\n| Lesson 1<\/td>\n | Characteristics of a person<\/td>\n | \n\n- To describe a person\u00a0 physically<\/li>\n
- To describe his\/ her personality\u00a0 traits<\/li>\n<\/ul>\n<\/td>\n
\n\n- Adjectives as attributes – with indefinite Article In Nominative and<\/li>\n
- Accusative case\u00a0 Interrogative Structures : Was f\u00fcr ein\/eine\u2026\u2026?<\/li>\n<\/ul>\n<\/td>\n
\n\n- 20 questions to identify a famous\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 personality<\/li>\n
- Relate characteristics \u00a0to specific sun signs<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| Skills<\/td>\n | \n\n- Writing: Write the description of a person in class<\/li>\n
- Reading: Read the horoscopes in German newspapers and extract the information relevant to you and your friend<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| Lesson 2<\/td>\n | Fashion<\/td>\n | \n\n- To describe garments<\/li>\n
- To express your opinions about fashion<\/li>\n<\/ul>\n<\/td>\n
\n\n- Adjective as Attribute with definite Article Interrogative pronoun : \u201cWelch\u2026\u201d<\/li>\n<\/ul>\n<\/td>\n
\n\n- Each student brings pictures of garments to class and describes them<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| Skills<\/td>\n | Writing: Summarising an unseen German language passage in English<\/td>\n<\/tr>\n | \n| Lesson 3<\/td>\n | Parent-child relationship<\/td>\n | \n\n- To describe your family members<\/li>\n
- To characterize your relationship with them<\/li>\n<\/ul>\n<\/td>\n
\n\n- Relative pronoun in<\/li>\n
- Nominative and Accusative<\/li>\n
- Relative clause<\/li>\n<\/ul>\n<\/td>\n
\n\n- Role Play: Discussion between parents and child about going out with friends for a movie late in the evening<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| Skills<\/td>\n | \n\n- Writing : Write a mail to your parents while you are away on an adventure camp<\/li>\n
- Reading : Reading comprehension of unseen passage<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\u00a0Module 10<\/strong><\/p>\n\n\n\nLesson <\/strong><\/th>\nSituation\/Topic <\/strong><\/th>\nSpeech intention <\/strong><\/th>\nStructure <\/strong><\/th>\nSuggested activity<\/strong><\/th>\n<\/tr>\n<\/thead>\n\n\n| Lesson 1<\/td>\n | Environment<\/td>\n | \n\n- To talk about environmental problems<\/li>\n
- To discuss measures to save the environment<\/li>\n<\/ul>\n<\/td>\n
\n\n- Indirect questions in the form of subordinate clauses<\/li>\n<\/ul>\n<\/td>\n
\n\n- Find out about waste management in your school<\/li>\n
- Suggest ways in which you can help protect the environment<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| Skills<\/td>\n | \n\n- Reading : Visual material is to be matched with the text and suitable title to be provided<\/li>\n
- Related sentences have to be completed with words from the provided Text<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| Lesson 2<\/td>\n | Youth and social awareness<\/td>\n | \n\n- To discuss about socially relevant issues<\/li>\n
- To discuss about how one can<\/li>\n
- contribute towards alleviating social issues<\/li>\n<\/ul>\n<\/td>\n
\n\n- Verb + Prepositions<\/li>\n
- Interrogative pronouns with<\/li>\n
- prepositions for people and things and answers to the same<\/li>\n<\/ul>\n<\/td>\n
\n\n- Start an ecoclub in your class<\/li>\n
- Find out how waste disposal is structured in Germany<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| Skills<\/td>\n | \n\n- Writing : Make a Poster appealing to students to keep the school premises clean<\/li>\n
- Reading : Read Advertisements and extract the relevant information from them<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| Lesson 3<\/td>\n | ![]() School magazine<\/p>\n\n- To discuss content and layout of a school magazine<\/li>\n
- Recognition\u00a0 the of the passive\u00a0 structure without school active usage (present tense)<\/li>\n
- Relative sentences<\/li>\n
- Genitive<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| Skills<\/td>\n | \n\n- Write a notice for the school board asking for contributions to the school magazine<\/li>\n
- Write a short advertisement for the school magazine announcing the establishment of a German club and requesting students to join<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
Class – X
\nSuggested activities for Module 9 <\/strong><\/p>\n\n\n\n| <\/th>\n | Suggested activities for Formative Assessment <\/strong><\/th>\nBasis of Evaluation<\/strong><\/th>\n<\/tr>\n<\/thead>\n\n\n| 1.<\/td>\n | Quiz on famous personalities (e.g. playing 20 questions in the class<\/td>\n | \n\n- Vocabulary<\/li>\n
