10th SYLLABUS

MATHEMATICS

  • CHAPTER 1 REAL NUMBERs
  • CHAPTER2 POLYNOMIALS
  • CHAPTER 3 PAIR OF LINEAR EQUATIONS IN TWO VARIABLES
  • CHAPTER 4 QUADRATIC EQUATIONS
  • CHAPTER 5 ARITHMETIC PROGRESSIONS
  • CHAPTER 6 TRIANGLES
  • CHAPTER 7 COORDINATE GEOMETRY
  • CHAPTER 8 INTRODUCTION TO TRIGONOMETRY
  • CHAPTER 9 SOME APPLICATIONS OF TRIGONOMETRY
  • CHAPTER 10 CIRCLES
  • CHAPTER 11 CONSTRUCTIONS
  • CHAPTER 12 AREAs RELATED TO CIRCLES
  • CHAPTER 13 SURFACE AREAs AND VOLUMES
  • CHAPTER 14 STATISTICS
  • CHAPTER 15 PROBABLITY

SCIENCE

  • CHAPTER 1 CHEMICAL REACTIONS AND EQUATIONS
  • CHAPTER 2 ACIDS, BASES and SALTS
  • CHAPTER 3 METALS AND NON METALS
  • CHAPTER 4 CARBON AND ITS COMPOUNDS
  • CHAPTER 5 PERIODIC CLASSIFICATION OF ELEMENTS
  • CHAPTER 6 LIFE PROCESSES
  • CHAPTER 7 CONTROL AND COORDINATION
  • CHAPTER 8 HOW DO ORGANISMS REPRODUCE?
  • CHAPTER 9 HEREDITY AND EVOLUTION
  • CHAPTER 10 LIGHT- REFLECTION AND REFRACTION
  • CHAPTER 11 HUMAN EYE AND COLOURFUL WORLD
  • CHAPTER 12 ELECTRICITY
  • CHAPTER 13 MAGNETIC EFFECTS OF ELECTRIC CURRENT
  • CHAPTER 14 SOURCES OF ENERGY
  • CHAPTER 15 OUR ENVIORNMENT
  • CHAPTER 16 MANAGEMENT OF NATURAL RESOURCES

ENGLISH

This is a two-year syllabus for classes IX and X. The CBSE has prepared a package for this syllabus called Interact in English. It includes the following:

  1. Main Course Book
  2. Literature Reader
  3. Work Book
  4. Extended Reading Texts

Interact in English has been designed to develop the student’s communicative competence in English. Therefore, content selection is determined by the student’s present and future academic, social and professional needs.

The overall aims of the course are:

  1. to enable the learner to communicate effectively and appropriately in real-life situations;
  2. to use English effectively for study purposes across the curriculum;
  3. to develop and integrate the use of the four language skills, i.e., listening, speaking, reading and writing;
  4. to develop interest in and appreciation of literature;
  5. to revise and reinforce structures already learnt.

Teachers may kindly keep the following in mind to develop these competencies:

Creativity: Students should be encouraged to think on their own and express their ideas using their experience, knowledge and imagination, rather than being text or teacher dependent.

Self-monitoring: Students should be encouraged to monitor their progress, space out their learning, so they should be encouraged to see language not just as a functional tool, but as an important part of personal development and inculcation of values.

Teaching/Testing Objectives

READING

By the end of the course, students should be able to:

1. read silently at varying speeds depending on the purpose of reading;

2. adopt different strategies for different types of text, both literary and non-literary;

3. recognise the organization of a text;

4. identify the main points of a text;

* Objectives which will not be tested in a formal examination

5. understand relations between different parts of a text through lexical and grammatical cohesion devices;

6. anticipate and predict what will come next in a text;*

7. deduce the meaning of unfamiliar lexical items in a given context;

8. consult a dictionary to obtain information on the meaning and use of lexical items;*

9. analyse, interpret, infer (and evaluate) the ideas in the text;

10. select and extract, from a text, information required for a specific purpose (and record it in note form);

11. transcode information from verbal to diagrammatic form;

12. retrieve and synthesise information from a range of reference materials using study skills such as skimming and scanning;

13. interpret texts by relating them to other material on the same theme (and to their own experience and knowledge);

14. read extensively on their own.

WRITING

By the end of the course, students should be able to:

1. express ideas in clear and grammatically correct English, using appropriate punctuation and cohesion devices;

2. write in a style appropriate for communicative purposes;

3. plan, organise and present ideas coherently by introducing, developing and concluding a topic;

4. write a clear description (e.g., of a place, a person, an object or a system);

5. write a clear account of events (e.g., a process, a narrative, a trend or a cause-effect relationship);

6. compare and contrast ideas and arrive at conclusions;

7. present an argument, supporting it with appropriate examples;

8. use an appropriate style and format to write letters (formal and informal),biographical sketches, dialogues, speeches, reports, articles,e-mails and diary entries;

9. monitor, check and revise written work;

10. expand notes into a piece of writing;

11. summarise or make notes from a given text; and

12. decode information from one text type to another (e.g., diary entry to letter, advertisement to report, diagram to verbal form).

LISTENING

By the end of the course, students should be able to:

1. adopt different strategies according to the purpose of listening (e.g., for pleasure, for general interest,for specific information);

2. use linguistic and non-linguistic features of the context as clues to understanding and interpreting what is heard (e.g., cohesion devices, key words, intonation, gesture, background noises);

3. listen to a talk or conversation and understand the topic and main points;

4. listen for information required for a specific purpose, e.g., in radio broadcast, commentaries, airport and railway station announcements;

5. distinguish main points from supporting details, and relevant from irrelevant information;

6. understand and interpret messages conveyed in person or by telephone;

7. understand and respond appropriately to directive language, e.g., instruction, advice, requests and warning;

8. understand and interpret spontaneous spoken discourse in familiar social situations.

SPEAKING

By the end of the course, students should be able to:

1. speak intelligibly using appropriate word stress, sentence stress and intonation patterns;

2. adopt different strategies to convey ideas effectively according to purpose, topic and audience (including the appropriate use of polite expressions);

3. narrate incidents and events, real or imaginary in a logical sequence;

4. present oral reports or summaries; make announcements clearly and confidently;

5. express and argue a point of view clearly and effectively;

6. take active part in group discussions, showing ability to express agreement or disagreement, to summarise ideas, to elicit the views of others, and to present own ideas;

7. express and respond to personal feelings, opinions and attitudes;

8. convey messages effectively in person or by telephone;

9. frame questions so as to elicit the desired response, and respond appropriately to questions;

10. participate in spontaneous spoken discourse in familiar social situations.

GRAMMAR

By the end of the course, students should be able to use the following accurately and appropriately in context:

1. Verbs :-

• present/past forms

• simple/continuous forms

• perfect forms

• future time reference

• modals

• active and passive voice

• subject-verb concord

• non-finite verb forms (infinitives and participles)

2. Sentence Structure :-

• connectors

• types of sentences

• affirmative/interrogative sentences negation

• exclamations

• types of phrases and clauses

– finite and non-finite subordinate clauses

– noun clauses and phrases

– adjective clauses and phrases

– adverb clauses and phrases

• indirect speech

• comparison

• nominalisation

3. Other Areas :-

• determiners

• pronouns

• prepositions

LITERATURE

By the end of the course, students should be able to understand, interpret, evaluate and respond to the following features in a literary text:

1 Character as revealed through

• appearance and distinguishing features

• socio-economic background

• action/events

• expression of feelings

• speech and dialogues

2 Plot/Story/Theme emerging through main events

• progression of events and links between them

• sequence of events denoting theme

3 Setting, as seen through time and place, socio-economic and cultural background, people, beliefs and attitudes.

4 Form

• rhyme

• rhythm

• simile

• metaphor

• pun

• repetition

SOCIAL SCIENCE

A. UNDERSTANDING ECONOMIC DEVELOPMENT

CHAPTER 1 DEVELOPMENT
CHAPTER 2 SECTORS OF THE INDIAN ECONOMY
CHAPTER 3 MONEY AND CREDIT
CHAPTER 4 GLOBALISATION AND THE INDIAN ECONOMY
CHAPTER 5 CONSUMER RIGHTs

B. INDIA AND THE CONTEMPORARY WORLD 2

CHAPTER 1 THE RISE OF NATIONALISM IN EUROPE
CHAPTER 2 THE NATIONALIST MOVEMENT IN INDO-CHINA
CHAPTER 3 NATIONALISM IN INDIA
CHAPTER 4 THE MAKING OF A GLOBAL WORLD
CHAPTER 5 THE AGE OF INDUSTRIALISATION
CHAPTER 6 WORK, LIFE AND LEISURE

C. DEMOCRACTIC POLITICS

CHAPTER 1 POWER-SHARING
CHAPTER 2 FEDERALISM
CHAPTER 3 DEMOCRACY AND DIVERSITY
CHAPTER 4 GENDER, RELIGION AND CASTE
CHAPTER 5 POPULAR STRUGGLES AND MOVEMENTS
CHAPTER 6 POLITICAL PARTIES
CHAPTER 7 OUTCOMES OF DEMOCRACY
CHAPTER 8 CHALLENGES TO DEMOCRACY

D. CONTEMPORARY INDIA-2

CHAPTER 1 RESOURCES AND DEVELOPMENT
CHAPTER 2 FOREST AND WILDLIFE RESOURCES
CHAPTER 3 WATER RESOURCES
CHAPTER 4 AGRICULTURE
CHAPTER 5 MINERALS AND ENERGY RESOURCES
CHAPTER 6 MANUFACTURING INDUSTRIES
CHAPTER 7 LIFELINES OF NATIONAL ECONOMY