8

Poetry :
10. ˆ≈¬˘ ¸—À˙±ÒÚ 3
3. Â√±SÒ±¬ı˛±, ¬Û±À¬Û¬ı˛ˆ¬±·œ, ¶Û˙«˜ø̺ 10

11. ø¬ıø˙ᬱÀÔ« ¬ı±fl¡… ¬ı˛‰¬Ú± 4

Grammar :
50
4. ¸øg, ά◊¬Û¸·«, õ∂Ó¬…˚˛, ¬ı±fl¡… ¸—Àfl¡±‰¬Ú › ¸•x¸±¬ı˛Ì, 10
Total 100
¸À˜±2‰¬±ø¬ı˛Ó¬ ˙s, ø¬ı¬Û¬ı˛œÓ¬±Ô«fl¡ ˙s

5. ¬ı˛‰¬Ú± 7

6. ’Ú≈¬ı±√ [˝◊√—¬ı˛±Ê√œ ŒÔÀfl¡ ¬ı±—˘±˚˛] 5

50

284 285
BENGALI(E) BODO (E)
SUBJECT CODE - 22

È
286 287
(ÉÊ)

BODO(E)
Class X
BODO(E)

288 289
 BODO (E) BODO (E)
Subject Code : 22 Subject Code : 22
Class -IX Time : 3 hours Class - X Time : 3 hours
Full Marks : 100 Pass Marks : 30 Full Marks : 100 Pass Marks : 30
Units Sub-Units/Lessons Marks Units Sub-Units/Lessons Marks
Group A Group A
Marks : 50 Time : 2 hrs Marks : 50 Time : 2 hrs
1. ÚUæØÍæ§ Ñ 18 1. ÚUæØÍæ§ Ñ 18
(·¤) ¥æ¹ÓÜ (¹) »æ‹ÏèÁè ¥æÚUô ¥çãUâ ¢ æÕæÎ (·¤) ×ÓçãUÙè ×ÓãUÙ Õý±× (¹) ¥ÚU
(») ¹æâÂéÚU (») ãUæÚUæßçÙ â槷ð¤Ü
2. ¹‹Íæ§ Ñ 15 2. ¹‹Íæ§ Ñ 15
(·¤) Õñâæ»é (¹) ¿‹Îý ÕæßçÎØæ (») â× (·¤) ¹æçâ çÕÕæÚU (¹) Ùô¢çÙ ¥ÙÙæØæ ÎðÚçU âÙ
3. ÚUæß¹æç‹Í Ñ 12 3. ÚUæß¹æç‹Í Ñ 12
¥æÍôÙ, ×æßçÚUÁæ, ×éÚ¢ æU §, âæÙÚUæ§, âôÎôÕ×æ, âæÙÚUæ§, ¥æÍôÙ, ×éÚ¢ æU §, çÍ çÎç‹Í»ýæ ÎæÁæÕÎæ
çÍ çÎç‹Í»ýæ ÎæÁæÕÎæ ×æßçÚUÁæ, âôÎôÕ×æ
4. ÚUæß âôÜæØÙæØ (§¢ÚæU ÁèçÙÈý¤æØ çÕ×æÚUæßæß) 5 4. ÚUæß âôÜæØÙæØ (§¢ÚæU ÁèçÙÈý¤æØ çÕ×æÚUæßæß) 5
Group B Group B
Marks : 50 Time : 2 hrs Marks : 50 Time : 2 hrs
5. ÚUæØÍæ§ Ñ 17 5. ÚUæØÍæ§ Ñ 17
(·¤) ÂkÓŸæè ×ÎæÚUæ× Õý±× Ñ ÕÚUÓ ÍéÙÜæ§Øæß (·¤) ÖæÚUÌ âôÚUçÁçÙ ×éçâý
Öæ‡ÇUæçÚU (¹) çÕçÁÚUÙæØçÙ ÙôÁôÚUÁô¢
(¹) ÕÚUÓU çÙ »éçÎ ¥æÚUô âôÎôÕçÍ 6. ¹‹Íæ§ Ñ 15
(») ¥æÕãUæßæ ¥æÚUô ÕðçÙ ÎæÍæ§ (·¤) Üæ×æU (¹) çÕÕæÚU
6. ¹‹Íæ§ Ñ 15 7. ÚUÙâæ§ Ñ 10
(·¤) ÎæßÕæØæçÚU (¹) ÍæâÓçÕÜæ§çÙ Îñ 8. Èð¤ãUÚð ÙU æ çÜÚUÙæØ, âôÎôÕ ×ôÙâðÁô¢ ȤôÚU×æØÙæØ / 8
7. ÚUÙâæ§ Ñ 10 ©UÜÍæ âôÎôÕ çÜÚUÙæØ, ÕæÍýæ Öæß,
8. Èð¤ãUÚð Ù
U æ çÜÚUÙæØ, ÕæÍýæ ¹ô‹ÎôÕ, ÕæÍýæ Ȥæ‹ÎæØ
ÎæÁæÕÎæ çÜÚUÙæØ, âôÎôÕ ×ôÙâðÁô¢ ȤôÚU×æØÙæØ/ 8
©UÜÍæ âôÎôÕ çÜÚUÙæØ, ¥ô¢çÍ çÜÚUÙæÙñ ÕæÍýæ ÎæÙæØ,
ÕæÍýæ Öæß, ÕæÍýæ ¹ô‹ÎôÕ, ÕæÍýæ Ȥæ‹ÎæØ 50 50
Grand Total 100 Grand Total 100
Textbook : ÍéÙÜæ§U çÕÁæÕ Textbook : ÍéÙÜæ§ çÕÎæ¢
290 291

MANIPURI(E)
SUBJECT CODE-23
CLASS - IX
¸±ø˝√√Ó¬… ∆˘Àfl¡±˘
ª±À¬ı˛— –
˘±˝◊√ø¬ı˛fl¡ ’ø¸·œ ª±À¬ı˛—·œ ˙èMê√± ˚˛±›ø¬ı˛¬ıø˙— ’ø¸ ˜Õ˝√√À¬ı˛±˚˛
ø˙—√± Œ˜±À¬ı˛˘ Œ˘¸Ú ¬Ûœ¬ı±, ˜œÕÓ¬ ¸˜±Ê√·œ ›˝◊√ ¬ı± ŒÔÃÀ√±fl¡
ª±ÀÔ±fl¡ø˙—√± ˚˛”•£¬˜ ›˝◊√¬ı˛·± ¸˜±Ê√¬ı≈ Œ˙—À√±#¡¬ı·œ ˜˙fl¡ ›˝◊√¬ı±,
Ú±» ’˜¸≈— ¸—¶‘®øÓ¬·œ ›˝◊√¬ı± ª±À¬ı˛±˘, ˜œÕÓ¬·œ Œ˘±Ú ’˜¸≈— ¸±ø˝√√Ó¬…·œ
˙èfl¡ ’˜± ›˝◊√ø¬ı˛¬ı± Œ˜±˝◊√¬ı˛±— fl¡—Õ˘À¬ı˛±˘·œ Ù¬Ê√¬ı˛¬ı± ª±¬ı˛œ ˝√√±˚˛¬ıø√
‡•§± ’˜¸≈ ‡•ß≈·œ ¬Û≈øk ª±¬ı˛œ ˜ÀÓ¬fl¡ ‡¬ı˛±, ’˜ø√ ŒÙ¬±fl¡À˘±¬ı˛·œ ˜¬ı˛˜√±
˝◊√ ¬ı± ª±À¬ı˛±˘ø˙—¸≈ ˜Ó¬±— ‰¬±Ú± ˝√√±¬ÛÓ≈¬Ú± ˜Õ˝√√À¬ı˛±˚˛ø˙—√± ‡—˝√√i߬ı±
Œ˝√√±»ÚÕÊ√º
∆˙À¬ı˛— –
˘±˝◊√ø¬ı˛fl¡ ’ø¸√± ˚˛±›ø¬ı˛¬ı± ∆˙À¬ı˛—·œ ˙èfl¡ ’ø¸√± Œ¬Û±#¡Ù¬˜
˘˜√•§≈ Ú≈—ø˙¬ı±, ˜˜±À¬ı˛±˘¬ı≈ ˜œ¬ı˛±˝◊√ À¬ı˛±˝◊√ √¬ıøÚ, ÷ù´¬ı˛ ∆˘ø¬ı˛, ÷ù´¬ı˛
˜˝√√±fl¡Ó¬Ú± ‹À‡±˚˛·œ ‰¬—Ê√Ù¬˜øÚ ˝√√±˚˛¬ı± ª±À¬ı˛±˘ø˙— ˚˛±›ø¬ı˛º ˜ø¸√¸≈
ÚM√√Ú± ˜œ›˝◊√¬ı± ¸˜±Ê√·œ ˜¬ı˛Mê√± ˘±˝◊√øÚ— ˘±˝◊√À˙±Ú Œ‡i߬ı√·œ ŒÔ±¬ı˛fl¡¬Û±
˜±iß√¬ı± ˜œ»À˚˛—ø˙— fl¡˚˛±√·œ ›˝◊√¬ı˛fl¡¬Û± ˝√√±»Ú-qÚ¬ı± fl¡˚˛±¸≈ ˜Ó¬±—
‰¬±Ú± ˝√√±¬Û‰¬ø¬ı˛º
292
¬ı…±fl¡¬ı˛Ì –
Œ˚˛fl¡øÓ¬Ú, ª±¬Û”Ú, ª±Õ˝√√ ¬ÛÀ¬ı˛—, ¬Û±Î¬◊À¬ı˛Ã, ª±Õ˝√√ ¬ÛÀ¬ı˛— ‰≈¬˜ÀÔ±fl¡¬Û±,
ª±‡À~±˘ ˙Àµ±fl¡¬Û±, ˝√√±˚˛Ê√ Œ‰¬À¬ı˛±˘, ˜ø̬Û≈¬ı˛œ√± ˝√√Àµ±fl¡¬Û±º
¬ı˛‰¬Ú± –
˜À˝√√Ã˙±·œ ‡≈»À˙˜, ˝◊√ øÓ¬˝√√±¸ ’˜¸≈— Ò•ú«·± ˜¬ı˛œ ∆˘Ú¬ı±
ŒÔìı˛˜ø˙—, ˙±iß- Œ‡±»Ú¬ı±, ˜œÀÔ±˝◊√ ˜œÀ˝√√Ú·œ ¬Û≈øk ª±¬ı˛œ, ø¬ı:±Ú·œ
›˝◊√¬ı± ’ø¸Úø‰¬—¬ı± ˚˛±›ø¬ı˛º
MANIPURI (E)
SUBJECT CODE-23
CLASS - X
¸±ø˝√√Ó¬… ∆˘Àfl¡±˘
[1] ª±À¬ı˛— –
ª±À¬ı˛—·œ fl¡±—˘≈¬Û ’ø¸√± øÙ¬√•ßœ—„√√±˝◊√ ›˝◊√¬ı˛¬ı± ¿¬ı˛±˜·œ ª±¬ı˛œ
˚˛±›ø¬ı˛º ˜Õ˝√√À¬ı˛±˝◊√ø˙—¬ı≈ ˘˜øÊ√— ˘˜Ó¬±fl¡¬Ûœø¬ı˛¬ı± ›Ê√± &è·± ∆˘Ú¬ı±
˜¬ı˛œ ’≈√·œ Œ˝√√ìı˛fl¡Ù¬˜ ’˜¸≈— „√√ø¸ Ù¬±›¬ı± ‰¬O¬ı˛øflv¡¬ı± ˜¬ı˛œ ’ø¸¬ı≈
˜Õ˝√√À¬ı˛±˝◊√ø˙—Ú± Úœ—ø˙—Ú¬ı± ª±À¬ı˛— ˝√√±¬Û‰¬ø¬ı˛º ˜Õ˝√√À¬ı˛±˝◊√ ’˜± ›˝◊√Ú± ˙±iß-
Œ‡±»Ú¬ı± ˝√√±˚˛¬ıø¸ ‡—^¬ı± ˚˛±^¬ı± ˜‰¬˘ ’˜± ›˝◊√¬ı˛Àflv¡º ¬Ûœflv¡¬ı± ˜ø̬Û≈¬ı˛œ
˝√√±˚˛¬ı± fl¡±—˘≈¬Û ’ø¸Ú± ›ø˘ø•Û!¡œ Œé¬S√± ˆ¬±¬ı˛Ó¬fl¡œ ˜œU» ›˝◊√Ú±
˙èfl¡ ˚˛±è¬ı·œ ª±¬ı˛œ ˚˛±›ø¬ı˛º ’˜À¬ı˛±˜√± ˜ø̬Û≈¬ı˛œ ¸±ø˝√√Ó¬…·œ ˙èfl¡
’˜± ›˝◊√ø¬ı˛¬ı± Œ˜±˝◊√¬¬ı˛±— fl¡—Õ˘À¬ı˛±˘·œ ’À¬ı˛±˝◊√¬ı± ˙±À˚˛±µ± ˚˛±›¬ı± ‡•§±-
ŒÔ±˝◊√¬ıœ·œ ª±¬ı˛œ√± Ó≈¬À˙±~¬ıœ ‡•ß≈·œ Ú≈—ø˙¬ı˛¬ı± ª±¬ı˛œ¸≈ ˜Õ˝√√À¬ı˛±˚˛ø˙—·œ
ÔÀ•ú±˚˛√± ∆˘À˝√√ÃÚÚ¬ı± ˜Ó¬±— ‰¬±Ú± ˝√√±¬Û‰¬ø¬ı˛º ˜ø¸√± ÚM√√Ú± ∆˘¬ı±fl¡
øÚ—ÀÔÃÚ± ˜¬Û≈fl¡À‰¬øµ Œ˜±»˘·± ˜¬Û±ÚÀÔ±—√± ’Ù¬¬ı± ˙±¬ı±, ø˝√√—˙± ŒÓ¬Ã¬ı±
293
Ô±À√±Mê≈√Ú± ’ø˝√√—˙±Ú± ˜±À˘˜ ˙±øôL ¬Û≈¬ı˛#¡¬ı± Œ˝√√±»Ú¬ı±, ˘˜·œ Marks Distribution :
ø˜—ÀÔ±Úø‡¬ı·œ ª±¬ı˛œ, ∆˜ÕÓ¬·œ ∆˘¬ı˛•§± ˜±˚˛À‰¬Ãø˙—, ∆˜ÕÓ¬À˘±Ú
Group - A Group -B
‰¬±›‡»Ú¬ı± Œ˝√√±»Ú¬ı±, Ù≈¬e±ª±¬ı˛œ ’˜¸≈— fl¡ÀO±fl¡¬Û± ’˜·± Œ˘±˝◊√ÚÚ±
ª±À¬ı˛— -18 ª±À¬ı˛— -17
¸˜±Ê√ ¸—¶®±¬ı˛ ŒÓ¬Ã¬ı˛•§± ˜œ›˝◊√ø˙—·œ ª±¬ı˛œ¸≈ ˜Ó¬±— ‰¬±Ú± ˝√√±¬Û‰¬ø¬ı˛º
∆˙À¬ı˛— -10 ∆˙À¬ı˛— -15
¬ı…±fl¡¬ı˛Ì -18 ¬ı˛‰¬Ú± -10
[2] ∆˙À¬ı˛— –
Translation - 4 Composition -8
˜ø̬Û≈¬ı˛œ ¸±ø˝√√Ó¬…Ú± ‰¬˝√√œ 250 Œ¬ı˛±˜ Ó≈¬•°≈¬ı˛¬ı·œ Ó≈¬—√± ŒÚÃÚ± 50 50
˜œfl¡¬Û ŒÔ±¬ı˛fl¡¬Û± ˜Ó¬˜√± ˝◊√¬ı˛fl¡¬Û± ∆˙À¬ı˛—ø˙—·œ ˜Ú≈—√± ˜˜±-˜‰¬±, ˜ø‰¬Ú- Total = 100
Œ˜Ã, ›Ê√±-&è·œ ˜¬ı˛œ, ø˜—‰¬» ˝√√±˚˛¬ı± ’ø¸Ú± ’ÀÔ±˝◊√¬ı± ˘ißœ ˝√√±˚˛¬ı±
Ó¬±fl¡¬Û±, ÷ù´¬ı˛·œ ˜Ù¬˜√± ‰¬—Ê√¬ı±, „√√ø¸·œ ¸˜±Ê√√± ›˝◊√ø¬ı˛¬ı± ˜˙fl¡
vvv
’˜¸≈— Ò•ú«·œ øÙ¬√•ßø‰¬—¬ı± fl¡˚˛± ˚˛±›ø¬ı˛º

3. ¬ı…±fl¡¬ı˛Ì –
[fl¡] ª±Ó¬¬Û (affix), ¸˜±¸√ (compound), ˙Mê√±fl¡ (Gender),
ª±Õ˝√√ ¬ÛÀ¬ı˛— ‰≈¬˜ÀÔ±fl¡¬Û± (Correction of sentence), ª±Õ˝√√ ¬ÛÀ¬ı˛—
Œ˙•§± (formation of sentence), ª±q¬Û, ¬Û±Î¬◊À¬ı˛Ã ˙Àµ±fl¡¬Û±º
[‡] Composition :
ª±‡À~±Ú ˙Àµ±#¡± Ó¬±fl¡¬Û±√ (amplification)
ª± ˜‰¬— ˝◊√¬ı± (Precis writing)
[·] Translation :
˝◊√—¬ı˛±Ê√œ√·œ ˜ø̬Û≈¬ı˛œ√± ˝√√Àµ±fl¡¬Û±º
4. Essay : [¬ı˛‰¬Ú±·œ ˝√√œ¬ı˛˜ø˙—] –
’Àfl¡±˝◊√ ¬ı·œ ÷ø˙— Ú≈—ø˙»fl¡œ øÙ¬ˆ¬˜, ˝◊√øÓ¬˝√√±¸ ’˜¸≈— Ò•ú«·±
˜¬ı˛œ ∆˘Ú¬ı± ŒÔìı˛˜ø˙—, ˙±iß-Œ‡±»Ú¬ı±, ˜œÀÔ±˝◊√ ˜œÀ˝√√Ú·œ ¬Û≈øk ª±¬ı˛œ,
˘˜Àfl¡±˚˛ ª±¬ı˛œº
294 295
 unit Sub-Unit/Lessons Marks
Group-B, Mark 50

1. Prose : 18
MANIPURI(E)
Class -IX Time : 3 hours i) ˙˘±— ˜±˝◊√ ¬ı·œ√± ‡•ß≈ ’˜¸≈— ‡•§±
Full Marks : 100 Pass Marks : 30 ii) øÙ¬èfl¡ Ú≈—˙±— fl¡±˝◊√¬ı±
iii) ŒÙ¬±fl¡À˘±¬ı˛
unit Sub-Unit/Lessons Marks
Textbook : Sahitya Loikol 2. Poetry : 15
i) ’Ú±¬ı
Group : A, Marks : 50, Time : 2 hours
ii) ’±¬ı±˝√√Ú
1. Prose : 18 iii) ·e±Ê√˘

i) ’‰≈¬•§± „√√±—¬ı± Ê«√Ê√ ¬ı˱ø˙—È¬Ú 3. Essay : 8

ii) Œ˚˛Ú Ó≈¬Ú¬ı±
iii) ¬Û±ÀLö±˝◊√ ¬ıœ 4. Amplification 5

5. Translation 4
2. Poetry : 15
i) Œ¬Û±#¡Ù¬˜ ˘˜√˜ 100
ii) ¤fl¡˘¬ı…
iii) ∆˚ÕÓ¬ ‰¬Ú≈

3. Grammar : 17
i) Compound (¸˜±¸] 4
ii) Correction of sentence 4
iii) Letter writing 5
iv) Make sentence 4
50

296 297
 MANIPURI(E)
Class : X Time : 3 hours Sl
No Lessons Marks
Full Marks : 100 Pass Marks : 30
Group-B, Marks : 50
Sl
No Lessons Marks 1 Prose : 17
(a) ›ø˘ø•ÛMê√± ˜ø̬Û≈¬ı˛œø˙—
Group-A (b) ‡•ß≈
Marks : 50 Time : 2 hours
1 Prose : 18 2 Poetry : 15
(a) ª±¬ı˛¬ı± Ê√·»
(a) Ò˜« fl¡Ú¬ı± ¬ı˛±˜
(b) ›Á¡±·œ Ú≈ø˜»
} (b) ø˜—‰¬»
(c) ˙¬ıÚ˜·œ ˜ø¬ı˛fl¡ ’Úœ√—
2 Poetry : 10
(a) ’„√√±—Ú± ŒÓ¬—Ô±¬ı± 3. Essay : 10
(b) ¬ı±èÚœ·œ ’ø˝√√—
}
3. Grammar : 18 4 Compostion 8
(Substance, Precis writing, amplification)
¬ª±Ó¬¬Û (affix), ¬ª±¬Û≈Ú (compound)
˙œ—Ó¬±fl¡ (Number), ˙Mê√±fl¡ (Gender) 50
ª±Õ˝√√ ¬ÛÀ¬ı˛— ‰≈¬˜ÀÔ±fl¡¬Û± (Correction of Sentence), Total 100
¬ª±Õ˝√√ ¬ÛÀ¬ı˛— Œ˙•§± (Formation of Sentence), ¬
ª±q¬Û
4 Translation 4 Textbook : Sahitya Loikol
(From English to Manipuri)

50

298 299
Subject code - 26

300 301
302 303
 ¬Ê∆K∑˝§◊
∞Áë¿U∑§ Ÿ¬Ê‹Ë (NEPALI ELECTIVE)
SUBJECT CODE - 26
Œ‡ÊË¢ üÊáÊË
¬Ê∆K¬ÈSÃ∑§ - Ÿ¬Ê‹Ë ‚ÊÁ„Uàÿ ‚ÈœÊ, ÷ʪ - 2

304 305
306 307
 COURSE CONTENT COURSE CONTENT
Subject : HINDI(E) Subject : HINDI(E)
SUBJECT CODE - 24 SUBJECT CODE - 24
Classes - IX Classes - X
A] Hindi Elective : Group A & B Full Marks : 100 : Pass Marks : 30 A] Hindi Elective : Group A & B Full Marks : 100 : Pass Marks : 30 : Time
: Time : 3 Hours B] English 3 + Hindi4 [ Group B only] Full Marks : : 3 Hours B] English 3 + Hindi4 [ Group B only] Full Marks : 50; Pass
50; Pass Marks: 15; Time: 2 Hours Marks: 15; Time: 2 Hours
Sl.No. Lesson/ Unit Marks Lesson/ Unit Marks
Sl.No.
Group - A [50 Marks]
Group - A [50 Marks]
ªl π¢«U ªl π¢«U
1. Á„Uê◊à •ı⁄U Á¡ãŒªË 12 ŸË¢fl ∑§Ë ߸¢≈U
1. 10
•Ê¬ ÷‹Ê ÃÙ ¡ª ÷‹Ê ¿UÙ≈UÊ ¡ÊŒÍª⁄U
2. ÁøÁ∑§à‚Ê ∑§Ê øÄ∑§⁄U 08
2. ÷Ù‹Ê⁄UÊ◊ ∑§Ê ¡Ëfl 08
•¬⁄UÊÁ¡ÃÊ ‚«∏U∑§ ∑§Ë ’ÊÃ
¬l π¢«U ¬l π¢«U
10
3. ∑ΧcáÊ ◊Á„U◊Ê 08
3. ‚ÊπË
Ÿ⁄U „UÙ, Ÿ ÁŸ⁄UÊ‡Ê ∑§⁄UÙ ◊Ÿ ∑§Ù ¬Œ-òÊÿ
4. ◊È⁄U¤ÊÊÿÊ »Í§‹ 07
∑§‹◊ •ı⁄U ËflÊ⁄U
06
4.
≈ÍU≈UÊ ¬Á„UÿÊ ◊ÎÁàÃ∑§Ê
5. √ÿÊ∑§⁄UáÊ 15
√ÿÊ∑§⁄UáÊ
(Á‹¢ª, fløŸ, ∑§Ê⁄U∑§, ‚¢Áœ, ©U¬‚ª¸ •ı⁄U ¬˝àÿÿ, ◊È„UÊfl⁄U ∞fl¢ (Á‹¢ª, fløŸ, ∑§Ê⁄U∑§, ‚¢Áœ, ‚◊Ê‚, ¬ÿʸÿflÊøË ‡ÊéŒ, Áfl¬⁄UËÃÊÕ¸∑§
5.
‹Ù∑§ÙÁÄÃÿÊ°) ‡ÊéŒ, •Ÿ∑§ ‡ÊéŒÙ¢ ∑§ Á‹∞ ∞∑§ ‡ÊéŒ, ©U¬‚ª¸ •ı⁄U ¬˝àÿÿ, 16
◊È„UÊfl⁄U ∞fl¢ ‹Ù∑§ÙÁÄÃÿÊ°, flÊÄÿ ‡ÊÈÁh∑§⁄UáÊ, flÊÄÿ ¬Á⁄UfløŸ)
Group - B [50 Marks]
6. ¬⁄UˡÊÊ 16 Group - B [50 Marks] 14
◊ÁáÊ∑§Ê¢øŸ ‚¢ÿÙª ŸË‹∑¢§∆U
7. ŒÙ„UÊ Œ‡Ê∑§ 14 6. ÁøÁ_ÿÙ¢ ∑§Ë •ŸÍ∆UË ŒÈÁŸÿÊ 12
‚Ê’⁄U◊ÃË ∑§ ‚¢Ã ¡Ù ’Ëà ªß¸
8. ⁄UøŸÊ (Composition) 20
7. ∑§Êÿ⁄U ◊à ’Ÿ
[•ŸÈë¿UŒ ‹πŸ (5) ⁄UøŸÊ (Composition)
¬òÊ-‹πŸ (5) 8. [ÁŸ’¢œ ‹πŸ (8)
©U¬Á∆Uà ªlÊ¢‡Ê (5) ¬òÊ-‹πŸ (5) 24
•ŸÈflÊŒ (5)] ©U¬Á∆Uà ªlÊ¢‡Ê (6)
•ŸÈflÊŒ (5)]

Total Marks = 100

Total Marks = 100
Text Book :1. Alok Bhag-II, Hindi vyakaran aur Rachana Published by Asom
Text Book : Alok Bhag-1, Published by Asom Rashtrabhasha Prachar Rashtrabhasha Prachar Somity, Guwahati-32
Somity, Guwahati-32
308 309
 Advanced Mathematics (E) 2. Objectives -
SUBJECT CODE - 19
Classes : IX-X Teaching of Advanced Mathematics at the
Secondary School level enables the pupils :
- to develop interest in the study of Mathematics.
1. IMPORTANCE OF INTRODUCTION OF
ADVANCED MATHEMATICS - to provide the necessary background for the
After completing the H.S.L.C. and H.S.S.L.C. study of higher Mathematics.
(Previously known as Matriculation and Intermediate) - to help pupil to think and act logically, to develop
examination a sizable section of the students opt for various creativity.
scientific and technological branches. Besides, some
brilliant students have been appearing in different - to laydown greater emphasis on the basic
competitive examinations like IIT, AIEEE, OLYMPIADS concepts, imagination, reasoning without
etc. The syllabus meant for students of General Mathematics negleting the basic skills.
will not help to this section of students to an expepted level. - to encounage the students to pursue
So in preparing a syllabus we should emphasize on the mathematics in higher studies.
interest of this section of brilliant students. Considering this
point in mind, SEBA (previously G.U.) has been retaining
the Advanced Mathematics since many years back.
At present SEBA has adopted the NCERT syllabi in
class IX and X. In CBSE course advanced Mathematics is
not included as one of the subjects in classes IX and X.
But due to the arguments stated above SEBA wants to retain
Advanced Mathematics, in class IX and X for pre-training
to advanced course in Mathematics in spite of adoption of
Mathematics from NCERT. Therefore it becomes necessary
to frame the syllabi of these two classes observing the
syllabi of the General Mathematics of NCERT.

vvv

310 311
 (iii) (a+b+c) (bc+ca+ab) - abc
(iv) a3+b3+c3 - 3abc
(v) a2 (b+c)+b2(c+a)+c2(a+b)+2abc
(vi) bc(b+c)+ca(c+a)+ab (a+b)+2abc
3. Syllabus of Advanced Mathematics (E)
For Class IX (vii) a(b2+c2) + b(c2+a2) + c(a2+b2)+2abc

Total Marks - 100 (viii) a2(b+c) + b2(c+a) + c2(a+b)+3abc

Unit- I. System of Numeration :
History of Numeration and numerals, Different
systems of Numerals: Roman and Indo-Arabian.
Different Scales of Numeration with bases 2,8, 10
and 16. Change of base. Arithmetic of Binary
numbers.
Unit- II.Basic Set Theory :
(A) Fundamentals of Statement Algebra
(B) Operations of Sets, Algebra of Sets, Proofs of Laws
of Algebra of Sets.
Unit -III. Logarithm and properties
(ix) bc(b+c) +ca (c+a) +ab (a+b)+3abc
(x) a(b2+c2) + b(c2+a2) +c (a2+b2)+3abc
(xi) a2(b-c) + b2(c-a) + c2(a-b)
(xii) bc (b-c) + ca(c-a) + ab(a-b)
(xiii) a3 (b-c) + b3 + (c-a) + c3 (a-b)
(xiv) a3(b2-c2) + b3 (c2-a2) + c3 (a2-b2)
Unit V : Concept of inequalities, Tricotomy property (Order
relation in R) Elementary properties of inequalities,
Simple applications) Inequations and solutions of
inequations in two variables, Graphs of inequations
(simple cases).
Unit VI : Sequence and series :
(A) Idea of a sequence of numbers -

Unit -IV. Special product and Factorization of :

(B) Arithmetic Progression (AP)-
AP as a special kind of a sequence, General term
of an AP, to find an AP having given any two terms
(i) a3+b3+c3 +3 (b+c) (c+a) (a+b) of it. If each term of an AP is increased or decresed
or multiplied or divided by the same number then
(ii) x3+ (a+b+c) x2+ (ab+bc+ab) + abc the resulting sequence is also an
312 313
 AP, Arithmetic mean, insertion of any number of AM
between two given positive numbers, Arithmetic series
and its sum to n terms and related problems.
(C) Geometric Progression (GP)-
GP as a special kind of sequence and its general terms;
to find a GP having given any two terms of it. If each
term of GP is multiplied or divided by the same number
the resulting sequence is also a GP. Geometric mean,
insert any number of GM between any two given
positive numbers. To prove the two relation AM>GM
in case of any two positive real numbers. Geometric
series and its sum to n terms and related problems.
(D) Sum of the three series
i) 1 +2+3+ ...................................... + n
ii)12+22+32+ .................................... + n2
iii)13+23+33+ ................................... + n3
median correcponding to these sides.
(2) (i) Construct a triangle with given permeter and the
two suitable base angles.
(ii) Construct a triangle with given (unequal) medians.
(iv) Draw a square equal in area to a given rectangle.
(v) Draw a rectangle having given one side and a
diagonal.
(vi) Draw a regular polygon in a given circle.
3) Construction of figures (Triangles, quadrilaterals)
similar to the given figure as per the given scale
factor.
4) Construction of circumcircle and incircle.
vvv

Unit VII : Plane Geometry

Proofs of the following theorems and exercises on the
theorems.
1. The Perpendicular bisectors of the sides of a triangle
are concurrent.
2. The internal bisectors of the angles of a triangle are
concurrent
3. The perpendiculars drawn from the vertices of a triangle
to the opposite sides are concurrent.
4. The medians of a triangle are concurrent.

Unit VIII : Some special Geometrical Constructions :

(1) Construction of a triangle given its two sides and a

314 315
 8. (a) To verify that the perpendicular bisector of the sides of any
triangle are concurrent
LIST OF PRACTICALS
(b) To verify that the angle bisectors of a triangle are concurrent.
ADVANCED MATHEMATICS (E)
Class : IX (c) To verify that the altitudes of a triangle are concurrent.
1. Project : Different systems of numerations. (d) To verify that the medians of a triangle are concurrent.
2. If P and Q are any two statements then form any five tautology 9. Find the positions of Circumcentre, Incentre, Orthocentre and
(or formula). centroid of a given triangle.
3. Using Venn diagram, verify the following properties - 10. Construct a triangle when the medians are given and hence verify
that the centroid divides a median in the ratio 2:1.
i) Associative laws. ii) Distributive laws.
iii) De-Morgan’s laws. iv) Difference laws. N.B. : Students have to do atleast 8 practicals.

4. Using log tables find the value.

vvv
i) 7 (2.56)4×(32.4)15 ii) 10th root of 0.0004296
(11.529)4×(6.9642)3
Teachers are requested not to provide the same problem (question) to
all the students. They are requested to create similar questions, at
least 15-20 so that each student gets different question.
5. Pascal triangle and its application to find the coefficients in the
expansion of (a+b)n, n=4, 5, 6, 7, 8, 9, 10

6. Solve graphically the following system of linear inequations.

2x-3y+6>0 ; 3x+5y < 15 ; y>1 ; x>0
Note : Teachers are requested not provide the same pair of liner
inequations to the all students.
7. Verification of the following formulae
n(n+1)
i) Sum of first n terms of an AP ii) 1+2+3+ ...... + n = 2
iii) 1+3+5+ .......+(2n-1)=n2 iv) 2+4+6+8 ....+2n= n(n+1)

316 317
 ADVANCED MATHEMATICS (E)
Subject Code : 19
Class-IX Time : 3 hours 4. Syllabus of Advanced Mathematics (E)
Full Marks : 100 Pass Marks : 30
For Class- X
Sl
No Lessons Marks Total Marks-100
1 System of Numenation 10 Unit-1. Set

2 Basic Set Theory 12 Algebra of sets :

Proofs of laws of Algebra of sets. Derivation of n(A∪
3 Logarithm and properties 12 B)=n (A) + n (B) - n (A ∩ B). Relation as subset of Cartesian
product, function. Concepts of reflexive, symmetric and
4 Special products and Factorisation 12
transitive equivalence relation.
5 Inequalities 12 Unit 2 : Complex Number :
6 Sequence and Series 14 1. Introduction to imaginary numbers.
7 Plane Geometry 10 2. Complex number, as an ordered pair of real numbers.
3. Operations of complex numbers.
8 Some Special Geometrical Constructions 08
4. Properties of complex numbers.
Total 90
5. Diagrammatic representation of a complex number in a
9 Internal Assessment 10 plane.
6. Conjugate complex number, properties of conjugate
Grand Total 100 complex numbers.
Textbook: New Advanced Mathematics 7. Modulus of complex number and properties.
Textbook: Uccha Ganit
The Assam State Textbook Production 8. Argument of a complex number and property.
The Assam State Textbook Production
and Publication Corporation Limited,
and Publication Corporation Limited, 9. Representation of complex number in (r, θ) form
Guwahati-1
Guwahati-1
10. In a quadratic equation complex roots occur in conjugate
pair (without proof).
11. Square root of complex number.

318 319
Unit -3 : Arithmetic of integers :
Method of induction (Statement only) and simple application.
Divisibility of integers : Divisions algorithm, Greatest
Common Divisor (GCD), simple peoperties of GCD.
If d is the GCD of two integers a and b then there exist
integers x and y such that d = ax+by.
Least common multiple (LCM) of integers. Theorem a
GCD & LCM, Calculation of GCD of two integers by
euclid’s Algorithm. Prime numbers, composite numbers
perfect number, reletive prime nos. congruence of integers
modulo properties of modular congruence.
Unit - 4 : Quadratic equation :
Formation of quadratic -equation from roots, equations
reducible to Quadratic equation. Application in problem
involving quadratic equation. Simultaneous equations in
two variables - one linear and one quadratic.
Unit - 5 : Application of Common Logarithm :
Characteristic and Mantissa. Use of Log table in numerical
calculations.
Unit -6 : Permutation & Combination :
Combination and permutation of distinct objects only.
Symbols nCr and n Pr with proofs. Restricted permutations
and combinations, applications in simple problems.
Unit -7 : Plane Trigonometry :
Trigonometric ratios for
angles θ, 900 ± θ, 1800 ± θ, 2700 ± θ, 3600 ± θ.
Trigonometric ratios of compound angles : Formula for :
sin (A ± B), cos (A ± B), tan (A ± B), (Idea of multiple
320
angles and with simple application excluding identities)
Unit -8 : Plane Geometry :
Proofs of the following theorems and exercises on them :
(i) One and only one circle can pass through any three points
not in the same straight line.
(ii) The angles made by a tangent to a circle with a chord
drawn from point of contact are respectively equal to the
angles in the alternate segments of the circle.
(iii) If two chords of a circle cut at a point within or outside it,
the rectangles contained by their segments are equal.
(iv) If a straight line drawn from an external point Pintersects
a circle at A and B and a straight line drawn from P touches
the circle at T then PA. PB = PT2.
(v) The internal bisector of an angle of a triangle divides the
opposite side internally in the ratio of the sides containing
the angle. (The corresponding theorem about an external
bisector should be given as an exercise)
Unit -9 : Co-ordinate Geometry : Straight line :
Every first degree equation in x and y represents a straight
line. Equation of straight line in gradient form, intercept
form and normal form, passing through two points. Angle
between two straight lines and condition of
perpensicularity and parallelism.
vvv
321
 LIST OF PRACTICALS ADVANCED MATHEMATICS (E)
ADVANCED MATHEMATICS (E) Subject Code : 19
Class X Class-X Time : 3 hours
Full Marks : 100 Pass Marks : 30
1. Graph of Relations
Sl
2. Plotting complex numbers on Argand plane and to verify- No Lessons Marks
i) Whether the points are concyclic or not. 1 Sets 10
ii) Whether the points are collinear or not.
2 Complex Numbers 12
3. Geometrical representation of
3 Arithmatic of Integers 12
i) Addition of complex numbers.
ii) Subraction of complex numbers. 4 Quadratic Equation 10
4. To find the prime numbers between 1 and 1000. 5 Common Logarithm 5
5. To draw the graph of quadratic polynomial p(n) and find
the roots of the equation p(n)=0 (same polynomial should not 6 Permutation and Combination 9
be given to all the students) 7 Trigonometry 10
6. Find the values using log table.
315 8 Plane Geometry 12
i) 11 (4.21)8×(7.294)9 ii) ( )235
5 6
(16.529)10×(234.1)7 2 ×7
9 Co-ordinate Geometry 10
Teachers are requested not to provide the same problem (question) to
all the students. They are requested to create similar question at least Total 90
15-20 so that each student gets different question.
7. Verification of fundamental principle of counting. 10 Internal Assessment 10
8. Draw the graph of y = sin x and y = cos x. Grand Total 100
9. To draw a straight line when its slope and a point on it are given.
10. Verify the following theorems Textbook: New Advanced Mathematics
The Assam State Textbook Production
i) Tangents drawn to a circle from an external point are
and Publication Corporation Limited,
equal in length.
Guwahati-1
ii) Alternate segment theorem.
iii) Theorems on area of rectangle related to circles.
N.B. : Students have to do atleast 8 (eight) practicals.
322 323
 History (E) : Class IX, Subject Code - 30
World Revolution and Popular Movement, Part -I
CHAP-
TER/UNIT CONTENTS COMPETENCY SUB-COMPETENCY
1. American war of Independence l To be familiar with the causes, l Pupils will know the background
courses and results of the Ameri- of the establishment of the thir-
can war of independence. teen European colonies in North
America.
l They will be acquainted with dif-
ferent phases and courses of the
war including its results.

324
2. The French Revolution l To know the background, Phases, l Students will be able to under-
effects and legacies of the French stand the social and economic
Revolution. causes of the French Revolution.
l They will be familiar with the role
of the French philosophers and
intellectuals in the French Revo-
lution.
l Students will understand the
courses, phases, results and
legacies of the French Revolution.

CHAP-
TER/UNIT CONTENTS COMPETENCY SUB-COMPETENCY
3. Industrial Revolution l Pupils will be acquainted with the l Students will understand the con-
concept of Industrial Revolution -- cept of Industrial Revolution and
its background, expansion and re- its development in Europe.
sults. l They will understand about vari-
ous aspects touched by the Revo-
lution including its effects.
4.
Russian Revolution l Students will be able to understand l Pupils will know the social and
the background, phases and effects econimic background of the Rus-
of the Russian Revolution. sian Revolution including its
courses, results and legacies.
325

l They will be able to get an idea

about the Revolution of 1905, the
Menshevik Revolution of 1917
(March) and the Bolshevik Revo-
lution of 1917 (November) and the
establishment of communism in
Russia.
5. Part II :
The Revolt of 1857 in India l Pupils will be acquainted with the l Students will be acquainted with
background, courses and Results of the socio-economic and political
the Revolt of 1857 in India. causes, religious sentiments,
 CHAP-
TER/UNIT CONTENTS COMPETENCY SUB-COMPETENCY
British policy of exploitation and
policy of annexation.
l They will be able to know the
courses of the revolt, its expan-
sion to Assam and the role of
Maniram Dewan and Piyali Barua.

6 Socio-political uprising of the l Students will be able to know about l Pupils will be given an introduc-
North East India. the Moamariya sect of Assam in tion of the Moamariya, Khasi and
addition to the khasi and Manipuri Manipuri sects.
l They will know the religious, eco-

326
sects of Maghalaya and Manipur.
l They will know the socio-economic nomic and political causes of the
and political background of the uprisings.
uprisings including their nature, l They will have an idea about the
courses and results. British occupation of Assam,
Maghalaya and Manipur.

6.
5.
4.
3.
2.
1.
Unit
Class- IX

Textbook :
India.
Part - II
Part - I,
Full Marks : 100

French Revolution

The Revolt of 1857

Russian Revolution
Industrial Revolution

327
Sub-Unit/Lessons
HISTORY (E)

ASTPPC Ltd. Guwahati-1

American war of Independance

Total
World Revolution and Popular Movement.

Socio-political uprising of the North East

Time : 3 hours
Pass Marks : 30

15
17
17
18
18
15

100
Marks

Itihash for Class IX Published by the

 HISTORY (E)
Class-X Time : 3 hours
Full Marks : 100 Pass Marks : 30

Unit Lessons Marks

1 Growth of Imperialism and Nationalism 14

2 The First World War 14

3 World between 1919-1939 14

4 The Second World War 14

5 The United Nations Organisation 10

6 Emergence of Asia and Africa in the post II

World War period 14

7 Non-Alignment Movement 10

8 Foreign Policy of India 10

Total 100

Textbook: Adhunik Biswa Itihash (Class X) ASTPPC Ltd.

328 329
330 331
 GEOGRAPHY (E)
Class- IX Time : 3 hours
Distribution of Marks
Full Marks : 100 Pass Marks : 30
as per course contents
(Theory : 90, Internal Assessment : 10
Class - IX
Pass marks in written examination : 27)

Chapter Course Content Marks

Ch. 1 Physical Geopraphy :

Weather and climate 22
Ch. 2 Human Geography 10
Ch. 3 Population Growth
and Distribution 12
Ch. 4 Human Settlement 12
Ch. 5 Economic Geography 7
Ch. 6 Economic Activities or occupation 5
Ch. 7 Agriculture 12
Ch. 8 Industry 10
* Internal Assessment 10
Grand Total 100
Text Book : Adhunik Bhugul (Class IX)
Published by ASTPPC Ltd.

Activities suggested in the boxes at the end of each exer-

cise many be treated as practical Geography.

332 333
 GEOGRAPHY (E)
Class-X Time : 3 hours
Full Marks : 100 Pass Marks : 30
(Theory : 90, Internal Assessment : 10 CURRICULAM & SYLLABI
Pass marks in written examination : 27)
FOR
Unit Lessons Marks CLASS - IX - X
1 Physical Geography– SUBJECT : SANSKRIT (E)
Geomorphic Processes 8
SUBJECT CODE - 27
2 Environmental Geography 12

3 Regional Geography : Concept of A. Objectives: Study of this classical language in the

Region and Regional Geography secondary level helps the pupil in the following
Regional Geography of the World 24
directions :
4 Regional Geography of the U.S.A. 14
(i) To develop the basic knowledge of the language.
5 Regional Geography of Japan 12
(ii) To grow the genuine desire and curiousity to learn
6 Regional Geography of India 20 this language and develop the creative aptitude of
writing and speaking.
(iii) To enable the pupil to appreciate the position of
Total 90
Sanskrit as the language of India’s heritage.
7 Internal Assessment 10
(iv) To equip the pupil with requisite knowledge to
Grand Total 100 enable him to appreciate values of the language and
literature.
Textbook: Adhunik Bhugol (Class X) ASTPPC Ltd. (v) To grow the desire to learn moral sense, ethical
behaviour etc.

334 335
B. Course Content : for Class - IX SANSKRIT (E)
(a) Text Lessons : Class IX , Time : 3 hours, Marks : 100
Sl Sub- Units/lessons Marks
A text book comprising of Alphabets and its No.
different shapes, applications of Adjective words, Textbook : Sanskrit Patha Samgraha
Noun, Verb, use of numerals and ordinals, prose & 1 Varnaparicaya 6
poetry covering about hundred pages is to be 2 Padaparicaya 6
prescribed. Selections are to be from Pancatantra, 3 Bisesana-kriya-Sarvanamapada-Prayoga 8
Hitopadesa, Nitisataka etc. A few lessons on modern 4 Samkhyavacaka-Puranavacakapada-Prayoga 8
topics should also be included. The lessons should 5 Nitisloka-Subhasitani ca 10
6 Simha Saska Katha 8
be prepared in simple language and more emphasis 7 Sanskritbhasaya Adhunikaprayoga 6
should be given on moral and educative values. 8 Bihu Utsava 8
9 Pracyavidyarnava Krisnakanta Handiqui 8
(b) Grammar :
10 Janmabhumi 7
Grammar :
One book of similar standard as of those prescribed
1. Sanskrit Vyakaran Prabha
for the H.S.L.C. Examination dealing exhaustively by Harichandra Bhattacharya
with all the grammatical topics with their 2. Sanskrit Pravesh Vyakaran
applications including lessons on translation should by Khagendra Nath Shastri
be prescribed. Break-up of the topics of grammar 11 Declension : Sabdas like - Ÿ⁄U, ¬ÁÃ, ◊ÈÁŸ, ‹ÃÊ, ŸŒË, 3
may be as follows : »§‹, •S◊Œ, ÿÈc◊Œ˜
12 Conjugation : Dhatus like - ÷Í, ª◊˜, ¬∆U˜, ⁄UˇÊ˜, „U‚˜, 3
(i) Declension : Sfl⁄U Ê ãà and ‚fl¸ Ÿ Ê◊ words. (Some •Œ˜, •‚˜, „UŸ˜ and ÿÊ in ‹≈UU˜, ‹Ù≈U˜, ‹æU˜, ÁflÁœÁ‹æU˜ and
important words only) ‹Î≈U˜ ‹∑§Ê⁄U s
13 ‚Á㜠- Sfl⁄U‚Á㜠and √ÿÜ¡Ÿ‚Á㜠4
(ii) Conjugation : Some important roots of êflÊÁŒ and
14 Textual Grammar 10
•ŒÊÁŒªáÊ s in ‹≈˜ , ‹Ù≈U˜ , ‹æUU˜ , ÁflÁœÁ‹æUU˜ and ‹Î≈U˜ ‹∑§Ê⁄UU˜s.
15 Translation from English/Assamese into Sanskrit. 5
(iii) ‚Áãœ
Total 100
(iv) Translation from English/Assamese into Sanskrit.
vvv

336 337
C. Course Content : for Class - X
SANSKRIT (E)
(a) Text Lessons (Prose & poetry) : Class-X Time : 3 hours
A text book comprising of prose and poetry covering Full Marks : 100 Pass Marks : 30
about hundred pages is to be prescribed. Selections Sl. Sub-Unit / Lessons Marks
are to be from Pancatantra, Hitopadesa, No.
Manusamhita, Nitisataka, Mahabharata, Ramayana, 1 çàæcÅUæ¿æÚSÌUß·¤Ñ 8
Bhojapravandha and reputed classical writers. A few
lessons on modern topics should also be included. 2 ¿‹¼ýÖÂê ÌðÑ ·¤Íæ 8
The lessons should be prepared in simple language 3 »Îü·é¤€·é¤ÚU·¤Íæ 5
and more emphasis should be given on moral and
educative value. 4 »èÌæ×ëÌçÕ‹ÎßÑ 6

(b) Grammar and composition : 5 ÖôÁÚUæÁSØ àæËØç¿ç·¤ˆâæ 6

One book of similar standard as of those prescribed 6 ÖýæÌëSÙðãSU Ìé ÎéÜÖ

ü Ñ 6
for the H.S.L.C. Examination dealing exhaustively
7 Øÿæ-ØéçÏçcÆUUÚ-â¢ßæÎÑ 5
with all the grammatical topics with their
applications including lessons on translation should 8 ÂýâÚUÌé âéÚÖ
U æÚUÌè 6
be prescribed. Break-up of the topics of grammar
may be as follows : 9 ×ãUæ·¤çß ·¤æçÜÎæâÑ 8

(i) Declension : Sfl⁄UÊãÃ, √ÿÜ¡ŸÊãà and ‚fl¸ŸÊ◊ words which 10 ×ãUæÂéL¤áÑ Ÿæè׋ÌUà梷¤ÚUÎßð Ñ 7
are not prescribed in class IX Grammar:
1. Sanskrit Vyakarana Prava By Harichandra
(ii) Conjugation : Some important roots of all the ªáÊs
Bhattacharya.
in ‹≈˜ , ‹Ù≈U˜ , ‹æUU˜ , ÁflÁœÁ‹æUU˜ and ‹Î≈U˜ ‹∑§Ê⁄Us. 2. Sanskrit Prabesh Vyakarana By Khagendra
(iii) ‚◊Ê‚, flÊëÿ, ∑§Ê⁄U∑§, Áfl÷ÁÄÃ, ÁáÊ¡ãÃ, ‚Ÿãà Translation from Nath Shastri.
English/Assamese into Sanskrit.
(iv) Comprehension.
vvv

338 339
Sl. Sub-Unit / Lessons Marks COMPUTER SCIENCE (E)
No. (FOUNDATION OF INFORMATION
11. Textual Grammar 8 TECHNOLOGY)
12. Declension: àæŽÎ s are ÙÎè, ÜÌæ, ÙÚU, âç¹, SUBJECT CODE - 34
âæÏé, ÖæÌë,ÚUæÁÙ÷, ÂéSÌU·¤, â×ýæÁ÷, ÌÎ÷ (Âé)¢ Ð 3 CLASS- IX
13. Conjugation: ÏæÌé s are çßÎ÷, »ýã,U÷ ÂÆ÷,U §, ×ë,
¥Î÷, ·ë¤, àæ·¤÷, in ÜÅ÷,U ÜôÅU,÷ ܾ÷,U çßçÏçܾ÷U and
ÜëÅ,U÷ Ü·¤æÚU s. 3
GENERAL INSTRUCTIONS :
14. â×æâ, ßæ‘Ø 6
vz. ·¤æÚU·¤, çßÖç€Ì, çÙÁ‹Ì, âÙ‹Ì 5 1.The units specified for each term shall be assessed through

v{. Translation from English /Assamese into Formative Assessment (FA) and Summative
Sanskrit or Comprehension. 10 Assessments (SA).
(Formative Assessments is based on hands on skills, oral,
Total 100
projects, practical and assignments. Summative
Assessments will be in the form of a test at the end of the
Textbook :
Sanskrit Path Sangrah term.)
ASTPPC, Guwahati-1 2.There will be 2 Formative Assessments (FA1 & FA2) in the
Grammar : first term (TERM I) & 2 Formative Assessments (FA3 & FA4)
1. Sanskrit Vyakarana Prava
By- Harichandra Bhattacharya in the second term (TERM II) will carry 10% WEIGHTAGE.
2. Sanskrit Prabesh Vyakarana 3.Each of the Summative Assessments (SA1) in the first term
By- Khagendra Nath Shastri
(TERM I) & Summative Assessments (SA2) in the second
term (TERM II) will carry 30% WEIGHTAGE.

340 341
 WEIGHTAGE DISTRIBUTION OF FORMATIVE & SUMMATIVE ASSESSMENT

TERM TYPE OF PERCENTAGE OF WEIGHTAGE TERM-WISE TOAL

ASSESSMENT IN ACADEMIC SESSION WEIGHTAGE

FA1 5% FA1 + FA 2+
TERM I (50%) FA1 + FA 2=10%

342
FA2 5%
FA3 + FA 4=20%
SA1 40% SAI = 40%
FA3 5% SA1 + SA2= 80%
FA3 + FA 4=10%
TERM II (50%) FA4 5%
20%+ 80%=100%
SA2 40% SA2 = 40%

WEIGHTAGE DISTRIBUTION OF FORMATIVE & SUMMATIVE ASSESSMENT (TERM I)

TERM TYPE OF PERCENTAGE OF WEIGHTAGE TERM-WISE TOAL

ASSESSMENT IN ACADEMIC SESSION WEIGHTAGE

FA1 10% FA1 + FA 2=20%

TERM I (50%) FA1 + FA 2=20% SA1=80%
FA2 10%
SA1 80% SA1 =80% 20%+ 80%=100%
343

WEIGHTAGE DISTRIBUTION OF FORMATIVE & SUMMATIVE ASSESSMENT (TERM II)

TERM TYPE OF PERCENTAGE OF WEIGHTAGE TERM-WISE TOAL

ASSESSMENT IN ACADEMIC SESSION WEIGHTAGE

FA3 10% FA3 + FA 4=20%

TERM II (50%) FA 3 + FA 4=20% SA2=80%
FA4 10%
SA2 80% SA 2 =80% 20%+ 80%=100%
 TERM I (THEORY) Introduction to Windows: Basic Components of GUI
UNIT CHAPTERS Windows:Desktop,Frame,Title bar,Menu bar,Address
UNIT I CHAPTER 1 : Evolution and History of Computer bar,Status bar,Scroll bars(Horizontal & Vertical),Window
CHAPTER 2 : The Computer System Explorer,Basic left/right operations of mouse,Concept of
CHAPTER 3 :A Operating System files,folders & directories,Viewing Files & Folders,creating/
CHAPTER 4 : Editing and Formatting in a Word Processor renaming / moving / copying / deleting files & folders, Creating
CHAPTER 5 : More Features of a Word Processor Shortcut, Moving icons on the screen, Task Bar,Different types
CHAPTER 6 : Introducton of Spreadsheets of menu & menu selection, setting system Date &
CHAPTER 7 : Introduction to Presentation Software Time,Window Accessories :Notepad, Wordpad, Print,
CHAPTER 8 : Adding Effects to a Presentation Calculator, Opening & Closing Windows, Minimise,Restore
UNIT II
CHAPTER 9 : IT Application-1 and Maximise forms of Windows.
CHAPTER 10 : Introduction to Databases - MS Access 2010

CHAPTER 11 : MS Access 2010- Design View, Form, Query, Report

UNIT II :

Evaluation and History of Computers: Mechanical

Calculating Devices, Electromechanical Calculating Office Tools

Devices,Electronic Computers. Word Processing:

Computer System: Characteristics of a Computer System, Editing & Formatting in a Word Proccessor : Introducton in

Componnents of Computer System-I / O Devices, Central Word Processor, Components of MS Word, Creating & saving

Processing Unit (CPU), Memory & various Storage Devices, a document, Opening & Closng a document, Editing &

Software & its type. Formatting a document : Text/ paragraph/ Page Formating,

Operating System : Basic of operating System-Need of Changing orientation of a page, Inserting Page/ Section

Operating system,Functions of Operating system,Types of Break, Printing a document.

Operating system-Interactive(GUI based),Real Time & More Features of a Word Processor : Spelling & Grammer

Distributed; Commonly used operating system: UNIX, Check, Thesaurus, Change Case : upper/ lower/ toggle case,

LINUX,Windows, Solaris, BOSS. Find & Replace Bullets & Numbering, Symbols, Format

344 345
Painter/ Paint brush, Inserting Tables : inserting, deleting rows Show, Creating Hyperlinks, Printing a Presentation.
& columns, merging & splitting cells, Borders & Shadding,
Inserting Shapes, Inserting Clipart & Pictures, Adding Database Management Tool:
Headers & Footers, Footnotes & Endnotes, Mail Merge. Introduction to Databases - MS Access : Basic Concepts
and need for a database, Introduction to Database
Speadsheet Tool : Management System, Introduction to MS Access, Creating
Introduction to Spreadsheets : Introduction to Spreadsheet, & saving a database in MS Access, Data Types: Text,
Concept of Worksheet & Workbook, Advantage of Numbers, Date/ Time, Setting the Primary Key, Data
Spreadsheets, Creating & saving a Workbook, Working with Validation, Entering data into a database, Inserting & deleting
spreadsheet : entering Data into worksheet: numbers, text, Fields/ Records, Field Size, Default Value,
date/ time, selecting & Editing cells, Formating a worksheet: MS Access - Design View, Form, Query & Report : Creating
Inserting or deleting cells/ Row/ Columns, Editing & Formating table/ Query using design view only single tab, Modifying
Worksheet Data including changing font face, size & colour, Table Design, Creating Forms & Reports, Entering data into
alignment of text. database through Form & Display data through Report,
Printing Report.
Presentation Tool
Introcution to Presentation Software : Introduction to
Power Point, Creating & saving a PowerPoint Presentation,
Understanding the concept of Slide Shows, Basic elements
of a slide, Different types of Slide Layouts, Views: Normal
view, Slide Sorter view & Slide show, Editing & Formatting a
slide : Adding Titles, Subtitle, Text Backgrounds.
Adding Effects to a Presentation : Inserting Pictures &
Clip Arts, Inserting Shapes & Smart Art, Creating Watermark,
Grouping Shapes, Pictures & Objects, Inserting Screenshots,
Inserting sound & movie, Slide Transitions & Animations, Slide

346 347
 TERM I (PRACTICAL) l Page & paragraph setup
l Adding Headers & Footers
l Adding Footnotes & Endnotes
A) Hands of Experience :
l Mail Merge

1. Working with Operating system : l Printing a Document

To Test some of the following basic system operations

on file/ folder(s): 3. Speadsheet :

l Create A excel sheet is required to be created for testing the

l Rename following areas :-

l Copy/ Cut/ Paste l Opening, Saving & Closing a excel sheet

l Editing & Formatting Data : cells, rows & colums
l Delete
l Commands related to Text Editor/ Drawing l Page setup

Tools l Printing a worksheet

2. Word Processor - 4 PowerPoint :-

A document is required to be created for testing the A PowerPoint presentation is required to be created

follwing areas :- for testing the following areas :-

l Opening, Saving & Closing a document l Creating a New Presentation

l Editing & Formating a Documents l Adding Slides to a Presentation

l Editing & Formatting the Slides
l Spelling & Grammer Check
l Find & Replece l Opening, Saving & Closing Presentation

l Bullets & Numbering l Creating Watermark

l Inserting symbols, Shapes, Clip Arts, picture l Insterting/ Grouping symbols, Shapes, pictures

& Objects & Objects

l Creating, Modifying & Formatting a Table l Inserting Sound & Movie

l Editing & Formatting text & paragraph l Applying Slide Transitions & Aniation

348 349
 l Slide Show 3. Use PowerPoint Tool on following 4 topics
l Printing the Presentation l My School
5. Database - MS Access l My Classroom
A database is required to be created for testing the l My School Annual Day
following areas :- l Computer
l Creating, Saving, Opening & Closing a 4. Use Database Tool on following 4 topics
Database l Personal Data Record File
l Setting Data Type & Primary Key l School / Class Result Record
l Creating/ Modifying Table Design l Employee payroll
l Creating Form, Query & Report l Stock Inventory
l Printing a Report C) Viva Voice : The questions can be asked from any
B) IT Application Report File: Students are supposed portion of the syllabus covered during Term I of Class IX.
to make an IT Application Report File containing real life
TERM II (THEORY)
assignments
UNIT CHAPTERS
1. Use Word Processing Tool on Following 4 Topics
UNIT III CHAPTER 12 : Basic Concepts of a Web Browser
l Report
CHAPTER 13 : Introduction to HTML5
l Poster
CHAPTER 14 :A Introduction to C
l Invitation Card
CHAPTER 15 : Variables and Constants in C
l Letter / Application
CHAPTER 16 : Operators in C
l Resume UNIT IV
CHAPTER 17 : Control Structures in C
2. Use Spreadsheet Tool on following 4 topics
CHAPTER 20 : IT Application-II
l Report
l Students Mark sheet
l Employee Payroll
l Stock Inventory

350 351
NOTE : CHAPTERS (18, 19) ARE NOT NEEDED switch Statement, Loops : while loop, do... while loop & for loop,
jump: break Statement continue Statement, goto Statement,
UNIT III : exit function.
Basic Concepts of a Web Browser : web browsers (Internet IT Application : Students are suggested to have Theoretical
Explorer, Google Chrome, Mozilla Firefox, apple Safari, Opera) knowledge on the above areas & also knowledge of HTML
Hyper Text Markup Language : Introduction to HTML, editors & various C IDEs.
Importance of HTML, Limitation of HTML, accessing a web
page using a web browser (Internet Explorer, Google Chrome,
Mozilla Firefox, Apple Safari, Opera); HTML Editors, Creating,
Saving & viewing an HTML document, HTML Coding, HTML
elements: Container & Empty elements, HTML tags, HTML
Attributes, Structure of an HTML document.
Introduction to C: The C Programming Language, Working
with a C IDE, Structure of a C Program.
UNIT IV :
Variables & Constants in C : C Character set, C Tokens,
Keywords & iddentifiers, Constants-integer Constants, Real
Constants, Character Constants & String Constants, Variables
& Data types, Declaration of Variables, Reading & Writing a
Character, Formating input & Output.
Operators in C : Operators : Arthmetics, Relational, Logical,
Assignment, Increment/Decrement, Conditional & Special
Operators.
Control Structure in C : Sequence, Selection : If Statement,
if else Statement, Nested If-else Statement & if-else-if Ladder,

352 353
 TERM II (PRACTICAL) SUBJECT-COMPUTER SCIENCE (ELECTIVE)
CLASS - IX
DISTRIBUTION OF MARKS PER CHAPTER
A) Hands of Experience :
UNIT TEST I
CHAPTER MARKS
CH 1 : Evolution and History of Computer 3 Marks
1. Web page designing : students are suggested CH 2 : The Computer System 4 Marks
to work on HTML editors & to design web page from real life CH 3 : Operating System 4 Marks
application using all the topics that they have learned in Chapter CH 4 : Editing and Formatting in a Word Processor 4 Marks
No. 13. CH 5 : More Features of a Word Processor 5 Marks
CH 6 : Introductin to Spreadsheets 5 Marks
2. Program in C : Students are supposed to work Total 25 Marks
on varous C IDEs & to develop various programs using C
Language that they have learned from Chapter 14 to 17.
UNIT TEST II

B) IT Application Report File : CHAPTER MARKS

CH 7 : Introduction to Presentation Software 5 Marks

Student are supposed to make an IT Application CH 8 : Adding Effects to a Presentaton 5 Marks

Report File containing real life assignments in HTML & C CH 10 : Introduction to Database -MS Access 2010 5 Marks

Language using HTML editor and C IDE. CH 11 : MS Access 2010 - Design View, Form, Query, Report 10 Marks

C) Viva Voice : All the questions here can be asked from Total 25 Marks

any portion of the syllabus covered during Term II of Class IX.

354 355
HALF YEARLY EXAM (THEORY) UNIT TEST III
CHAPTER MARKS CHAPTER MARKS
CH 1 : Evolution and History of Computer 5 Marks CH 12 : Basic Concepts of a Web Browser 5 Marks
CH 2 : The Computer System 5 Marks CH 13 : Intoduction to HTML5 10 Marks
CH 3 : Operating System 5 Marks CH 14 : Introduction to C 10 Marks
CH 4 : Editing and Formatting in a Word Processor 5 Marks Total 25 Marks
CH 5 : More Features of a Word Processor 10 Marks
CH 6 : Introductin to Spreadsheets 10 Marks UNIT TEST IV

CH 7 : Introduction to Presentation Software 10 Marks CHAPTER MARKS

CH 8 : Adding Effects to a Presentaton 10 Marks CH 15 : Variables and Constants in C 5 Marks

CH 10 : Introduction to Database -MS Access 2010 10 Marks CH 16 : Operators in C 10 Marks

CH 11 : MS Access 2010 - Design View, Form, Query, Report 10 Marks CH 17 : Control Structures in C 10 Marks

Total 80 Marks Total 25 Marks

HALF YEARLY EXAM (PRACTICAL)

CHAPTER MARKS
CH 4 : Editing and Formatting in a Word Processor
CH 5 : More Features of a Word Processor 5 Marks
CH 6 : Introductin to Spreadsheets
CH 7 : Introduction to Presentation Software
5 Marks
CH 8 : Adding Effects to a Presentaton
CH 10 : Introduction to Database -MS Access 2010
5 Marks
CH 11 : MS Access 2010 - Design View, Form, Query, Report
VIVA 5 Marks
Total 20 Marks

356 357
FINAL EXAM (THEORY) FINAL EXAM (PRACTICAL)

CHAPTER MARKS CHAPTER MARKS

CH 1 : Evolution and History of Computer 3 Marks CH 3 : Operating System

CH 2 : The Computer System 3 Marks CH 4 : Editing and Formatting in a Word Processor

CH 3 : Operating System 4 Marks CH 5 : More Features of a Word Processor

CH 4 : Editing and Formatting in a Word Processor 4 Marks CH 6 : Introductin to Spreadsheets 5 Marks

CH 5 : More Features of a Word Processor 4 Marks CH 7 : Introduction to Presentation Software

CH 6 : Introductin to Spreadsheets 4 Marks CH 8 : Adding Effects to a Presentaton

CH 7 : Introduction to Presentation Software 4 Marks CH 10 : Introduction to Database -MS Access 2010

CH 8 : Adding Effects to a Presentaton 4 Marks CH 11 : MS Access 2010 - Design View, Form, Query, Report 5 Marks
CH 10 : Introduction to Database -MS Access 2010 4 Marks CH 12 : Basic Concepts of a Web Browser

CH 11 : MS Access 2010 - Design View, Form, Query, Report 4 Marks CH 13 : Intoduction to HTML5

CH 12 : Basic Concepts of a Web Browser 4 Marks CH 14 : Introduction to C

CH 13 : Intoduction to HTML5 5 Marks CH 15 : Variables and Constants in C

CH 14 : Introduction to C 5 Marks CH 16 : Operators in C 5 Marks

CH 15 : Variables and Constants in C 8 Marks CH 17 : Control Structures in C

CH 16 : Operators in C 10 Marks VIVA 5 Marks

CH 17 : Control Structures in C 10 Marks Total 20 Marks

Total 80 Marks

Marks Distribution for Practical Exam

Total Viva MS Word/Excel/PowerPoint MS Access/HTML C Language
20 Marks 5 Marks 5 Marks 5 Marks 5 Marks

358 359
 20%+ 80%=100%
SA1 + SA2= 80%
COMPUTER SCIENCE (E)

FA3 + FA 4=20%
(FOUNDATION OF INFORMATION

FA1 + FA 2+
TECHNOLOGY)

TOAL
WEIGHTAGE DISTRIBUTION OF FORMATIVE & SUMMATIVE ASSESSMENT
SUBJECT CODE - 34
CLASS- X

FA1 + FA 2=10%

FA3 + FA 4=10%
WEIGHTAGE
TERM-WISE
GENERAL INSTRUCTION :

SA2 = 40%
SAI = 40%
1.The unit specified for each term shall be accessed through
Formative Assessment (FA) and Summative
Assessments (SA)

PERCENTAGE OF WEIGHTAGE
(Formative Assessments is based on hands of skills, oral,

IN ACADEMIC SESSION
projects, practical and assignments. Summative
Assessments will be in the form of a test at the end of the
term.)

40%

40%
5%
5%

5%
5%
2.There will be 2 Formative Assessments (FA1 & FA2) in the
first term (TERM I) & 2 Formative Assessments (FA3 & FA4)
in the second term (TERM II) will carry 10% WEIGHTAGE.
3.Each of the Summative Assessments (SA1) in the first term

ASSESSMENT
(TERM I) & Summative Assessments (SA2) in the second

TYPE OF
term (TERM II) will carry 30% WEIGHTAGE.

SA1

SA2
FA1
FA2

FA3
FA4
TERM I (50%)

TERM II (50%)
TERM
360 361
 TERM I (THEORY)

20%+ 80%=100%

20%+ 80%=100%
FA1 + FA 2=20%

FA3 + FA 4=20%
SA1=80%

SA2=80%
UNIT CHAPTER

WEIGHTAGE DISTRIBUTION OF FORMATIVE & SUMMATIVE ASSESSMENT (TERM II)

WEIGHTAGE DISTRIBUTION OF FORMATIVE & SUMMATIVE ASSESSMENT (TERM I)
UNIT I : Basic of CHAPTER 1 : Introduction to the Internet

TOAL

TOAL
Information Technology CHAPTER 2 : Internet Services

CHAPTER 3 : Inserting Images & Creating

UNIT II : Information
Tables in HTML

FA1 + FA 2=20%

FA3 + FA4=20%
Processing Tools &

WEIGHTAGE

WEIGHTAGE
TERM-WISE

TERM-WISE
CHAPTER 4 : Links & Frames in HTML

SA1 =80%

SA2 =80%
IT Applications
CHAPTER 5 : XML

CHAPTER 6 : Introduction to JavaScript

PERCENTAGE OF WEIGHTAGE

PERCENTAGE OF WEIGHTAGE
Unit I : Basic of Information Technology
IN ACADEMIC SESSION

IN ACADEMIC SESSION
Introduction to the Internet : History of Internet, How the
Internet Works, How the Web Works, How to log on to the
Internet, Uniform Resource Lacator (URL), Internet related
10%
10%
80%

10%
10%
80%
Terminology, Hypertext Transfer Protocoll (HTTP), Hypertext
Markup Language (HTML), Publishing a Web Page, Web
Address, Network Classes.
Internet Services : Information Retrieval, Electronic Mail (e-
ASSESSMENT

ASSESSMENT

mail), Locating sites using Search Engines & finding people on

TYPE OF

TYPE OF

the Internet, File Transfer Protocol (FTP), Telnet.

SA1

SA2
FA1
FA2

FA3
FA4

Web Services : Chat, Electronic Mail (e-mail), Video

Conferencing, E-Learning, E-Banking, E-Shoping, E-
TERM II (50%)
TERM I (50%)

Reservation, News groups, Social Networking.

TERM

TERM

362 363
Unit II : Information Processing Tools TERM I (PRACTICAL)
Hypertext Markup Language (A) Hands on Experience :
Inserting image & Creating Tables in HTML : Insertion of 1. Working with Internet :
image using the element IMG (Attributes: SRC, WIDTH, ALT. To Test some of the following Internet Services :
ALIGN), Superscript SUP, Subscript SUB, Ceating Table TABLE l Accessng the Internet
(BACKGROUD, BGCOLOR, WIDTH, CELL SPACINNG, CELL l Using different types of Protocols. (i.e. HTTP)
PADDING) l Locating sites Using different Search Engines
Links & Frames in HTML : Linking, Creating Frames, Inserting l Using e-mail Services
Audio & Video. l Chating with others using Internet

XML : Introdution to XML, Difference between XML & HTML l Creating Blogs & Sharing files.

with respect to the following. Data Separation, Data Sharing, 2. Web Page Designing using HTML -

Document Structure, Tages, Elements, Child elements, A Web Page is required to be designising HTML for testing the
following areas :-
Attributes, Values.
l Adding a title to web page
XML Elements-Defining own tags In XML, root elements, child
l Formatting Text
elements & their attributes.
l Inserting Image
Comment in XML, whtie space & new line in XML, well-formed
l Adding Ordered/ Unordered List
XML documents, validating XML documents, XML Parser,
l Writing Text in paragraphs
Viewing XML documents in a web browser.
l Adding content in Tabular Form
JavaScript
l Adding Internal / External Links
Introduction to JavaScript : Introduction to JavaScript,
3. Web Page Designing using JavaScript -
JavaScript Script, Alert Statement, Comments in JavaScript,
A Dynamic Web Page is required to be design using editor/IDE
Variables, Assignment, Semicolon in JavaScript, Operators in
for testing the following areas:-
JavaScript, Simple & Compound Statements, if Statement,
l Adding a title to web page
switch Statement.
l Formatting Text
l Inserting Comments

364 365
 l Using alert statement
l Using Prompt dialog box
Student are supposed to know the tools & style for
designing domain specific Web pages from real life applications
& the topics mentioned in the syllabus.
B) IT Application Report File : Students are supposed to make
an IT Application Report File containing real life assignments in
HTML & JavaScript on the topics from the domain:
l 4 HTML source code along with browser view.
l 4 JavaScript source code along with browser
view.
(Must have print out of the above)
C) Viva Voice : The questions can be asked from any portion
of the syllabus covered during Term I of Class X.
TERM II (THEORY)
UNIT CHAPTER
UNIT III : Information CHAPTER 7 : Looping in JavaScript
Processing Tools & IT
Applications CHAPTER 12 : MySQL
CHAPTER 13 : Societal Impact of
UNIT IV : Societal
Impact of IT Information Technology
UNIT III : Information Processing Tools & IT Application
Looping in JavaScript : while, do..... while loop, for loop, break
Statement, continue Statement.
366
Database Management System :
MySQL : Concepts and need for a database, Introduction to
Database Management System, Introduction to MySQL, SQL
Commands, Starting MySQL, Creating a database in MySQL,
Date Types: Text, Numbers, Date/Time, MySQL, Tables, Setting
the Primary Key, Inserting data in a Table, Inserting & deleting
Date/Fields/Records, Changing the Structure of a Table,
Creating & Adding new columns to the Table, Modifying
columns, Changing the Structure of a Table, Renaming a Table
Retrieving all Data values of a Table using Select Statement,
Working with Operators, Sorting Data in a Table, Deleting Data
from a Table, Updating Data in Tables.
IT Applications : Students are suggested to have Theoretical
knowledge on the above areas & they are also suggested to
work on the following topics also knowledge of various Java
IDEs.
UNIT IV : Societal Impact of IT
Societal Impact of Information Technology : Virus, Worms,
Trojan Horse, Antivirus Softfware, Spyware, Malware, Spam,
Data Backup & Recovery Tools & Methods, Hackers & Crackers
with Regard to Computer Data & Applications, Information
Secruity Provisions in E-commerce, IT & ICT.
367
 TERM II (PRACTICAL) UNIT TEST I

A) Hands of Experience : Chapter 1 : Introduction to the Internet 10 Makrs

Chapter 2 : Internet Services 10 Makrs
1. Looping in JavaScript : Students are supposed to
Chapter 3 : Inserting Images & Creating Tables in HTML 5 Makrs
write JavaScript code using various looping
Total 25 Makrs
Statements. ................................................................................................................
2. Database - MySQL UNIT TEST II
A database is required to be created for testing the
following areas :- Chapter 4 : Links & Frames in HTML 7 Makrs
l Creating, Saving, Opening & Closing a Database Chapter 5 : XML 8 Makrs
Chapter 6 : Introduction to JavaScript 10 Makrs
l Setting Data Type & Primary Key
Total 25 Makrs
l Creating/Modifying Table Design ................................................................................................................

B) IT Applications Report File : HALF YEARLY EXAM (THEORY)

1. Use Database Tool on following 4 topics
l Personal Data Record File Chapter 1 : Introduction to the Internet 15 Makrs

l Student Database Chapter 2 : Internet Services 15 Makrs

Chapter 3 : Inserting Images & Creating Tables in HTML 8 Makrs
l School / Calss Result Record
Chapter 4 : Links & Frames in HTML 8 Makrs
l Employee Database Chapter 5 : XML 17 Makrs
l Stock Inventory Chapter 6 : Introduction to JavaScript 17 Makrs
Total 80 Makrs

C) Viva Voice : All the questions here can be asked from any
HALF YEARLY EXAM (PRACTICAL)
portion of the syllabus covered during Term II of Class X.
Chapter 3 : Inserting Images & Creating Tables in HTML 10 Makrs
Chapter 4 : Links & Frames in HTML
Chapter 6 : Introduction to JavaScript 10 Makrs
Total 20 Makrs
368 369
UNIT TEST III Chapter Wise Marks Distribution for Theory and Practical Exam

Chapter 7 : Looping in JavaScript 10 Makrs Chapter Wise Marks Distribution for Theory Exam 80 Makrs
Chapter 8 : IT Application-I Chapter 1 : Introduction to the Internet 7 Makrs
Chapter 12 : MySQL 15 Makrs Chapter 2 : Internet Services 12 Makrs
Total 25 Makrs Chapter 3 : Inserting Images & Creating Tables in HTML 5 6 Makrs
................................................................................................................ Chapter 4 : Links & Frames in HTML 6 Makrs
FINAL EXAM (THEORY) Chapter 5 : XML 12 Makrs
Chapter 6 : Introduction to JavaScript 8 Makrs
Chapter 1 : Introduction to the Internet 7 Makrs Chapter 7 : Looping in JavaScript 5 Makrs
Chapter 2 : Internet Services 12 Makrs Chapter 8 : IT Applications-I
Chapter 3 : Inserting Images & Creating Tables in HTML 5 6 Makrs Chapter 12 : MySQL 12 Makrs
Chapter 4 : Links & Frames in HTML 6 Makrs Chapter 13 : Societal Impact of Information Technology 12 Makrs
Chapter 5 : XML 12 Makrs Chapter 14 : IT Applications-II
Chapter 6 : Introduction to JavaScript 8 Makrs Total 80 Makrs
Chapter 7 : Looping in JavaScript 5 Makrs NB : Chapters - 9, 10, 11 are excluded from the syllabus
Chapter 8 : IT Application-I
Chapter 12 : MySQL 12 Makrs Chapter Wise Marks Distribution for Practical Exam 20 Makrs
Chapter 13 : Societal Impact of Information Technology 12 Makrs
Chapter 3 : Inserting Images & Creating Tables in HTML 5
Total 80 Makrs 7 Makrs
Chapter 4 : Links & Frames in HTML5

FINAL EXAM (PRACTICAL) Chapter 6 : Introduction to JavaScript

7 Makrs
Chapter 3 : Inserting Images & Creating Tables in HTML 5 Chapter 7 : Looping in JavaScript
7 Makrs
Chapter 4 : Links & Frames in HTML Chapter 12 : MySQL 6 Makrs
Total 20 Makrs
Chapter 6 : Introduction to JavaScript
7 Makrs Topic wise Marks Distribution for Practical Exam
Chapter 7 : Looping in JavaScript
Total Viva HTML JavaScript MySQL
Chapter 12 : MySQL 6 Makrs 20 Makrs 5 Marks 5 Marks 5 Marks 5 Marks
Total 20 Makrs

370 371
 Unit Sub-Unit/Lessons Marks
7. Drilling tools and miscellaneous tools and
WOOD CRAFT(E) their uses 4
SUBJECT CODE - 41
8. Carpentry process
Class IX
Marking, Measuring and sawing 2

Unit Sub-Unit/Lessons Marks 9. Planing, Chiscaling, fitting and testing 2

Theory : 40 Marks, Time : 2 hours
10. Types of joints - cross half lap joints, T-
1. Safety precaution, Workshop safety, hand lap joints, T-joints, butt joints etc. 4
tools safety 2
11. Corner lap joints, Dove tail lap joints,
2. Various types of fire extinguisher and their Tenon mortise, simple and blind 4
uses 2
12. Double pin tenon mortise, maiter and butt
3. Important Industrial Development of our joints, tongue and groove joint, pocket
Country - to be taught in ‘trade in Wood screw joint. 4
Craft’. 4
Total 40
4. Introduction of hand tools used in
woodcraft care and maintenance and ne- Practical : Marks - 60, Time : 3 hours
cessity of using proper size of tools, oil
stones, Triangle file, Rasp cut file and flat 1. Demonstration of workshop safety 4
file 4
2. Practice of operation of fire extinguisher 4
5. Marking tools, Measuring tools, cutting
tools, tri-squre, level square and their 4
uses. 3. Industrial visit to wood working shop 4

6. Boring tools, plaining tools, fixing or Strik- 4 4. Demonstration of various type and size 5
ing tools and their uses of hand tools and practice of sharpening
hand tools and operation of various types
of hand tools.

372 373
unit Sub-Unit/Lessons Marks WOOD CRAFT(E)
5. Demonstration of marking, measuring and SUBJECT CODE - 41
Cutting testing angle, surface of flatness Class-X Full Marks : 100
and different thickness. 5 Theory Marks : 40 Time : 2 hours
Pass Marks : 12
6. Demonstration of Boring, Striking and test- Practical Marks : 60 Time : 3 hours
ing 6 Pass Marks : 18
7. Demonstration of drilling and other mis- Unit Theory Practical
cellaneous tools and testing 6
1. Seasoning of timber Dingtheiny joints
8. Revised practice of marking, measuring purpose of seasoning slopping scart, racking
and sawing and testing. 8 artificial and natural seared, half lapping of
timbering and their of table, scarf joint etc.
9. Revised practice of planing types of advantages and dis-
chiscaling and testing 8 advantages.
2. Defects and Diseases Demonstration in
10. Demonstration of cross half lap joints, T-
of timber their caus- forest
lap joints etc. 10
es and remedies.
Total 60 3. Classification of Sawing and planning
timber, growth of various class of timber
trees, cross section
of trunk feeling of
tree grain of wood,
parts of tree their for-
mation and function.
4. Introduction of power Demonstration of
tools use in wood craft power tools use in

374 375
Unit Theory Practical Distribution of marks :
wood craft Theory :
5. Machine saw Dath Operating of machine Unit 1 15 Marks
machine saw and Dath machine Unit 2&3 5 Marks
6. Electric Drill machine Operating of electric
Unit 4, 5, 6, 7, 8 10 Marks
and machine planer drill and machine
planer Unit 9 & 10 5 Marks
7. House hold products Practise of making Unit 11 & 12 5 Marks
Door frame and win- Door frame, window Total 40 Marks
dow Frame frame.
8. Door cover and win- Practise of Door cover
dow cover, kitchen and window frame
rack etc. Practical :
9. Table, Chair, bed, tool, Practise of making of Unit 1&2 15 Marks
almirah. table, chair, bed, tool, Unit 3&4 5 Marks
almirah, tool box,
Unit 5, 6 & 7 20 Marks
wall almirah repairing
etc. Unit 8, 9 & 10 15 Marks
10. Gift product, doll and Practise of making toys Unit 11 & 12 5 Marks
toys, blind, wall rack, and doll, wall rack, Total 60 Marks
pen stand, file tray blind, pen stand, file
tray etc.
11. Finishing Prctise of putin vernish
Putin, vernish, pain- painting.
ting.
12. Market and packing Packing practise.

376 377
 MUSIC (E) Course Content
SUBJECT CODE - 38 For Class- IX
(Vocal and Instrumental) Sub-Unit/Lessons Marks
unit
Class IX-X A. Vocal & Instrument : (i) Notation of any
Unit -1

two Bada Khayal (Bhatkhande & Poluskar

1.00 Objectives : The Pupil system or Masitkhani Gat /Bilambit Gat) 8
1.01 acquires knowledge of the musical notes and patterns ii) One Dhrupad or Drut Gat other than
of rhythm on accompanying percussion instruments. Trital in the following Ragas - Yaman,
1.02 understands the basic ragas and talas and acuires the Alhia Bilawal, Bhairav, Kafi & Bhupali.
skill of performing them in a simple manner.
B. Tabla/Pakhawaj : Notation of tukda,
1.03 learns the terms used in percussion instrumental mu- Tehai, Gat, Chakradar, Quida and Paran
sic and the skill of performing the variations on it.
in Tintal, Jhaptal and Choutal.
1.04 develops adequate knowledge of music for apprecia-
tion of higher standard performances by experts.
A. Vocal & Instrument : Sangeet, Nad,
1.05 develops interest in music and a positive attitude to-
wards it. Shruti, Suddhaswara, Vikrit Swara,
Unit-2 Saptak, Aroh, Abaroh, Palta, Thata, Raga, 5
Sthayee, Antara, Tal, Bibhag, Matra, Tali,
2.00 Content : Theory : 30
Khali, Laya, Vadi, Samvadi, Anuvadi,
Vivadi, Pakad, Tana, Gat, Vilambit,
Madhyalaya, Ekgun, Dugun, Jhala,
Jamjama, Sut, Ghasit and ten thatas.
B. Tabla/Pakhawaj : Sangeet, Nad, Tal, Tali,
Khali, Som, Bibhag, Matra, Laya, Mohra,
Tehai (Damdar & Bedam) and Paran.

378 379
unit Sub-Unit/Lessons
Unit -3 A. Vocal & Instrument & B.Tabla/
Pakhawaj : Notation writing of Tala in
Borabar, Dugun and Chogun Laykari :
(a) Trital, (b) Ektal, (c) Choutal, (d)
Jhaptal, (e) Rupak, (f) Dadra, (g)
Kaharwa, (h) Dhamar in both
Bhatkhande and Poluskar Tala notation
system.
Unit-4 A. Vocal and Instrument : (i) Description
of Ragas--Yaman, Alhia Bilawal,
Bhairav, Kafi and Bhupali.
(ii) Diagram and description of your
own instruments and identification of its
parts.
B. Tabla/Pakhawaj : (i) Drawing and de-
scription of different parts of your in-
strument. (ii) Knowledge of Varnas used
in your instrument with the description
of the method of playing of each Varna.
(iii) Origin of your instrument.
Unit-5 A. Vocal and Instrument : Life sketch of
Sankar Dev, Tansen, Lakhiram Baruah,
Omkarnath Thakur, Bishnu Rabha, Pt.
Ravi Sankar.
380
Marks unit Sub-Unit/Lessons Marks
Unit -3 B. Tabla/Pakhawaj : Life sketch of
Allarkha Khan, Ahmed Jan Thirkhowa, 6
Samta Prasad, Keshab Changkakoty,
Nana Saheb Panse, Ayodhya Prasad.
6
Practical : Class IX (Marks- 70)
(Vocal and String instruments : Sitar, Sarod, Violine, Flute)
1. Any composition of a Bada Khayal/Masitkhani Gat
(Bilambit Gat) of any two of the following Ragas :
Eman, Bhairav, Kafi, Bhupali and Alhia Bilawal. (In
instruments with Masitkhani Gat/Rajakhani Gat is com-
pulsory).
2. For Vocal one Dhrupad with Sthayee, Antara in Dugun
5
Laya. For instrumental one Rajakhani Gat in Madhya
laya in any Tal other than Trital with Tan, Toda in Ragas.
3. Knowledge of varities Alankar and Paltas (Swargyana)
is compulsory. For example..........
Complete the Aroh -- Abaroh of the Alankar and Paltas
with suddha and Vikrit swaras for example............
i) Sa ga re sa, Re ma ga re, Ga pa ma ga...............
ii) Ga re sa re ga, Ma ga re ga ma, Pa ma ga ma pa...
6
381
 (iii) Sasa rare gaga re sa, Rere gaga mama ga re, Gaga Practical : Tabla/Pakhawaj
mama papa ma ga......................... Class IX, Time : 2 hours, Marks - 70
4, Chhota Khayal/Rajakhani Gat with Sthayee, Antara,
Alap, Tan Toda, Jhala in raga : Eman, Bhairav, Kafi, unit Sub-Unit/Lessons Marks
Bhupali and Alhia Bilawal. Unit -1 Ability to perform Solo of :
5. Oral recital of the following Talas with Theka, Sam, Trital : (a) Two quidas (with at
Tali and Khali (with hath tali). least six bistars and Tehai)
(b) Two Tukdas/Parans 30
Tals : Trital, Ektal, Choutal, Jhaptal, Rupak, Dadra and
(c) One Chakradar Tukda/
Kaharava.
Chakardar Paran
6. Sing (i) and (ii) and any one of the following from iii
(d) One Tehai.
to vi
Unit-2 Ability to play on :
(i) O-mor-Aponar Desh. (a) Jhaptal and Ektal :
(ii) Jana-gana mana. (i) One quida with four bistars
and Tehai
(iii) Nazrul Giti.
(ii) Two tukdas. 20
(iv) Loka Geet. (b) Sooltal and Choutal :
(v) Jyoti Sangeet. (i) One Rela with four Paltas
(vi) Bishnu Rabha Sangeet. and Tehai
(ii) Two Parans
Unit-3 Knowledge of playing of the following boles:
N.B. : For vocal, any composition can be selected for khayal Terekete, Tuna, Kerenag, Kran, Gadigana, 10
and Dhrupad. Kredha, Gherenag, Dhumakita.
______ Unit-4 Hath Tali in borabar, dugun and ability to play
the following Tals : Jhaptal, Ektal Sooltal, 10
Choutal, Dadra and Kaharwa

382 383

MUSIC (E)
(VOCAL AND INSTRUMENT)
Class-X Time : 2 hours
Theory : 30 Pass Marks : 9
Unit Lessons Marks
1 A. Vocal & Instrument : Notation of (i)
Three Bada Kheyal (Bhatkhande &
Poluskar system) or Masitkhani Gat (ii)
One Dhamar or Drut Gat (other than
Trital) of the following Ragas-Asawari
Bihag, Malkonsh & Kedar.
B. Tabla/Pakhawaj : Comparision of–
Jhaptal and Sooltal, Rupak and Teora,
Ektal and Sooltal, Deepchandi and Dha-
mar, Tukda and Paran, Quida and Rela,
Chakradar and Tehai.
2 A. Vocal & Instrument : Write short notes
of the following– Kheyal, Dhrupad Dha-
mar, Tarana, Lokshan Geet, Sargam,
Lokageet , Bargeet, Purbanga Raga, Utta-
ranga Raga, Gamak, Meend, Nad, Masi-
tkhani, Chikari, Akarsha, Apakarsha,
Mijrab, Jaba and Sandhiprakash.
B. Tabla/Pakhawaj : Definition of Tukda,
Quida, Gat, Jati, Yati, Rela, Peshkar,
Chakradar and Avartan with example.
3 A. Vocal & Instrument & B. Tabla/
Pakhawaj : Notation writing of the
384
Unit Sub-Unit/Lessons Marks
following Talas in Dugun, Tingun and
Chougun-trital, Ektal, Choutal, Sooltal,
Jhaptal, Rupak & Dhamar.
4 A. Vocal & Innstrument : (i) Description of 5
the following Ragas-Asawari, Khambaj,
Malkonsh, Bihag and Kedar.(ii) Time
concept of ragas (iii) Short notes on the
Hindustani and Karnataki Music style
(iv) Qualities and drawbacks of a musi-
8 cian.
B. Tabla/Pakhawaj : (i) Qualities and
drawbacks of a Tabla player, (ii) Classif-
ication of instruments– Tat Vadya, Ghana
Vadya, Susirr Vadya and Avanaddha
Vadya.
5 A. Vocal & Instrument : Life sketch of : 6
Vishnu Narayan Bhatkhande, Vishnu
Digambar Poluskar, Jyoti Prasad
Agarwala.
B. Tabla/Pakhawaj : Life sketch of
5 Kishan Maharaj, Zakir Hussain and
Anokhe Lal Mishra, Kudau Singh,
Prabat Singh.
6
385

Practical
Class - X
(Vocal and Instruments : Sitar, Sarod, Violin, Flule etc.)
Total Marks -70 Pass Marks-21
______________________________________________
1. Any composition of a Bada Kheyal/Masitkhani Gat
(Bilambit Gat) of any two of the following Rages :
10+6=16
Ashawari, Khamaj, Bihag, Malkons, Kedar, (While
Singing Bada Kheyal, Chhota Kheyal is compulsory.
For instrumental candidate while playing Masitkhani
Gat, Rajakhani Gat is compulsory with the following
parts :- Sthai, Antara, Alap, Bol Alap, Tan, Toda and
Jhala etc.
2. For vocal one Dhrupad and Dhamar with sthai, Antara
in Dugun/Tigun/Chougun Laykari except the Raga Sung
for Bada Kheyal of the course.
For instrumental one Rajakhani Gat in Madhyalaya in
any tal other thau trital with alap, Tan-Toda and ghala
in any one of the prescribed Ragas. 15
3. One chota kheyal for vocal candidates/Rajakhani Gat
for instrumental candidate with sthai, Antara, Aalap,
Tan-Toda and ghala in a Raga which is different from
the Raga selected for Bada Kheyal/Masitkhani Gat in
unit 1. 12
386
4. Oral recital of the following Tals :-
With Theka, Som, Tail, Khali etc., in Barabar and Dugun
lay. 12
TALS : Ektal, Tilowara, Sooltal, Choutal, Dhamar,
Trital, Jhapal and Rupak.
5. Sing the following songs (two) 5+5=10
(i) Bargeet (ii) Bhajan (iii) Jyoti Sangeet (iv) Rabindra
Sangeet (v) Bishnu Rabha Sangeet (vi) Dr. Bhupen
Hazarika's Song.
[One song between (i) and (ii) and the other song from
the rests.]
6. Knowledge of tuning an instrument 5
(a) Vocal- Knowledge of tanpura tuning with respect to
a particular note on Harmonium.
or
Identify the raga in which alap/vistar is sung before you.
or
Identify the notes in which the short-alap/tan is sung
before you.
(b) Instrument - knowledge of tuning of your instrument
with respect to a particular note on Harmonium.
Candidates of flute have to follow the instruments of
vocal music in this regard (2nd two options)
vvv
387
 PRACTICAL : TABLA/PAKHAWAJ Unit Sub-Unit/Lessons Marks
Class-X Time : 3 hours 2 Ability to play :
Full Marks : 70 Pass Marks : 21
(a) Jhaptal and Rupak : (i) One quida
with six bistars and Tehai (ii) Two
Unit Sub-Unit/Lessons Marks
Tukdas/Parans (iii) One Rela (with six 15
1 Ability to perform solo of : bistars and Tehai)
Trital : (i) Peshkar (b) Sooltal and Dhamar : (i) Uthan (ii) One
Rela with six bistars and Tehai (iii) Two
(ii) Two quidas with six bistars and 30
parans (iv) Two Chakradar Parans (one
Tehai (one quida of ‘Tete’ or Ter-
formaishi) (v) Tehai-both Damdar and
kete and another quida of
Bedam
Dheredhere Vani)
3 Knowledge of accompaniment with vocal/
(iii) Four Tukdas/Parans
Instrumental Music : 5
(iv) Two Gats.
4 Knowledge of playing Laggi in Dadra and
(v) Two Chakradar Tukdas/Chakr- Kaharwa Tal 5
adar Parans (one formaishi)
5 Knowledge of tuning of the instrument 5
(vi) One Rela (with six bistars and
6 Hathtali (Barabar, Dugun, Tingun and
Tehai)
Chougun) Trital, Jhaptal, Ektal, Sooltal and 10
(vii) Two Tehais - both Damdar and Dhamar
Bedam.
Total 70

Textbook : Sangeet Madhuryaa

ASTPPC, Guwahati-1

388 389
 DANCE(E)

SUBJECT CODE - 35
Class - IX-X

DANCE (E)
Class - IX
Part A - Theory common to all Indian Classical Dance
Forms- 15 Marks
1. Indian classical dances and their origin.
2. Nrilla, Nritya, Natya- knowledge of Tandav and
dasya.
3. Origin and evolution of Dance
4. Basic Postures of dances
5. Hasta or Hand gestures
6. Bhave, Rasa, Tal, Laya
390 391
 Bharat Natyam 3. Knowledge of lawanuchuri Nritya.
Theory (15 marks) 4. Knowledge of Nadubhangi Nritya.
1. Definition of terms - Jati, Adava, Tirmanam, 5. General knowledge of Jhumura Nach.
Solkaltu, Mandalam 6. Knowledge of Chali Nach.
2. Description of Alarippu, Jatisharam sabdam and 7. Natation of tal - chutatal, Ektal, Paretal.
Barnam.
8. General knowledge of hasta.
3. Devahastas and Desvatarahasta
9. Contribution of Sri Sri Madhavdeva.
4. Talas used in Bharata natyam
Practical
5. Various Instruments, dresses and ornaments used
Full Marks - 70
in Bharat Natyam
1. Practical Knowledge of Mati-Akhara
Practical Full Marks 70
2. Knowledge of Lawanuchuri Nritya and Nadubhangi
1. Repeatation of all dance exercises and advus.
Nritya.
2. Knowledge of adavu, Mandalem Jati, Tirmanam and
3. Practical knowledge of Jhumura Ramdani, few
salkellu.
ghats of geetar Nach and few sachar of mela Nach.
3. Concert items Alarippu, Jatiswaram, Sabdam and
varnam.
4. Practical knowledge of chati Nach-
4. Singing of above items
(1) Two parts of Ramdani
5. Demonstration of Devahastas and Desavatarhastas
(2) Few ghats of geetar Nach (Ektal, Parital)
Sattriya Dance
(3) Few Sachars of Mela Nach.
Theory/Full Marks - 15
5. Demonstration of Sanjukta and Asanjukta Hasta (ac-
1. Elementary knowledge of sattriya dance. cording to Sri Hasta Muktewali)
2. Description of Mati-Akhara, ora chata Jalak, Pak, 6. Natation of tal - Chuta, Thukuri, Parital, Jatital
Muruka, Tewai chitika. Ektal.
392 393
 Odissi (Theory-15) 6.04. Knowledge of laya and its three kinds.
4.1. Odissi: its History and development. 6.05. General Knowledge of Anga, pratyanga. and
4.2. The present repertoire for stage performance upanga.

4.3 Elementary knowledge of Talas and Ragas used in 6.06. Knowledge of Asamyukta Harta According to
Odissi dance Abhinaya Darpon.

4.4. Elementary knowledge of Bhangis and Pada- 6.07. Notaton some bals of Trital and jhaptal us in kathak
bhedas. Dance.

4.5. Elementary knowledge of Hastas used in Odissi Practical (70 Marks)

dance as described in Abhinaya Darpana and 1. Barabar, Dugun and chougum Tatkar in Jhaptal and
Abhinaya Chandrika. choutal.
4.6. Instruments and Costumes. 2. One Amadjuri Param in Trital.
Practical (70 Marks) 3. That, Pranami in Trital and Japtal.
4.1. Practical knowledge of Tals and Ragas. 4. Two simple tukra and two chakradar Tukra in trital
4.2. Practical knowledge of Pada-bhuda and Hasta. and japtal.

4.3. Practical knowledge of bhangis. 5. Advance Tatkar with pulta in trital.

4.4. Dance items- 6. Gat Nikas of Basuri, Ghunghal and Mukut.

a) Batu, b) Pallavi on any raga 7. One Kabit in Trital.

c) Muksha 8. Practice of Padhant in Jhaptal and Trital.

Kathak (Theory -15) Manipuri - Theory (15 Marks)

6.01. Origin and Development of Kathak Dance. 1. Importence of Maharaja Bhagye chandra in the de-
velopment of Manipuri Dance.
6.02. Concept of Tala, Sam, Tali, Khali Abartan, Matra,
Pronami. 2. Note on Laiharaoba Festival.

6.03. Introduction of Trital with Theka. 3. Festival Dance of Manipur.

394 395
4. Knowledge about few Manipuri Dance Exponents. DANCE (E)
Class IX, Marks : 100
5. Knowledge about Musical instruments, dress and unit Sub-Unit/Lessons Marks
oranments used in Manipuri dance. Theory : 30
Practical (70 Marks)
Unit -1 Part -A
1. NRITTABANDHA (PUNGLOL JAGOI)- Dances (Common to all India Classical Dance
on talas of rhylhm pattern. forms)
Bhava, Raga, Tala, Laya
a) Tal Tanchep in Hasya or tandava.
The origin of Dance 15
b) Tal Menkup in hasya or Tandava.
Abhinaya and its four varieties : ANAIKA,
c) Tal Chali in hasya or Tandava. VACHIKA, SATVIKA, AHARYA

2. PRABANDHA NARTAN (ISHEIJAGOI) General knowledge about regional folk

- Dances on Songs dances

a) Krishan Nartan Unit-2 Part - B

Bharat Natyam 15
b) Radha Nartan
Or
3. Festivel Dance - Dance of priestess (Mai bi Jagoi) Satriya Nritya
in Laiharaoba Festival. 20 Or
Odissi Dance
Or
Manipuri Dance
vvv
Or
Kathak Dance

Total 30
Practical 70
Grand Total 100
Textbook : Bharatiya Shastriya Nrityar Ruprekha
Published by the ASTPPC.
396 397
 Kathak Dance
Theory (15 Marks)
CLASS - X
DANCE (E) 1. Definitions of that, Primalu, Kabit, gat, Bhava, Paran
and Tukra.
Part (A) Theory common to all Indian classical DanceFroms 2. Brief life sketches of Birju Maharaj, Uday Sankar, and
(15 Marks) Bindandin Maharaj.
1. Meaning of Siras, Griva, Dristy Bhedas. 3. Name Various musical instruments, costume and
2. Nine Rasas and their Meaning ornaments used in kathak.
3. Cosmic Dancer Shiva. Significance of various parts of 4. knowledge of Jati and Yati.
Shiva and Krishna. 5. Ability to write notation of the bol in Dhamar, Choutal,
4. Brief knowledge about Bharat muni’s ‘‘Natya shastra’’ Jhaptal and Trital.
and Nandikeswara’s ‘‘Abhinaya Darpana’’
Practical (70 Marks)
Manipuri Dance
Theory (15 Marks) 1. Revision of all Previous Course

1. Different Rasleelas Performed in Manipur. 2. Trital

2. Costumes of Lord Krishna and Radha (a) One advance That with Kasak-Masak.
3. Knowledge of Notations of Talas like Tanchep, Menkup, (b) One Tisra Jati Amad.
Chali Teda, Chautal. (c) One Chakradhar paran
(d) Gat Bhava of Holi or Makhanchuri.
3. Chautal
Practical (70 Marks) (a) Two Simple and Chakradhar Tukra.
(b) One paran.
1. NRITTABANDHA (Punglol Jagoi) (c) One Tihai
Dances on Talas and Rhythm Patterns. 4. Dhamar
(a) Tal tedawa or tintal macha. (a) Barabar, Dugan, Chougun Tatkar.
(b) Tal Chowtal or Tanjao. (b) One Pranami
2. PRABANDHANARTAN (ISHEJAGOI) (c) One Chakradhar Paran
Pure Dance on Song, Abhinaya on Song.
3. FESTIVAL DANCE
Mandila Nartan or khubakishei.

398 399
 Bharat Natyam 3. Practical Knowledge of Nine Rasa.
Theory (15 marks) 4. Knowledge of the Demonstration of Abhinaya.
5. Sutradhari Nritya (Gotar Nach, Ragar Nach. Slokar
1. Description of Astapadi, Padam and Tillana. Nach.)
2. Name Various Ragas and Talas of all the Bharat Natyam 6. Knowledge of the Bhaona Nritya - gopi pravesa, Ram
items which have been learnt in Practical Classes. Lakshman or Krishna Boloram Pravesa, Patra Pravesha
3. To Write notation of concert Items. etc.
7. Abhinaya - Lawanuchuri, Kaliya daman, Haradhanu
Practical (70 Mark) Bhange Sita, Satyabhama, Narada etc.
8. Knowledge of the acient dances Devdashi or Deodhani.
1. Repeatation of all Exercises and adavus. 9. Folk dances of Assam.
2. Concert Items Oddissi Dance
Astapadi Theory (15 Marks)
Padam
Tillana 1. Detailed Knowledge of Nitta, Nritya and Natya.
3. Singing of above concert items. 2. Knowledge or Nine Rasas.
3. Knowledge about Mahakavi Jaydeva and few renowned
Sattriya Nritya lyricists of Orissa.
Theory (15 Marks) 4. Knowledge of various Ragas and Talas used in oddissi
dance.
1. Original and Development of Sattriya dance. 5. Comparative study between oddissi and sattriya dance.
2. Traditionat Costumes and ornaments of Sattriya Dance.
3. Knowledge of Anga, Pratyamga and upanga. Practical (70 Marks)
4. Simple Knowledge of Abhinaya (Angika, Bachika, 1. Revision of the Previous Coursses.
Aharyaand Satvika as applicable to Sattriya Dance, 2. Demonstrations of few Ragas and Talas used in oddissi
5. Knowledge, about Subhankar kabi’s Sri Hasta dance.
Muktavali. 3. Demonstrations of few songs used in oddissi Dance.
6. General Knowledge of folk dances of Assam.
7. Contribution of Sri Sri Sankar Deva and Sri Madhava 4. Dance items
Deva to Sattriya Dance. (a) One Astapadi.
(b One Oriya Song With Abhinaya.
Practical (70 Marks)
1. Revision of the Previous Course. *****
2. Knowledge of the Raja Ghariya chalinach (One
Ramdani and geetar Nach)
400 401
 FINE ART (E) a) Da-Porbotia
b) Modan-Kamdeva
Class IX-X
c) Kamakhya
e) stone sculpture, wooden sculpture and relief an
OBJECTIVES : wood.
1. To create in the pupils art awareness and to develope crea-
tive ability and skill in drawing, painting, sculpture, graph- Unit IV : History of Western Art.
ics and applied art.
Practical : Mark - 60
2. To enable the pupil to acquire knowledge about the el-
Unit I : 25
ementary history of art.
v Free hand sketches from their own environment.
3. To help the pupil to acquire knowledge of preliminary
appreciation of art. v Still life study in Pencil Shading, Water colour, Pastel
and collage medium of different geometrical objects, flow-
ers, fruits, utentsil, vegetables or any object of their own
Class-IX choice showing correct perspective and proportion.
Theory : Marks - 40 Marks v Workshop on painting from their own environment or
Unit I : Definition of Fine Art and other related areas. imagination using water-colour, pastel and collage me-
An introduction to Fine Art, Areas of Fine Art. 10 dium within the calss or campus in a joyful manner.
Unit II : Indian Art 20 v Some copy works of any Indian classical painting and
An introductory note Western masters of Renaissance, using water colour,
Cave painting acrylic or oil on paper, board/canvass etc.

Art of Indus valley civilization Unit II : 10

Cave painting of Ajanta A need based design in ornamental, geometrical pattern

specially for table cloth, chador, gamosa, or a book cover.
Cave art of Ellora
Unit III : 5
Temple art of Khajuraho
Simple composition in line, on rubber or soft wood and
Temple art of Konark
printing it with press ink or in black and white drawing.
Unit III : Art of Assam : An introduction. 10
Unit IV : 5
Temple sculpture of Assam

402 403
 Concept of Sculpture, in relief and three-dimensional
form using armature with clay or plaster of paris.
Unit V : 15
FINE ART(E)
v Batic and tie-dye if colour is locally available SUBJECT CODE - 36
v Concept of Stencil, Spray painting, Glass painting and Class-X Full marks : 100
Sand painting. Theory : 40 Pass marks : 12
v Illustration of a creative story, greeting cards, calendar etc. Practical : 60 Pass marks : 18
v Poster making on some value-based message like Child
labour, Education for all, disability, Environmental aware- THEORY
ness (deforestation, plantation, pollution etc., AIDS Drug Marks : 40 Time : 2 hours Pass marks : 12
abuse, Population explosion etc.) Marks
Unit I : The difference between fine arts
Suggestion for the subject teacher : and crafts and its need in our life
1. Classes should be conducted in a natural environment and society 10
outside the class, if possible, but within the school cam- Unit II: Indian Miniature painting 20
pus. 1. Pala
2. Jaina
2. The practical class, if possible, should be allotted in the
3. Rajput
period and for a duration of two periods at a stretch. 4. Mughal
3. It is desirable that by the end of the academic year an art Modern Art in India, a historical
exhibition of the works done in the year be organized in- perspective
ternally within the school campus. School authority may Unit III : Modern Art in Assam, a historical 5
arrange this in consonance with any school festival or perspective
school week at their convenience. Unit IV: Western Art & its history 5

4. It is expected that students should submit one assignment PRACTICAL

of each activity given in the syllabus for continuous evalu- Marks : 60 Pass marks : 18
ation. Unit I : Marks : 20
5. Visit art galleries, museums, historical monuments etc. if Drawing of painting with human and animalf i g -
available in their locality and ask the student to submit a ure with any colour (water, acrylic, oil, pastel,
sketch pen etc.) from their own environmental
report about it on the basis of their personal experience.
subjects like fair and festivals city-scape, village-
vvv

404 405
 scape, market, mela, summer and winter, day and
night, Environment-forestation, deforestation,
flood etc.
Composition with human and animal figure with
water colour, acrylic or oil.
Unit II : Marks: 15
A need based design on different flora and fauna
in geometrical and ornamental pattern specially
for table cloth, bedsheet, chador-mekhala, gamosa,
or any other house hold materials. (any colour)
Layout of a poster design on some value based
messages like Child Labour, Education for All,
Disability, Environmental Awareness (polution,
deforestation, plantation etc.) AIDS, Drug abuse,
Population problem etc.
Layout of a book jacket Design
Layout of a Calendar or greeting card
Unit III : Marks: 12 + 3 = 15
Illustration of a creative story with black line
sketches or pen and ink
Drawing of flower vase, pitch etc. with lead/
wood pencil showing light and shade
Unit IV : Marks: 3 + 7 = 10
Free hand sketches from our environment with
pencil, pen and brush.
Example– a man with an umbrella in a rainy day,
fish seller, bicycle rider, sitting in a chair,
drinking a coconut dub etc.
2. Classes should be conducted in a natural
environment outside the class, if possible, but
within the school campus.
3. The practical class, if possible, should be
alloted in the last period and for a duration of
two periods at a stretch.
4. It is desirable that by the end of the academic
year an art exhibition of the works done in the
year be organized internally within the school
campus. School authority may arrange this in
consonance with any school festival or school
week at their convenience.
5. It is expected that students should submit one
assignment of each activity given in the sylla-
bus for continuous evaluation. Visit art-galler-
ies, museums, historical monuments etc. if
available in their locality and ask the student
to submit a report about it on the basis of their
personal experience.

Suggestions :
1. A project work on any local artist about his
work. A living-artist can be invited to the class
for interaction with the students about art and
art making.

406 407
 Unit Sub-Unit/Lessons Marks
TEXTILE DESIGN & CLOTHING(E) 3. Dyeing : 15
SUBJECT CODE - 39
(i) Definition and Different types of
Class IX, Marks -100
Dyes (Direct, reactive, Vat, Acid and
Unit Sub-Unit/Lessons Marks Basic Dyes.)
(ii) Different method of Dyeing (Yarn &
Theory : 50 Marks, Time : 2 hours fabric dyeing).
(iii) Conventional method of Dyeing of
1. Composition With Basic Shape
Cotton yarn and fabric with
In Defferent Colours. 5 (a) Direct dye
(b) Reactive dye
i) Polka dots, Floral prints, Other mo-
(c) Vat dye
tifs, Nursery prints- their develop-
4. Printing : 10
ment, Arragement and Composition.
ii) Placement of motifs : Vertical,
Horizonatal, Diagonal, All over, Half (i) Definition
Drop and Mirror. (ii) Basic idea on Different method of
printing.
(a) Hand block printing
Weaving : (b) Screen Printing
2. 20

i) Looms, Types of Loom (Hand-Loom Practical : Marks : 50, Time - 3 hours

and Power loom.)
ii) Basic steps of weaving, Motions in 1. Drawing of motif, different floral design in 20
Loom. drawing paper, different shapes and their
iii) Basic Weaves and its properties : placement process.
Plain Weave, Derivatives of plain,
Twill Weave, Satin Weave, Steen 2. Introduction to common parts of loom, 5
Weave, Basket Weave and Dia- General idea of different types of fabric.
mond Weave.
3. Dyeing of cotton yarn by using direct and 25
reactive dyes by conventional method
using different colours in different shades.
Total 50
408 409
 IV. Dyeing : 12 Marks
TEXTILE DESIGN & CLOTHING(E) (i) Conventional method of dyeing of silk yarn with
SUBJECT CODE - 39 a. Acid Dye
Class-X Full marks : 100 b. Basic Dye
Theory (ii) Conventional Method of Dyeing of Cotton
Marks : 50 Pass Marks : 15 Fabric.
Time : 2 hours a. Tie & Dye
Practical b. Batik
Marks : 50 Pass Marks : 15 V. Printing : 12 Marks
(i) Basic idea on machine printing
THEORY : 50 Marks Roller Printing machine
Unit Topic/Sub Topic Rotary Screen Printing machine.
I. Making of Design folder with 10 Marks Conventional Method of Printing
(i) Traditional Design (ii) Hand Block Printing
(ii) Floral Design Making of Hand block
(iii) Folk Art Preparation of print paste for block
(iv) Geometrical Design printing.
(v) Abstract Design (iii) Screen Printing
II. Study of different Traditional Design 5 Marks Method of preparation of Screen
(i) Designs from North Eastern region. Development of Design on Screen
(Assamese, Bodo, Miri etc.) Preparation of Print paste.
(ii) Phulkari
(iii) Kantha
III. Weaving : 11 Marks
(i) Study of Decorative Weave (Dobby and
Jacquard)
(ii) Making of Design on Graph paper for
jacquard Weave.
(iii) Card punching technique. Use of punch card
on Jacquard loom.

410 411
 9. Printing of fabric by using screen with
pigment colour
TEXTILE DESIGN & CLOTHING(E)
10. Printing of fabric by using block with
(PRACTICAL)
pigment colour
Class-X
Pratical : 50 Marks Marks Distribution : Total Marks-100
Unit-I. 10 Marks
Theory-50 Pass Marks-15
1. Drawing of different floral Design in draw-
ing paper. Practical-50 Pass Marks-15
2. Drawing of different Geometrical Design and
Unit Theory Marks Practical Marks
traditional design.
Unit-II 10 Marks I 10 10
3. Drawing of different Asomiya Design used
in Mekhela-Chadar. II 05 10
4. Drawing of different BODO Design. III 11 10
Unit-III 10 Marks
5. Drawing of different Asomiya traditional IV 12 10
Design in graph paper for Handloom.
V 12 10
Unit-IV 10 Marks
6. Dyeing of Silk yarn using Acid Dye by Total 50 50
conventional method.
7. Dyeing of cotton fabric by using Tie & Dye
Method.
Unit-V 10 Marks
8. Preparation of Screen for Screen printing in
dark room. (Conventional Method)

412 413
 Garment Desingning(E) Practical
SUBJECT CODE - 40 Class IX
Class IX Marks -70

1. Prospect and demand of Garment Making 2 1. Method of cutting & sewing .

2. Tools & Equipment 2 2. Formation of stitch.
3. Pattern. (drafting and Pattern Making) 4 3. Petticoat.
4. Bib.
4. Care and maintenance of cutting Tools & Equipment 2
5. Apron.
5. Tools & Equipment for hand stitch 2
6. Yoke Frock.
6. Tools & Equipment for ironing 3 7. (a) Basic Bodice
7. Sewing Machine 3 (b) Basic Shirt
8. Problems in sewing and Remedies 3 (c) Bias Bodice
9. Precautions to be taken while working with the sewing 8. Shorts.
machine 2 9. Shirt.
10. System of measurement with Measuring Tape 2 10. Pant

11. Calculation : 2
Marks Distribution
a) Width of cloth
Drafting - 20
b) Body measurement as per age
Cutting - 10
Stitching (Iraig and filing) - 40
12. Classification of stitch for different fabrics 3
a) Light weight fabrics
b) Medium weight fabrics
c) Heavy weight fabrics

414 415
 Sl.no. Practical Sub-Unit/Lessons Marks
GARMENT DESIGNING(E) 4 Drats and its placement 6
SUBJECT CODE - 40 (a) One dart
Class-X Full Marks : 100 (b) Two dart
Theory : 30 Pass Marks : 9
(c) Style dart
Time : 2 hours
Practical : 70 Pass Marks : 21 Pattern drafting
Time : 3 hours (a) A-Line kurta with salwar 6
(b) punjabi kurta for gents 6
Sl
No Lessons Marks (c) Churidar 4
1 Pattern Layout 10 (d) A-Line skirt 5
(e) Circular skirt 5
(a) Fabric calculation
(f) Puff sleeve 2
(b) Estimation of cost
(g) Full sleeve 2
2 Study of Indian Traditional wears 5 (h) Flare sleeve 2

3 Market survey and analysis of different types (i) Trousers 6

(j) Capri 6
of– 15
5. Making of 5 sample garments 20
(a) Necklines (b) Collars using– collars, sleeves, plackets and pockets
(c) Sleeves (d) Skirts 70
Total 100
(e) Trousers (f) Shirts

Text book : Posak Rupankan for class X

Total 30 The Assam State Textbook Production &
Publication Limited, Guwahati-1

416 417
 Class - IX
Topic and Sub-Topic

CANE AND BAMBOO Unit - 1

TECHNOLOGY(E) 1. History of bamboo utilization, Definition of Bamboo and

its application at various field.
SUBJECT CODE - 33
2. Common bamboo and cane species available in North East
Class IX-X India and its local & scientific name.
3. Identify different types of cane and bamboo and its appli-
OBJECTIVES : cation.
1. Develop knowledge about cane and bamboo environment (a) Selection of cane and bamboo species used for
and its related materials used both in Handicraft and In- handicraft and weaving purposes
dustrial sector. (b) Selection of bamboo species used for building con-
2. Develop knowledge on Vegetative Propagation, Commer- struction jobs
cial plantation and harvesting of cane and bamboo. (c) Selection of cane and bamboo species used for fur-
3. Different methods on preservation, storage of Cane and niture making
Bamboo. (d) Selection of Bamboo for industrial products
4. Develop knowledge of Innovative Bamboo Housing and
Structural related Jobs.
Unit 2 :
5. Develop working knowledge on free hand-drawing of
Cane and Bamboo products. 1. Vegetative propagation, Commercial Plantation, Harvest-
ing of bamboo and methods of storage and preservation
6. Develop working knowledge on Hand Tools used in Cane techniques
and Bambo works.
2. Treatment and preservation of cane and bamboo.
7. Manufacturing simple semi finished or final products.
(a) Reasons for the treatment of bamboo and cane are
8. Working knowledge of first aid and safe operations of identified in terms of technical properties of var-
hand tools and its maintenance. mints and vegetable pests. Susceptibility of green
bamboo Vs dry bamboo to particular pests/defects/
fungus.
418 419
 (b) Different treatment and preservation procedure for
green and dry bamboo.
(c) Chemical Treatment process with Borax, Boric Acid
and Creosote oil. Natural Treatment Process and
Smoking Treatment Processes.
3. Innovative Bamboo Housing and Structural related Jobs
Unit 3 :
1. Basic measurement, free hand drawing as a communica-
tion tools.
2. Commonly used drawing media and their characteristics
and applications.
(a) Selection of measuring tools as per job requirements
(b) Measurement to an appropriate degree of accuracy
Basically there are three parameters like length,
Weight and Time. Units of length-m, mm and
inches; Weight-kg, g; Time - hours, minute, second
(c) Perform basic measurement with the following
tools,
Measuring scale (Steel ruler), Measuring Tape
(steel), Tailors Tape. Folding-scale, Right angle
scale, Water Level, Set Square, Protector, Steel
Ruler, Compus and Template of different geometri-
cal forms.
3. Draw different handicraft products which are available in
local market such as flower vase cane and bamboo bas-
ketry, wall hanging, pen stand, tray.
420
Unit 4 :
1. Use and maintain different hand operated tools and
equipments like Dao, Splitting Knife, Scraping Knife,
Hand Drill, Saw, Hammer, Wood Planner, Pruning Scis-
sor, Half Round File, Round File, Combination Stone,
Out Side and Inside Caliper, Half Round & Flat Chisel,
Droping Knife and Blow Lamp etc.
2. Perform safe operation and practice of hand operated tools
and equipment.
Description and practice on Bamboo Manual Splitter, Hand
operated slivering machine, Hand operated square stick
making machine, Width Sizing, Thickness Sizing machine.
3. Weave mat as semi finished part for further processing.
4. Making some handicraft products, such as weaving mat,
flower vase, cane and bamboo basketry, wall hanging, pen
stand, tray.
Unit 5 :
1. Working knowledge of First Aids.
2. Describe safe practices on bamboo Processing
Workplace.
v Safety Clothing and safety equipment as used in
bamboo processing workplace.
v The safe use of tools and equipments in bamboo
processing workplace.
v Procedures in relation to fires.
v The procedure to report accidents.
vvv
421
 CANE AND BAMBOO TECHNOLOGY(E)
CANE AND BAMBOO TECHNOLOGY (E) SUBJECT CODE - 33
Class IX Class-X Full marks : 100
Theory: Marks - 40, Time : 2 hours Theory : Marks : 40 Time : 2 hours
Pass Marks : 12
Practical : Marks - 60, Time 3 hours
Practical: Marks : 60 Time : 3 hours
Unit Sub-Unit/Lessons Marks
Theory Practical Pass Marks : 18
1. History of bamboo utilization, Com-
mon bamboo and cane specices Topic and Sub Topic
in North-East India, types of cane Unit-1 Marks-10
and bamboo and its application. 10 5 1. Explain World Bamboo distribution and role in
2. Vegetative propagation, Commer- ecology restoration, employment generation and
cial plantation, harvesting of cane poverty alleviation.
and bamboo : 2. Detailed knowledge about Bamboo and its
Preservation and treatment of
cane and bamboo, innovative uses character.
of cane and bamboo in housing 15 10 3. History of bamboo utilization, Definition of Bam-
and others areas boo and Cane– their application at various field.
3. Basic measurement and drawing
4. Common bamboo species available in North East
- its media, characteristics and ap-
plications Drawing of designs of 5 15 India and its local and Scientific name.
handicrafts 5. Identify different types of bamboo and its applica-
4. Use of hand operated tools, weav- 5 25 tion
ing of mat, making handicraft
Selection of cane and bamboo species used for
5. Working knowledge of first aid,
safe practices-tools, fire, dress etc. 5 5 handicraft and weaving purposes.
Selection of bamboo species used for building
Total 40 60 construction jobs.
Selection of cane and bamboo species used for
furniture making.
Selection of bamboo for industrial products.

422 423
Unit-2 Marks-15
1. Explain vegetative propagation and commercial
plantation and describe methods of storage and pre-
servative techniques.
2. Perform treatment and presrvation of bamboo.
Reasons for the treatment of bamboo and cane
are identified in terms of technical properties
varmints and vegetable pests. Susceptibility of
green bamboo Vs Dry bambo to particular
pests/defects/fungus is explained.
Different treatment and preservation procedure
for green and dry bamboo are identified and
described.
Perform Chemical Treatment process, Natural
Unit-4
Treatment process and Smoking Treatment
Process.
3. Perform Various dyeing methods.
Describe purposes of dyeing and various
dyeing methods.
Perform Natural dyeing and Chemical dyeing
processes with the help of natural and
chemical elements.
4. Innovative Bamboo Housing and Structural related
jobs.
Unit-3 Marks-5
1. Perform basic measurements, use free hand draw-
ing as a communication tools– The students should
be able to.
a. Select measuring tools as per job requirements.
b. Take Measurement to an appropriate degree of
accuracy.
Basically there are three parameters like length,
Weight and Time. Units of length– m, mm and
inches; Weight– kg, g; Time– hour, minute, sec-
424
ond.
c. Perform basic measurement with the follow-ing
tools.
Measuring scale (Steel ruler), Measuring Tape
(Steel), Tailors Tape, Folding scale, Right angle
scale, Water level, Set Square, Protractor, Steel
Ruler, Compass and Template of different geo-
metrical forms.
2. Develop knowledge of three dimensional views of
any objects.
a. Isometric Drawing, Top View, Side View and
Front View.
3. Draw different handicraft products
Marks-5
1. Use and maintain different hand operated tools and
equipments like Dao, Splitting, Knife, Scraping
Knife, Hand Drill, Hand Saw, Hammer, Wood Plan-
ner, Pruning Scissor, Half Round File, Flate File,
Combination Stone, Out Side and Inside Caliper,
Half Round & Flat Chisel, Dropping knife and
Blow Lamp etc.
2. Perform safe operation and practice of hand oper-
ated tools and equipments. Description and prac-
tice on Bamboo Manual Splitter, Hand Splitter,
Hand Operated Slivering machine, Hand Operated
Square Stick making machine, Width Sizing,
Thickness Sizing Machine, Hand operated sand-
ing machine etc.
3. Basic knowledge on Cane and bamboo Primary
Prcessing macines such as Bamboo Cross Cutting
m/c, Radial Splitting m/c, Slivering m/c, Square
Stick Making m/c, Slicing m/c, Round Stick Mak-
ing m/c, Polishing m/c, Stick Sizing m/c, Two Side
425
 Planning m/c, Four Side Planning m/c, Drill m/c,
Sanding m/c, Turning lathe, Jig saw, Universal CANE AND BAMBOO TECHNOLOGY (E)
Grinding m/c etc.
4. Weave mat as semi finished part for further Marks Distribution :
processing.
Different pattern of Mat Weaving such as Cross Theory-40 Pass Marks-12
Pattern, Blinded Hexagonal Pattern, Neting
Pattern, Basic Hexagonal Pattern, Cross Diago- Practical-60 Pass Marks-18
nal netting, Double Hexagonal Pattern, Blinded
Hexagonal Pattern, Double Diagonal Netting
Unit Theory Marks Practical Marks
Pattern, HexagonalDiamond Weave etc.
5. Manufacturing some handicraft products such as
1 10 05
weaving mat, flower base cane and bamboo bas-
ketry, wall hanging, pen stand, tray, Dining Mat,
2 15 10
Furniture etc.
6. Provide customer relation and estimate a job
3 05 15
Customer is greeted in accordance with enter-
prise requirements.(Smile, Polite language,
4 05 25
appropriate welcoming phrase, promptness)
Basic arithmetic including fractions and
5 05 05
percentage is performed.
List for labour and material costs are prepared.
Total 40 60
Unit-5 Marks-5
1. Working knowledge of First Aids.
2. Describe safe practices on Bamboo Processing
Workplace.
3. Demonstration knowledge about HIV infection and
AIDs
4. Field visit to different Cane and Bamboo Nursery &
plantation areas, production centre, CFCs, Industrial Units and
marketing places.

426 427

HOME SCIENCE (E)
SUBJECT CODE - 37
Class IX-X
OBJECTIVES : The Pupil,
1. acquires the necessary ability and skills to assume his/her
position and responsibility in the family.
2. learns ways and means to supplement family income.
3. plans for leisure hour recreation.
4. believes in the dignity of labour.
5. makes the necessary adjustment between the demands of
home and career.
6. develops sense of reponsibility as a member of the fam-
ily.
7. cultivates good relationship with others at home, school
and society.
8. develops the desire to be healthy and well-groomed.
9. appreciates and develops a good personality.
10. understands the functioning of the family and realises the
importance of a good family life.
11. develops aesthetic sense in daily life.
12. becomes an efficient home-maker, dutiful parent and pur-
poseful citizen.
13. leads a happy and contented life, within his/her home.
14. contributes towards improving economic, social, moral,
ethical and spiritual standards of their homes and com-
munity.
428
Content :
Theory : Time - 3 hours Marks - 70
Practical : Time - 2 hours Marks - 30
Contents
Chapter I : Introduction to Home Science Education : 10
1.01 : Meaning and importance of Home Science.
1.02 : History of Home Science Education in India.
1.03 : Objectives of Home Science Education.
1.04 : Different components of Home Science.
Chapter 2 : Food and Nutrition : 15
2.01 : Meaning and importance of Food and Nutrition. Study
of classification of food– Body building, Energ, giving,
protective and regulatory food. Function of
2.02 : Introduction to different Nutrients Carbodylar Protin,
Fats, Vitamin, Minerals and Water.
2.03 : Introduction to common food stuffs : cereals, pulses,
green leafy vegetables, fruits, meat, fish and eggs, milk
and milk products, spices and condiments etc.
2.04 : Introduction to cooking : Objectives of cooking,
different methods of cooking food - boiling,
frying, deep frying,
shallwo frying, roosting, baking, steaming, pressure
cooking, microwave cooking, solar cooking etc.
429
Chapter 3 : Child Development and Family studies : 15 Practical : Marks - 30
3.01 : Introduction to child Development - Concept of growth 1. Peparation of Khichari (Marks - 15)
and development, principles of growth and Chana Dal
development. Veg. Curry
3.02 : Different phases of life - Prenatal, infancy, bodyhood, Pokoras - from vegetables/eatable green
pre-school age, school age, adolesce adulthood, old age. leaves or flowers
3.03 : Various aspects of growth and Development Physical, Fruit juice
Motor, Intellectual, Emotional, Soc and Moral and 2. Preparation of project report on topics related to course.
Language Development. (Marks - 5)
3. Common methods of fibre identification - visual micro
Chapter : 4 Clothing and Textile : 15
scopic, burning. (Marks -5)
4.01 : Clothing and its importance
or
4.02 : Introduction to Textile fiber and their Classification - 4. Removal of common stains - grease, curry, blood, perspi-
Vegetable, Animal, and min fibers, Man-made fibers. ration, mud, lipstics, tea, ink etc. (Marks - 5)
4.03 : Study of Natural and man-made fibe and its properties. or
4.04 : Common methods of fiber identification (Visual, 5. Cleaning and polishing of - Brass, silverware, copper, steel
Microscopic and burning method. aluminium etc. (Marks - 5)
4.05 : Stain Pemoval (Principles and method of removing 6. Practical note book (Marks - 5)
stains, equipments and reagents required for stain Marks Distribution of Practical :
removal).
Unit Sub-units Marks
Chapter : 5 . Family Resource Management : 15
5.01 : Introduction to Homemanagement Meaning and 1. Cookery 15
importance. 2. project report/chart 5
5.02 : Resource- Human and Non-Human.

}
3. Clothing & Textile
5.03 : Study of common household equipment and their uses.
Refrigerator, Washing Machine, Mixer Grinder, Or 5
Pressure Cooker, Vacuum Cleaner, on microwave etc. 4. Home Management
5.04 : Work simpification- its meaning and different ways of
5. Practical note book 5
work simplification.
5.05 : Household pest and their control- (mosquitoes, Total : 30
cockroaches, bedbugs, rats, and flies.
vvv

430 431
 2:05 Child in the family – Role of parents in the
family, parent-child reaslationship. Catering to
HOME SCIENCE (E) the emotional needs of the children.
Class-X Time : 3 hours
Theory Paper, Marks-70 Pass Marks : 21 Chapter-3 Textiles and Clothing (Marks: 15)
Practical Paper Marks-30 Pass Marks : 9 3:01 Laundering– Principles to be followed in
laundering of different textiles/articles. Im-
THEORY portance of soft water in laundering, methods of
Chapter-1 Food and Nutrition (Marks : 20) making hard water soft.
1:01 Balance diet– meaning and its importance, 3:02 Equipment for laundering, Soap and Detergents,
Factors to be considered in formulation of Bleaching, Stiffening agents.
balanced diet, age, sex, ocupation, income, 3:03 Storage of cloths and its importance.
family size, climatic condition, activities, special
condition. Chapter-4 Home Management (Marks: 15)
1:02 Meal-planning–meaning, objectives and 4:01 Principles of design– applicable to Interior
principles. Decoration- Proportion, Balance, Rhythm,
1:03 Deficiency diseases – Anaemia, Goitre, Scurvy, Emphasis, Harmony
Rickets, Beriberi, Pellegra, Nightblindness, 4:02 Colour Scheme– Primary colour, Secondary
Kwashiorkor, Marasmus, Karatomalacia and colour, Intermediate or tertiary colour etc. Use
their preventive measures. of colours in different rooms.
Chapter -2 Child-Development and Family Studies 4:03 Selection, Care and Arrangement of furniture
(Marks: 20) for different rooms.
2:01 Begining of life – conception, growth during 4:04 Principle and types of flower arrangement. The
prenatal life. main principles of flower arrangement, type of
2:02 Care of the pregnant mother and preparation for flower arrangement.
child birth. 4:05 Budget– meaning and its importance factors to
2:03 Care of the child – feeding, bathing, toilating, be considered for planning a budget, types of
weaning, supplementary food, clothing, budget.
immunization, sleep and rest etc. 4:06 Savings and investment : Definition, differences
2:04 Breast milk – Advantages and disadvantages of between one's earnings and expenditure.
breast milk. Income–Expenditure, savings.

432 433
 PRACTICAL SANTHALI(E)
(Marks: 30)
1. Preparation of– (i) Pulao (ii) Paratha (iii)
Poories (iv) Ghuguni (v) Egg curry (vi) Veg
etable chop/cutlet (vii) Jam/Jelly (viii) Pud-
ding/Halwa (Carrot or Suji)
2. Preparation of project report on topics related
to the course content of child development
and family studies.
3. Preparation of samples of constructive/basic
stitches– like– Tuking, Running, Hemming,
Back stitch.
Decorative Stitches like– Chain, Shadow,
Feather, Heming, Bone, Cross, Blanket, Bul
lion knot, French knot, Applique etc. Mend
ing, Patching, Darning, Stitching of Button
and Button holes, Hooks etc.
Demonstation on laundering and finishing of
cotton silk, woolen and Embroidered articles.
4. Drawing a colour wheel.
5. Arrangement of flowers– line arrangement,
Mass arrangement and combination of line
and mass arrangement for different purpose.
6. Practical note book.

Textbook : Griha Vigyan for class X

ASTPPC, Guwahati-1

434 435
436 437
438 439
 For Class X

440 441
 SANTHALI(E) Unit Sub-Unit/Lessons Marks
Subject Code : 25 Text book : AKIL MARSAL SANTALI
SAOHET
Class -IX Time : 3 hours Part - I
Full Marks : 100 Pass Marks : 30 Group B, Marks : 50, Time 2 hours.

Unit Sub-Unit/Lessons Marks 1. Prose :

Text book : AKIL MARSAL SANTALI a) Jomak’
SAOHET b) Olimpik enec’ 9
Part - I c) Khatao ar Kurumutu
.
Group A : Marks : 50, Time : 2 hours d) Dak’ Dhiri 9

1. Prose : 2. Poetry :
a) Kushal Kowar a) Thakur Jiu
b) Tilka. Manjhiak’ jat ar disom dular 9 6
. b) Okoe
c) Sendra Kahini
. c) Somaj
d) Chapa Kol 9 6
d) Er Aphor

2. Poetry : 3. Essay / Letter Writting 10

a) Bhurka. Ipil
b) Go Parsi 4. Composition 12
. Santali 10
c) E Juan Ko
d) Suku - Yorak’ 50
.
GRAND TOTAL 100
3. Essay 10

4. Translation 4

5. Grammar 8

50

442 443
 SANTHALI(E)
SANTHALI(E)
Subject Code : 25 Unit Sub-Unit/Lesson Marks
SUBJECT CODE - 25
Class -X CLASS-X
Time : 3 hours Group:- B
Full Marks : 100
Time-3hours, Pass Marks-100
Marks : 30 Marks:- 50

Unit Sub-Unit/Lesson Marks

1 Prose:-
Text Book:- Wkil Marsal Santali
Sa\het'
Group:- A
} 8

Marks:- 50, Time:- 2 hours

1 Prose:-
} 9

} 9 2 Poetry:-

} 9 } 6

2 Poetry:- } 7

} 5

3 Amplification 10
} 5

3 Essay 10 4 Letter writing/application 10

Total 100
4 Grammar 12
Translation, Tense (Somoe), Phrase
and Idiom (Bhenta Katha), Narration, Textbook : Akil Marsal Santali Saohet
Correction of sentences, ultau katha

444 445

ARABIC (E)
For High School
Classes : IX - X
Arabic is an important language spoken in a large
area of the world. It is not only the mother tongue of the
Middle-East and Gulf countries, but this language is also
being used as official language in several Afro-Asian
countries including the United Nations Organisation
(UNO). In this modern period the Indian Government has
given emphasis on practical Arabic learning in order to
improve the diplomatic, economic and trade relations with
the Arab countries. At present this language has got the
status of Modern international languages used throughout
the world. Arabic has also got its unique linguistic value
being originated from the semitic group of languages.
The following are the main objectives of Arabic
Learning in Secondary Stage :
(i) To get the pupils acquinted with preliminary
knowledge of Arabic language.
446
(ii) To generate the interest and curiosity to learn this
language and to develop the creative aptitude of
Arabic speaking and writing.
(iii) To develop the basic rules of composition of the
language specially in respect of correct writing.
(iv) To develop the interactive and communicative skills
of the students of Arabic learning.
(v) To help the students to be acquinted with Arabic
words and phrases used in different Indian
languages including Assamese and Bengali.
(vi) To enable the students to appreciate the values of
language and literature as well as to develop their
moral sense and ethical behaviour.
(vii) To harmonize the outlook and broaden the ideas in
respect of society and culture.
(viii) To develop the sense of national and international
integrity and relations with the Arabic speaking
countries.
(ix) Finally, to have facilities of job opportunities in the
national and international levels under the
government as well as private sectors.
vvv
447
 ARABIC (E)
Time : 3 hours Class- IX
Text book : ARABI ADHYAYAN
Pratham Bhag (For Class - IX)
Published by : ASTPPC Ltd. Guwahati.
Unit Lessons
Alphabets & vocabularies:
Lessons included
1 (i) Huruf al-Hija
(ii) Harakat - 1
(iii) Harakat -2
(iv) Harakat - 3
(v) Alfaaz Ma‘s-Suwar.
Prose : Lessons included
2 (vi) Tahiya wa-Tahaduth
(viii) Baiti
(ix) Mubina wa al- ‘Usfur
(x) Amina wa Ummuha
(xii) Dukkan al-Fawakih
Poetry : Lessons included
3 (vii) Qittati
(xi) Yam al- ‘Id
448
Instruction :
Marks-100 Questions of all the 3 textual units are to
be set covering all lessons in accordance
with the model questions available in the
Textbook. Stress should be given on
Question-Answer in Arabic.
Textual grammar, Numerals and
Marks
Composition :
4 1. Noun (Ism): Singular and Plural 25
5x5
2. Pronoun (Damir) and its kinds
= 25
3. Verb (Feil): Madi and Mudari‘
4. Particles (Huruf) and its uses
5. Numerals (‘Adad) : upto Ten
6. Simple sentence making/Translation
Instruction :
5x7 Grammatical questions are to be set
= 35 from the model questions existing
in different lessons of the Textbook.
Total = 100
7 1 x2
2
=15
449
 ARABIC (E)
Time : 3 hours Class- X Marks-100
Text book : ARABI ADHYAYAN
Dwitiya Bhag (For Class - X)
Published by : ASTPPC Ltd. Guwahati.
Unit Lessons
Prose : Lessons included
1 (i) Minal Quranil Karim
(ii) Minal Ahadithin Nababiyyah
(iii) Ibnatun wa Ummuha
Prose : Lessons included
2 (v) Al-Hamamatun wan-Namlah
(vi) Manjarul Huqul
(vii) ‘Indat Tabib
Prose : Lessons included
3 (ix) Tawakkulun ‘ala Allah
(x) Fil Funduq
(xii) Rajulun wa-Namirun
Instruction :
Questions of the units 1,2 & 3 are to be
set covering all lessons in accordance
with the model questions available in the
Textbook. Stress should be given on
Question-Answer
450
in Arabic. 2 or 3 textual portions from
different units are to be set for
translation into mother tongue providing
maximum 10 marks.
Poetry : Lessons included
4 (iv) Sahibi al-Kitab 20
(viii) Nashidul ‘Amal (xi) Talimul Fatah
Marks
Instruction :
Questions of the unit 4 are to be set in
15
the model of the questions given in the
exercises at the end of every lessons
with special stress on Question-Answer
in Arabic. 1 or 2 texual extracts of
maximum 5 marks are to be set for
15
explanation in mother tongue.
Grammar, Composition & Translation :
A. Grammar :
Grammatical Questions are to be set from 15
5 the model questions existing in different
15 lessons of the text- book.Moreover
some of the grammatical questions
thereof may be asked from the
textbook of class IX.
B. Composition :
Sentence making/ 10
Passage writing/Simple Story writing/
Letter writing/Short essay writing.
C. Translation : (Unseen) 10
A few numbers of sentenes are to be set
for Translation into Arabic.
Total = 100
451

PERSIAN (E)
SUBJECT CODE - 29
CLASS - IX - X
INTRODUCTION:
Like Arabic and Sanskrit, Persian is also categorised
under the classical group of language. Persian being
the language of Iran (originally Persia) is learnt by
a good number of the people of West Asian countries
including India. During the medieval period it was
the court language of India and since then this
language is taught in the schools and colleges of
Assam.
OBJECTIVES:
(i) To develop the basic knowledge of the language.
(ii) To grow the desire and eagerness to learn the
language and develop the skill of reading, writing
and speaking.
(iii) To make the pupils informed of the fact that the
original stock of Indian languages are more or less
the same. Persian being the sister language of
sanskrit plays a vital role in developing the Modern
Indian Languages including Assamese.
(iv) To harmonise the out look of the pupils and broaden
their ideas in the field of history and culture.
452
(v) To develop the sense of fraternity and friendship
with the Persian speaking countries
COURSE CONTENT : FOR CLASS - IX
(A) TEXT LESSONS :
The Textbook will have 20 lessons comprising of
Alphabets and its different shapes with pictorials, a
package of language comprising of vocabularies and
usage with meanings in Assamese, Simple text for
intensive and extensive reading of different
disciplines like nature, hygiene, seasons
environment and morals, besides a text on functional
persian to enable the pupils to take part in
conversation. Lessons may include pictorials,
textual exercises, grammatical items and exercises
for practising grammar and composition.
(B) GRAMMATICAL COMPONENTS :
Jumla and its kind, Adad, Masdar, Zamana, Mazi,
Hal, Mastaqbil, Mozare, Amar, Nahi, Conjugation
of Tense, construction of persian sentences.
(C) TRANSLATION OF UNSEEN SENTENCES
From English/Assamese into Persian.
453
 PERSIAN (E) COURSE CONTENT : FOR CLASS - X
CLASS - IX (A) PROSE & POETRY :
TEXTBOOK- DARS-I-FARSI (FARSI PATH) The Textbook comprising of prose and poetry
JALD-AWWAL (PRATHAM BHAG) covering about 110 pages is to be prescribed for
class X. The prose section should contain maximum
Sl. No. Content Lessons Marks 100
of ten lessons of stories and articles of both classical
A. Prose (i) Lesson No. 1-10 20 and Modern writers while six or seven poems may
be included in the poetry section. The lessons should
(ii) Lesson No. 11-17 35
be prepared in simple language and more emphasis
should be given on moral and educative values.
B. Poetry (iii) Lesson No. 18-20 15 The essential elements of persian grammar and
composition should be properly dealt with and
discussed in each and every lesson. Annotations of
C. Grammar (iv) Jumla and its parts, 20 difficult vocabularies, model questions and
exercises should also be given after the lessons.
& (v) Adad
Moreover in order to enhance the knowledge of
Composition (vi) Zamana, (Mazi, Hal & Mustaqbil)
vocabularies, phrases and idioms, synonyms,
(vii) Ilm Saraf antonyms etc. may be provided for extensive
reading. The pupils may be acquainted with the short
(viii) Construction of Simple Sentences
biographies of poets and writers in simple Persian.
(ix) Masdar & Mozare
(B) GRAMMATICAL COMPONENTS :
(i) Ism and its kinds
D. Translation (x) Unseen sentences into persian 10
(ii) Adad
100
(ii) Jumla and its kinds
(iv) Feil, Fayel & Ma’ful

454 455
 (v) Masdar & Muzare PERSIAN (E)
(vi) Zamana (Mazi, Hal, Mustaqbil) CLASS - X
(vii) Saraf-i-zamana TEXTBOOK- DARS-E-FARSI (FARSI PATH)

(viii) Amar, Nahi, Nafi JALD-E-DUAM (DWITIYA BHAG)

(ix) Paswand & peswand

(x) Mutradif & Mutazad Sl. No. Unit Lessons Marks 100

(xi) Construction of simple sentences in Persian Prose 1. (i) Hekayat-i-Naushir wan

(C) Translation of Unseen Sentences into Persian. (ii) Hekayat -i- Nabina

(iii) Hekayat-i-Du Rafiq wa Khar 15

Distribution of Marks : 100
2. (iv) Hekayat-i-Gusphand Dar wa shuban 10
A. Prose _____________________ 45
(v) Dastan-i-Parwaz
B. Poetry ____________________ 20
3. (vi) Nauruj
C. Biography _________________ 5
(vii) Firdausi 10
D. Grammar & Composition _____ 20 4. (viii) Atish
E. Translation ________________ 10 (ix) Ahu, Mush wa Aqab 10

Total = 100 Poetry 5. (x) Munazat

(xi) Gariya-i-Aflatun az sitayish-i- nadan 7

6. (xii) Dar Arzoo-i-Tu Basham

(xiii) Chashma wa Sang 7

7. (xiv) Ashk-i-yatim

(xv) Rubah wa Jag 6

456 457
Biography ASSAMESE MIL (High Madrassa)
8. (xvi) Short biography on poets and writers 5 Class IX, Time - 2 hours,
Grammar 9.
Full Marks : 50 Pass Mark : 15
Unit Sub-Unit/Lessons Marks
& Ism and its kind, Adad, Jumla and its kind, 20
Group : A – ¬ı±Ò…Ó¬±˜”˘fl¡
Composition Feil, Fayel & Ma’ful, Masdar & Muzare,
Prose
Zamana (Mazi, Ha’l, Mustaqbil) Saraf-i- 1. ˜≈øMê√ 9

zamana, Amar, Nahi, Nafi, Paswand -o-

Úœ1ª ¸±ÒÚ±
¸˜˚˛
peshwand, Mutradif & Mutazad,
2. ’±ÀÊ√±‡± 8
construction of simple sentences. ˆ¬±1Ó¬1 ∆¬ıø‰¬S1 ˜±Ê√Ó¬ ‹fl¡…
Translation
Œ˘±fl¡ ¸—¶‘®øÓ¬
3. Poetry
10 Translation of unseen sentences 10
˜±Úª ¬ıµÚ± 6
into Persian ø¬ıù´ ˝√√1Ì
100 4. ˜˜«±øôLfl¡ 6
Œ˜±1 Œ√˙
Grammar
8
5. õ∂Ó¬…é¬ ’±1n∏ ¬ÛÀ1±é¬ ά◊øMê√, ¬ı…?Ú ’±1n∏ ø¬ı¸·« ¸øg,
’Ô« ’Ú≈¸ø1 ¬ı±fl¡… ¬Ûø1ªÓ«¬Ú [’±ô¶…Ô«fl¡, Ú…ô¶…Ô«fl¡,
vvv
õ∂ùü±Ô«fl¡, fl‘¡» ’±1n∏ Ó¬øXÓ¬ õ∂Ó¬…˚˛, ¬Û≈1n∏¯∏
6. 1‰¬Ú± 7
7. ’øÓ¬ø1Mê√ ¬ÛÍ¬Ú ¸±˜¢∂œ 6

Total 50

458 459
 ASSAMESE (MIL) For AHM BENGALI (MIL)
Subject Code : 43 SUBJECT CODE - 44
Class-X Time - 2 hours For High Madrassa
Full Marks : 50 Pass Marks : 15 Class IX, Time - 2 hours, Marks : 50
Unit Lessons Marks
Unit Sub-Unit/Lessons Marks
Textbook : ¸±ø˝√√Ó¬…-Œ¸Ã¬ı˛ˆ¬ [Ú¬ı˜ Œ|øÌ]
Prose Group : A – ¬ı±Ò…Ó¬±˜”˘fl¡
1. ¸±ø˝√√Ó¬…˝◊√ Ê√œªÚ1 ’ø˜˚˛± 6 ·√…±—˙ –
Â√±S-Ê√œªÚ ’±1n∏ ¸˜±Ê√ Œ¸ª± 1. õ∂Ó≈¬…¬Ûfl¡±¬ı˛, ø¬ÛÓ‘¬À¶ß˝√, ’¸˜¬ı˛ ¬ı±√…˚Laº 9

2. ’¸˜1 Ê√ÚÀ·±á¬œ1 ·“±ÔøÚ ’±1n∏ ¸—¶‘®øÓ¬ 4

2. ¬Ûø¬ı˛À¬ı˙ ”√¯∏Ì, Â≈√øȬº 8
3. øÚά◊È¬Ú ’±1n∏ ¸5√˙ ˙øÓ¬fl¡±1 Œ¬ıÃøXfl¡ ø¬ıõ≠ª 7
¬Û±1¸…Ó¬ ¤ˆ¬≈˜≈øfl¡ 3. ¬Û√…±—˙ – 7
Poetry fl¡¬ı¬ı˛, ¸±Òfl¡
4. øÊ√øfl¡1 7
¬ı˝√√±·œ1 ø¬ı˚˛± 4. Ò”˘±˜øµ¬ı˛, fl¡±˙œ¬ı˛±˜ √±¸º 5
5
5. ‘√˙…±ôL1
5. ¬ı…±fl¡¬ı˛Ì 8
Grammar ¬ı…?Ú ¸øg, øÚÀ«√˙fl¡ õ∂Ó¬…˚˛, ¶aœõ∂Ó¬…˚˛, ø¬ıø˙©Ü±Ô«fl¡
7
6. ¸˜±¸, ¸øg, ¬ı±fl¡… ¬Ûø1¬ıÓ«¬Ú, ø¬ı¬Û1œÓ¬±Ô«fl¡ ˙s, ˙s, ¬ı±fl¡… ¸—Àfl¡±‰¬Ú, ¬ı±fl¡… ¸•x¸±¬ı˛Ìº
¤È¬± ˙sÓ¬ õ∂fl¡±˙, ‡G¬ı±fl¡…˚ Ê√Ó≈¬ª± Í“¬±‰¬, ÌQ ø¬ıøÒº
7. 1‰¬Ú± 8 6. ^nÓ¬ ¬ÛÍ¬Ú – ¬ı˛±À˜¬ı˛ ¸≈˜øÓ¬ 6
8. ’øÓ¬ø1Mê√ ¬ÛÍ¬Ú ¸±˜¢∂œ 6
7. ¬ı˛‰¬Ú±º 7
Total 50
Total 50

460 461
 BENGALI (MIL) FOR AHM HINDI (MIL)
SUBJECT CODE - 44 SUBJECT CODE - 45
CLASS IX
Class X, Time - 2 hours (For High Madrasa)
Full Marks : 50 Pass Marks : 15 Full Marks : 50 Time : 2 hours

Unit Lessons Marks Units Sub-Units/Lessons Marks

Textbook : ÁˇÊÁá ÷ʪ-v

∑ΧÁÃ∑§Ê ÷ʪ-v
Prose
√ÿÊ∑§⁄UáÊ ¬˝÷Ê
1. ’˜¬ı˛±¬ıÓ¬œ ’±¸±˜ 6 Á„¢UŒË ÁŸ’¢œ ⁄UøŸÊ } ŸıflË¥-Œ‚flË¥ ∑§ˇÊÊ ∑§ Á‹∞
&5ÒÚ
ªl ÷ʪ
2. ŒÓ¬±Ó¬± fl¡±ø˝√√Úœ 4 v. ŒÊ ’Ò‹Ê¥ ∑§Ë ∑§ÕÊ (¬˝◊ø¢Œ)
3. ¸±·¬ı˛ ¸eÀ˜ Ú¬ıfl≈¡˜±¬ı˛, ¬ı±—˘±¬ı˛ Ú¬ı˚≈· 7 ‚Ê°fl‹ ‚¬ŸÊ¥ ∑§Ë ÿÊŒ (¡ÊÁ’⁄U „ÈU‚ÒŸ) } vw

Poetry
w. ◊⁄U ’ø¬Ÿ ∑§ ÁŒŸ (◊„UÊŒflË fl◊ʸ) {
¬l ÷ʪ
4. ¬ı˛¬ıœfÚ±Ô 7 x. ª˝Ê◊üÊË (‚ÈÁ◊òÊÊŸ¢ŒŸ ¬¢Ã)

5.
’±¬ı±¬ı˛ ’±ø¸¬ı øÙ¬À¬ı˛
‡≈~Ú±¬ı˛ ¬ı±¬ı˛˜±¸…± 5
’ìÊ ∑§Ê◊ ¬⁄U ¡Ê ⁄U„U „Ò¥U (⁄UÊ¡‡Ê ¡Ê‡ÊË)
∑Ò§ŒË •ı⁄U ∑§ÊÁ∑§‹Ê (◊ÊπŸ‹Ê‹ øÃÈfl¸ŒË) } vw

√ÿÊ∑§⁄UáÊ ∞fl¢ ⁄UøŸÊ ÷ʪ

Grammar y. Á‹¢ª, ’øŸ, ©U¬‚ª¸, ¬˝àÿÿ, ∑§Ê⁄U∑§, ¬ÿʸÿflÊøË ‡ÊéŒ }
6. ¸˜±¸, ¬Û√, ˙s ˆ¬±G±¬ı˛, ¸øg, ¬ı±fl¡… ¬Ûø¬ı˛¬ıÓ«¬Ú, 7
ø¬ı¬Û¬ı˛œÓ¬±Ô«fl¡ ˙s, ¤fl¡ fl¡Ô±˚˛ õ∂fl¡±˙, ¬ı±·ƒø¬ıøÒ z. ¬òÊ ‹πŸ z
{. ¬Í⁄U∑§ ¬Ê∆˜UÔÿ¬ÈSÃ∑§ |
7. ¬ı˛‰¬Ú± 8 (⁄UË…∏U ∑§Ë „UaÔUË, Á∑§‚ Ã⁄U„U •ÊÁπ⁄U∑§Ê⁄U ◊Ò¥ Á„¢UŒË ◊¥ •ÊÿÊ)
8. ^nÓ¬¬ÛÍ¬Ú [ά◊Ê√±Ú ·±Î¬ˇ ¬ı±˝◊√˚˛±] 6 ∑ȧ‹ •¢∑§ - zÆ

Total 50

462 463
 HINDI (MIL) URDU (MIL)
SUBJECT CODE - 45 For High Madrassa
CLASS X SUBJECT CODE - 46
(For High Madrasa) Time : 3 Hours Class - IX Marks-50
Full Marks : 50 Time : 2 hours
Textbook : URDU READER; Class - IX
Units Sub-Units/Lessons Marks Published by : ASTPPC Ltd. Guwahati.
Textbook : PROSE : 15
ÁˇÊÁá ÷ʪ-w
(a) Lal Tin : by Khwaja Hassam Nizami.
∑ΧÁÃ∑§Ê ÷ʪ-w
√ÿÊ∑§⁄UáÊ ¬˝÷Ê (b) Char Payee : by Rashid Ahmad Siddigi.
ŸıflË¥-Œ‚flË¥ ∑§ˇÊÊ ∑§ Á‹∞
Á„¢UŒË ÁŸ’¢œ ⁄UøŸÊ } (c) Garam Kot : by Rajendar Singh Bedi.
ªl ÷ʪ POETRY : 12
v. ŸÃÊ¡Ë ∑§Ê ø‡◊Ê (Sflÿ¢ ¬˝∑§Ê‡Ê) } v® (a) Tanhayee : by Faij Ahmad Faij.
’Ê‹ªÊÁ’Ÿ ÷ªÃ (⁄U◊flÎˇÊ ’ŸË¬È⁄UË)
(b) Nayee Tahjeeb : by Akbar Ilahibadi
w. Ÿı’ÃπÊŸ ◊¥ ߒʌà (ÿÃË¥º˝ Á◊üÊ) }
(c) Qabar : by Akhtarsul Iman.
¬l ÷ʪ
x. ©Uà‚Ê„U, •°≈U Ÿ„UË¥ ⁄U„UË „ÒU (‚Íÿ¸∑§Ê¢Ã ÁòʬÊ∆UË ÁŸ⁄UÊ‹Ê) { GRAMMAR : 10
y. ÿ„U Œ¢ÃÈÁ⁄Uà ◊È‚∑§ÊŸ, »§‚‹ (ŸÊªÊ¡È¸Ÿ) { (a) Jumlah (sentence) and its kinds.

√ÿÊ∑§⁄UáÊ •ı⁄U ⁄UøŸÊ Áfl÷ʪ (b) Gender- ‘Majakkar’ and ‘Muannas’

z. Áfl‹Ê◊ ‡ÊéŒ, flÊÄÿ ‡ÊÈÁh∑§⁄UáÊ, ◊È„UÊfl⁄U, •Ÿ∑§ ‡ÊéŒÊ¥ ∑§ Á‹∞ } (c) Noun - ‘Ism’ and its kinds
∞∑§ ‡ÊéŒ, ‚◊Ê‚ (d) Verb- ‘Feil’ and its kinds
{. •ŸÈë¿UŒ ‹πŸ/¬òÊ ‹πŸ z
ESSAY : 8
|. ¬Í⁄U∑§ ¬Ê∆˜UÔÿ¬ÈSÃ∑§ |
On any simple topic or any renowned scholar of
(“◊ÊÃÊ ∑§Ê •°ø‹” •ı⁄U “¡ÊÚ¡¸ ¬¢ø◊ ∑§Ë ŸÊ∑§” ¬∆UŸËÿ „ÒU)
Urdu Literature.
∑ȧ‹ •¢∑§ zÆ
TRANSLATION : 10
An unseen passage or sentences from English into
Urdu.
464 465
 URDU (MIL)
SUBJECT CODE - 46
For High Madrassa ARABIC LITERATURE
Time : 2 Hours Class - X Marks-50 SUBJECT CODE - C5
Textbook : URDU READER; Class - X For High Madrassa
Published by : ASTPPC Ltd. Guwahati. Classes : IX and X
PROSE : 15
(a) Khoda Parast Shahzadee : by Mir Amman
(b) Machchar : by Khwaja Hassan Nizami Arabic is an important language spoken in a large
(c) Hindustani Tahjeeb Ke Anasir : by Ihtisham area of the world. It is not only the mother tongue of the
Hussain. Middle-East and Gulf countries, but this language is also
POETRY : 12 being used as official language in several Afro-Asian
(a) Gulzar-e- watan : by Sarwar Jahan Sbadi countries including the United Nations Organisation
(UNO). In this modern period the Indian Government has
(b) Sukh Ki Tan : by Miraji
(c) Tamannaon Men Uljhaya Gaya : by shad Azim given emphasis on practical Arabic learning in order to
Abadi improve the diplomatic, economic and trade relations with
GRAMMAR : 10 the Arab countries. At present this language has got the
(a) Feil (verb) and its kinds. status of Modern international languages used throughout
(b) Jumlah (sentence) and its kinds. the world. Arabic has also got its unique linguistic value
(c) Jens (Gender) Masculine & Deminine. being originated from the semitic group of languages.
(d) Adad (Number) Singular & Plural The following are the main objectives of Arabic
ESSAY : 8 Learning in Secondary Stage :
(a) on Biography
(b) on Science 1. To get the pupils acquinted with preliminary
(c) on Environment knowledge of Arabic language.
(d) on Sports 2. To develop the basic rules of composition of the
TRANSLATION : 5 language in respect of correct pronunciation and
An unseen passage or sentences from English into Urdu. writing.
vvv
466 467
3. To generate the interest and curiosity to learn this ARABIC LITERATURE
language and to develop the creative aptitude of Time : 3 hours Class- IX Marks-100
Arabic Speaking and writing.
Text book : New Arabic Reader- Part-V
4. To develop the interactive and communicative skills
(For Class - IX)
of the students of Arabic learning.
Published by : ASTPPC Ltd. Guwahati.
5. To help to be acquinted with Arabic words and
phrases used in different Indian languages including Unit Lessons Marks
Assamese and Bengali. Prose : Lessons included
1 (i) Minal Quranil Karim 15
6. To enable the students to appreciate the values of
(ii) Minal Ahadithin Nababiyyah
language and literature as well as to develop their
(iii) Zukau Fatat
moral sense and ethical behaviour.
7. To harmonize the outlook and broaden the ideas in Prose : Lessons included
respect of society and culture. 2 (v) Al-Khalifatul Awal 15
(vi) At-Taqlidul A‘ma
8. To develop the sense of national and international
(vii) Al-Usratur Reefiyya
integrity and relations with the Arabic speaking
Countries.
Prose : Lessons included
9. Finally, to have facilities of job opportunities in the 3 (ix) Deenul Masawat 15
national and international levels under the (x) Makrus S‘alab
government as well as private sectors. (xii) Al-Mau

Instruction :
vvv Questions of the units 1,2 & 3 are to be
set covering all lessons, in accordance
with the model questions available in the
Textbook. Stress should be given on
Question-Answer

468 469
 in Arabic. 2 or 3 textual portions from ARABIC LITERATURE
different units are to be set for Time : 3 hours Class- X Marks-100
translation into mother tongue providing
maximum 10 marks. Text book : New Arabic Reader- Part-VI
(For Class - X)
Poetry : Lessons included
Published by : ASTPPC Ltd. Guwahati.
4 (iv) Khair al-khisal 20
(viii) Ilal ‘Amal
Unit Lessons Marks
(xi) Al-Mumarrida
Prose : Lessons included
Instruction : 1 (i) Minal Quranil Karim 15
Questions of the unit 4 are to be set in (ii) Minal Ahadithin Nababiyyah
the model of the Questions given in the (iii) Waladum Saadiqun
exercises at the end of every lessons,
with special stress on Question-Answer Prose : Lessons included
in Arabic. 1 or 2 texual extracts of 2 (v) Mugaffal wa Himaaruhu 15
maximum 5 marks are to be set for (vi) Al-watan
explanation in mother tongue. (vii) Zukau Tiflin
Grammar, Composition & Translation :
A. Grammar: 15 Prose : Lessons included
5 Grammatical Questions are to be set from 3 (ix) Jazaaul Ma‘ruf 15
the model questions existing in different (x) Ar-Riyadah
lessons of the textbook. (xii) Taammul fi Makhluqatillah
B. Composition : 10
Sentence making/Passage writing/Simple Instruction :
story writing/Letter writing/Short essay Questions of the units 1,2 & 3 are to be
writing. set covering all lessons, in accordance
C. Translation : (Unseen) 10 with the model questions available in the
A few numbers of sentences are to be set Textbook. Stress should be given on
for Translation into Arabic. Question-Answer
Total = 100
470 471
 in Arabic. 2 or 3 textual portions from Fiqh & Aquaid
different units are to be set for translation SUBJECT CODE - 42
into mother tongue providing For Class IX-X
maximum 10 marks.
This is a course for High Madrassa students which will be
Poetry : Lessons included
administered along with the MIL paper. When High School student
4 (iv) Nasihatun Lil-Banaat 20
will offer B/C components in the MIL paper, High madrassa student
(viii) Qutratullah (xi) Nashidul Hasaad
will offer Fiqh and Acquaid having an equal weight of 50 marks.
Instruction :
For Class IX
Questions of the unit 4 are to be set in
the model of the questions given in the Fiqh
exercises at the end of every lessons,
with special stress on Question-Answer
in Arabic. 1 or 2 texual extracts of
1.
2.
3.
Azhiya (Qurrbani)
Mazariya
Mazaribah
} 30

maximum 5 marks are to be set for Acquaid

explanation in mother tongue.
Grammar, Composition & Translation :
1.
2.
Muqudima or Bumika
Paratam Vaday } 20

A. Grammar : (farishlat Uparat bishsah)

Grammatical Questions are to be set from 15
Total 50
5 the model questions existing in different
lessons of the text- book.Moreover some For Class X
of the grammatical questions thereof may Fiqh
be asked from the 1. Haj 8
textbook of class IX. 2. Bay Salam 8
B. Composition : 10 3. Hibah 7
Sentence making/Passage writing/Simple 4. Zabeh 7
story writing/Letter writing/Short essay writing. Total 30
Acquaid
C. Translation: 1. 2nd Chapter (Risalat) 10
A few numbers of sentenes are to be set for 10 2. 3rd Chapter (Alami Barzak) 10
Translation into Arabic.
Total 20
Total = 100
Grand Total 50
472 473
 CO-CURRICULAR ACTIVITIES
Objectives :
1.00 The pupil develops health and physical well-being.
1.01 The pupil develops habits of tidiness, cleanliness and per
sonal hygiene.
1.02 Develops proper food habits necessary for the mainte
nance of health.
1.03 Takes regular and moderate physical exercise and par
ticipates regularly in sports and indoor and outdoor games.
1.04 Keeps regular hours.
1.05 Develops physical stamina and fitness.
2.00 The pupil, undertakes - spare-time activities.
2.01 The pupil, plays games and participates in sports.
2.02 Participates in artistic, cultural and scientific activities.
2.03 Practices hobbies.
2.04 Joins excursion parties, picnics, etc.
2.05 Develops an interest. in travelling and enjoys visiting
places of historical and social interest and meeting peo
ple belonging to different parts of the country.
2.06 Enjoys sight-seeing and natural scenic beauty.
2.07 Enjoys music and other artistic activities, dramatic per
formances, film shows, radio programmes etc. meant for
children.
2.08 Reads suitable books, newspapers, journals etc. in addi-
474
tion to those prescribed in the syllabi.
3.00 The pupil develops imaginative power and creative abili-
ties.
3.01 The pupil writes stories, poems, plays, articles etc in the
mother tongue and other languages learnt by him.
3.02 Translates or adapts stories, poems, plays, articles etc. from
other languages learnt by him into the mother tongue and
vice versa.
3.03 Takes an active part in dramatics, music and other artistic
and cultural activities.
3.04 Participates in scientific activities and makes scientific
experiments.
4.00 The pupil develops interests and skill in extra-curricular
activities.
4.01 The pupil, develops an interests in public speaking and
practices it.
4.02 Develops skill in play-reading and different aspects of
performances.
4.03 Develops skill in literary activities.
4.04 Develops skill in scientific and cultural activities and par-
ticipates in them.
4.05 Develops skill in reading.
4.06 Develops skill in different kinds of games and sports and
becomes familiar with their rules.
5.00 Develops personal and social qualities.
5.01 Develops and practises moral discipline and cultivates the
values of honesty, justice and moral courage,
475
5.02 Develops the ability of organising activities of various kinds.
5.03 Develops the qualities of leadership and initiative.
5.04 Learns and practises the values of team work, co-opera-
tion and fellow-feeling.
5.05 Learns and practises the rules of polite behaviour and man-
ners including forms of greetings and expression of grate-
fulness and thankfulness.
5.06 Develops the qualities of hard work and perseverance.
5.07 Develops spirit of sportsmanship.
5.08 Show proper respect for rules of games and sports and
develops discipline and obedience.
5.09 Takes an interest in social service and loves doing goods
to others.
5.10 Develops social awareness and assumes social responsi-
bilities.
5.11 Develops toleration and understanding and appreciates
other people's opinions and practices.
5.12 Develops patriotic interests.
5.13 Enjoys mixing with others and makes friends with fellow
pupils belonging to linguistic and cultural groups other
than his own.
5.14 Enjoys community living.
5.15 Takes an intelligent interest in all kinds of current affairs
and in the political and other problems of the state, the
country and the world.
5.16 Develops an alert and sensitive mind capable of under
standing and receiving new ideas.
476
5.17 Develops well-integrated personality and becomes a use-
ful reponsible member of the society.
LIST OF CO-CURRICULAR ACTIVITIES
1. Athletics : (Suggested games and sports)
A, Outdoor games
Football, Cricket, Hockey, Badminton, Volleyball, Hadu
du-du (Hau Khelor kabadi), Tennis, Basketball, Kho-Kho, Ti-
ger's Catching the tail, Tunnel Ball Pass, Arm-locked Relay, Joy
Wheel, Hit the man Rounders, Golla Chhut khela, Merry-Go
Round, Cock Fight, Dog and the Bone, Whip Tag, Horse and
the Rider, Musical Chair, Leap Frog, Hare Jump, 1-say-'Squat'
Games, Discipline Games (imitation of animals' voice), In the
Tank and outside the tank, Houd and Hare, Antelope Hunting,
Marbles, Daria khel, Tug- of- war etc.
B. In-door Games
Carrom, Chess, Table Tennis, Ludo, Badminton, Chinese
Chequers, Billiards, Word Building and Word Making, Cross-
word Games, Jigsaw Puzzles. Tiger-and Cow game [¬ı±‚ ·1n∏ Œ‡˘±]
, Card Games, Golak Dham [Œ·±˘fl¡ Ò±˜], Snake and Ladder etc.
C. Sports
Race : running obstacle race : relay race : sack race, three-
legged race, egg-on-spoon race : potato-on-spoon race : hurdle
race : observation or memory testing race, thread and-needle race
: cross-country race : One lelegged race, back-to-back race, etc.
Jump : (Long jump; high jump; pole vault; hop-step-
and-jump, etc.
Swimming and Diving, Riding, Climbing hills and
477
mountains., Rowing, Cycling, Discus throw, Javelin throw, V. Social Service :
Football Cricket, Hammer throw, Skipping, Swimming, Hiking,
Tending the sick, helping the old invalid, helping the
Rope Climbing, Stilt walking, Hooping.
poor and needy, helping people in danger, Organising relief work.
D. Drills and physical exercise : Building roads, cleaning and sweeping roads and public places
Music drill, Pole drill, wand drill, mass drill, Turnings, Cleaning tanks, digging wells etc., Acting as volunteers in pub-
Marches and Squad drill. Freehand Exercises - Yago Asans. lic functions, Teaching the illiterate. Imparting education on
Gymnastics - Indian club, Lathi, Dumbell, Barbelland health and hygience, Imparting information on traffic rules and
weight lifting, chest expanding exercises, voulting box, Beam, civic duties. Forming organisation and arranging functions to
Malkhab, Pyramids, Parallel bar, Lizium exercises and Putting the shot. promote amity and goodwill among people of different linguis-
tic and cultural activities, other public welfare activities.
II. Artistic and Cultural Activities :
Listening to music, radio programmes and watching the-
atrical performances, film shows and other cultural events meant
for children.
Organising cultural activities (folk dances, songs, group
singing). Dramatics, Play Reading, Debates, Extempore speeches,
Recitation, Moral Instruction, Excursion, Travelling, Cycling tours,
walking tours, picnics, participating in holiday home etc. Hobbies:
photography, stamp collecting, gardening, insect collecting, rock
specimen collecting, plants and indigenous medical herbs etc., Reading.

III. Scientific Activities :

1. Scientific experiments 2. The use of the telescope and
other scientific instruments.
IV. Literary Activities :
Writing stories, poems, plays, articles etc. in the mother
tongue and other languages learnt. Translating, ada-pting sto-
ries, poems, plays, articles etc. from other language into the
mother tongue and vice versa. Editing journals etc., telling sto-
ries, literary discussions.
478 479
 SCOUTS & GUIDES
Objectives :
The pupil
- acquires purity in thought, word and deed.
- develops trustworthiness.
- develops sense of loyality.
- develops the qualities like help and co-operation,
courtesy and kindness, obedience, readiness.
- develops the desire to be friendly to all and treat
fellow cadets as brothers and sisters.
- develops friendly attitude to birds and animals and
love for nature.
- develops discipline and helps to protect public
property.
- becomes courageous.
- realises his/her duty to God and his/her country.
- develops work culture.
- develops commitment to the society.
- develops human values.
- develops simple living and high thinking.
¬Û±Í¬…Sê˜ –
1º ¢∂œøȬ—‰¬ fl¡±Î«¬, øÚ˜LaÌœ ¬ÛS, Œ˘Ù¬±Ù¬±, Œ¬Û¬Û±1 Œõ∂‰¬±1 ’±ø√
¬ıÀÚ±ª±º
2º ¸±Ó≈¬ø1¬ıÕ˘ ø˙fl¡± [fl¡À˜› ø˚Àfl¡±ÀÚ± ¬ÛXøÓ¬À1 100 ø˜.
¸±ÀÓ“¬±1± ’±1n∏ øÚ1±¬Û√1 øÚ˚˛˜ fl¡±Ú≈Ú ø˙fl¡±] ¬Û±ÚœÓ¬ ¬Û1±
Œ˘±fl¡fl¡ ά◊X±1 fl¡ø1 fl‘¡øS˜ õ∂̱˘œÀ1 ù´±¸ õ∂ù´±¸ ø√¬ı
¬Û1±º
3º ¬ı“±˝√√-Œ¬ıÓ¬, 1‰¬œ ÿ˘ ’±ø√À1 ¤È¬± ˝√√ô¶ ø˙ä ∆Ó¬˚˛±1 fl¡1±º
4º øÚ˚˛ø˜Ó¬1+À¬Û Œ‡˘ Œ‡˘± ’±1n∏ Œ‡˘1 ά◊¬ÛÀ˚±ø·Ó¬±
¸•ÛÀfl«¡ Ê√Ú±º
5º õ∂±fl‘¡øÓ¬fl¡ Ó¬Ô± fl¡•Û±‰¬1 ¡Z±1± ø√˙ øÚÌ«˚˛ fl¡ø1¬ıÕ˘ ø˙fl¡±º
480
EVALUATION CRITERIA
(A) Athletics :
Regularity of participation, leadership, initiative,
puntuality, respect for rules, discipline and correct behav-
iour and manners, Co-operation with fellow players and
sportsman, physical stamina and fitness, Sportsman spirit.
(B) Listening to music, radio programmes and watching the-
atrical performances, filim shows and other cultural event
meants for children.
Regularity of participation, discipline and correct behav-
iour and manners, Observation.
(C) Organising cultural activities :
Regularity of participation, leadership and initiative or-
ganising ability, hard work, co-operation with others, dis-
cipline and correct behaviour and manners, punctuality,
application of new ideas.
(D) Dramatics :
Regularity of participation, punctuality, discipline and
proficiency.
(a) Production, (b) direction, (c) Stage setting, (d) costumes
and make-up, (e) lighting, (f) acting, (g) Stage and Green
room Management, (h) Auditorium management.
481
(E) Play Reading : Regularrity of participation, hard work and perseverence,
Regularity of participation, Co-operation with others, Pro- imaginative power, originality, proficiency.
ficiency. (N) Social Service :
(F) Debate and Extempore Speech : Regularity of participation, hard work and perseverance
Regularity of participation, punctuality, discipline correct fellow feeling, understanding of and respect for other
behaviour and manners. knowledge, proficiency. people, justice and honesty, courage, freedom from preju-
dice, capacity for practical work, organising ability, co-
(G) Recitation : operation with others. discipline and correct behaviour
Regularity of participation, proficiency. and manner, knowledge of first aid and rules of health
and hygiene, leadership, initiative.
(H) Moral Instruction :
Regularity of participation, understanding, practice.
Procedure of Assessment
(I) Excursions, travelling, cycling tours, picnics, walking
1. Every school will maintain a record book of performance.
tours, participation in holiday homes.
Regularity of participation, leadership initiative, punctu- 2. Competent persons shall be placed in charge of each cat-
ality, discipline and correct behaviour and manners, co- egory of extra curricular activity.
operation and mixing with others, observation. 3. Only such persons will asses the performance of the pu-
(J) Hobbies : pils in extra-curricular activities.
Regularity of participation, hard work, curiosity, imagi- 4. In assessing a co-curricular activity only the evaluation
native power, application of new ideas, proficiency. criteria that apply to that particular activity will be taken
into account and the pupil's performance in respect to
(K) Reading :
each criterion will be recorded on the basis of the
(1) Regularity of participation (2) Curiosity (3) Knowl-
following grades : A = Excellent, B = Good, C=
edge (4) Understanding.
Average, D = Fair and E= Poor.
(L) Scientific Activities :
5. Every pupil will be given all possible help and scope to
Regularity of participation, hard work and perseverance. better his/her performance and improve the grade.
(M) Literary Activities :
6. A certificate will be issued to each pupil at the end of

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 thesecondary stage on the basis of performance as noted
in the record book.

7. Certificate will mention prize, medal and any other

distinction (e.g. membership of a representative team or
an outstanding performance) achieved by the pupil inside
and outside the school.
vvv

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