- Syntax<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| 2.<\/td>\n | Group discussion on Sun Signs and their characteristics.<\/td>\n | \n\n- Understanding of topic<\/li>\n
- Conversational skills<\/li>\n
- Confidence<\/li>\n
- Presentation<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| 3.<\/td>\n | Dumb Charade (in groups).<\/p>\n One Member of each group to enact<\/p>\n \n- Situations<\/li>\n
- Characters<\/li>\n<\/ul>\n<\/td>\n
\n\n- Acting skill<\/li>\n
- Creativity<\/li>\n
- Understanding of theme<\/li>\n
- Recognition of character<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| 4.<\/td>\n | Role play: Discussion between parents and child about going out with friends for a movie late in the evening.<\/td>\n | \n\n- Confidence<\/li>\n
- Diction<\/li>\n
- Fluency<\/li>\n
- Acting skill<\/li>\n
- Creativity<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| 5.<\/td>\n | Listening comprehensions<\/p>\n (in the text book and others from internet or other sources)<\/td>\n | \n\n- Understanding of text<\/li>\n
- Correct response to questions<\/li>\n
- Analytical ability<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| 6.<\/td>\n | Composing a text or changing the given text.<\/p>\n \u2022 Visual stimulus in the form of picture, cartoon, movie clip etc.to be provided \u2022 Verbal stimulus in the form of words, stories, incidents etc. to be provided)<\/td>\n | \n\n- Originality<\/li>\n
- Creativity<\/li>\n
- Fluency<\/li>\n
- Imagination<\/li>\n
- expression<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| 7.<\/td>\n | Spell check (can be a group activity also)<\/p>\n\n- spelling<\/li>\n
- meaning<\/li>\n
- pronunciation<\/li>\n
- sentence making<\/li>\n<\/ul>\n<\/td>\n
\n\n- Memorisation of correct spelling<\/li>\n
- Correct sentence formation<\/li>\n
- Right usage of word<\/li>\n
- Part of speech<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| 8.<\/td>\n | Just a minute Topics can be from the text or from life.<\/td>\n | \n\n- Promptness<\/li>\n
- Imagination<\/li>\n
- Presentation<\/li>\n
- Fluency of ideas<\/li>\n
- Confidence<\/li>\n
- Concise expression<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
Class – X <\/b><\/p>\n Suggested activities for Module 10 <\/b><\/p>\n\n\n\n| <\/th>\n | \n Suggested activities for Formative Assessment<\/b> <\/b><\/p>\n<\/th>\n | \n Basis of Evaluation<\/b> <\/b><\/p>\n<\/th>\n<\/tr>\n<\/thead>\n\n\n| \n 1.<\/p>\n<\/td>\n | \n Project work : Outline the waste management system in the school and suggest improvements.<\/p>\n<\/td>\n | \n\n- Vocabulary<\/li>\n
- Creativity<\/li>\n
- Presentation skills<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| \n 2.<\/p>\n<\/td>\n | \n Power point presentation on waste management system and ecological awareness in Germany<\/p>\n<\/td>\n | \n\n- Understanding of topic<\/li>\n
- Creativity<\/li>\n
- Confidence<\/li>\n
- Presentation skills<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| \n 3.<\/p>\n<\/td>\n | \n Dumb Charade (in groups).<\/p>\n One Member of each group to enact<\/p>\n \n- Situations<\/li>\n
- Characters<\/li>\n<\/ul>\n<\/td>\n
\n\n- Acting skill<\/li>\n
- Creativity<\/li>\n
- Understanding of theme<\/li>\n
- Recognition of character<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| \n 4.<\/p>\n<\/td>\n | \n Writing articles (in German) for the school magazine.<\/p>\n<\/td>\n | \n\n- Creativity<\/li>\n
- Knowledge of language<\/li>\n
- Vocabulary<\/li>\n
- Expression<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| \n 5.<\/p>\n<\/td>\n | \n Listening comprehensions<\/p>\n (in the text book and others from internet or other sources)<\/p>\n<\/td>\n | \n\n- Understanding of text<\/li>\n
- Correct response to questions<\/li>\n
- Analytical ability<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| \n 6.<\/p>\n<\/td>\n | \n Composing a text or changing the given text. Visual stimulus in the form of picture, cartoon, movie clip etc. to be provided<\/p>\n Verbal stimulus in the form of words, stories, incidents etc. to be provided<\/p>\n<\/td>\n | \n\n- Originality<\/li>\n
- Creativity<\/li>\n
- Fluency<\/li>\n
- Imagination<\/li>\n
- Expression<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| \n 7.<\/p>\n<\/td>\n | \n Spell check (can be a group activity also)<\/p>\n \n- spelling<\/li>\n
- meaning<\/li>\n
- pronunciation<\/li>\n
- sentence making<\/li>\n<\/ul>\n<\/td>\n
\n\n- Memorization of correct spelling<\/li>\n
- Correct sentence formation<\/li>\n
- Right usage of word<\/li>\n
- Part of speech<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| \n 8.<\/p>\n<\/td>\n | Just a minute<\/p>\n Topics can be from the text or from life.<\/p>\n<\/td>\n | \n | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |