DELHI PUBLIC SCHOOL

FARIDABAD

HOLIDAY HOMEWORK

CLASS - X
(Session : 2025-26)
 English

Climate Change in the Media

Q1. Find two recent news articles on climate change from different sources. You need to cite the
sources you have taken them from.
Use the table below to guide your comparison of two different articles on climate change.
Answer each question for both articles to help you understand how information is presented.

Question Article 1 Article 2

What is the tone of the

article? (e.g. serious,
urgent, hopeful, angry)

Is there any noticeable

bias? Does the article
support one side more
than the other?

What types of facts or

statistics are used? Are
they clearly explained and
supported?

What kind of language is

used? (e.g. emotional,
technical, persuasive)

Do you think the article is

trying to influence the
reader’s opinion? How?

Q2. Write and Deliver a Persuasive Speech on Climate Action.

What you have to do:

You will write a short speech (200-250 words) where you try to convince a specific group—
such as your school council, local government, or even your classmates—to take real action
against climate change.

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What your speech should include:

A clear message about the climate problem you’ve chosen (e.g. pollution, plastic waste,
deforestation, etc.).

A call to action—what exactly do you want your audience to do? (e.g. start a recycling
programme, plant trees, reduce car use).

Use persuasive techniques, like:

Rhetorical questions – questions that don’t need an answer but make people think.
Example: "Do we really want to live in a world where clean air is a luxury?"

Emotive language – words that stir up emotions.

Example: "Our planet is suffering, and it's crying out for help."

Repetition – repeating key phrases for effect.

Example: "We must act now. We must act together. We must act for our future."

Practise reading your speech aloud, then present it to the class or a small group. Speak
clearly and confidently—pretend you’re really talking to the people in charge!

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 Maths
Title: Smart Energy Use: Optimizing Electricity Consumption at Home

"Energy saved is energy produced."

— Thomas Edison
Step 1: Data Collection

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1. Students will collect weekly electricity usage data for their home using electricity bills
or power meters, and using average method calculate the monthly energy.
2. Record the findings as table given as example.

Appliance Power Daily Total Energy Monthly Annual

(Watts) Usage (kWh/day) Energy Energy

LED Bulb 10W 4(Hours)

hrs (10 × 4) ÷ 1000 = 0.04 (kWh)
1.2 (kWh)
14.4
(10W)

Fan (75W) 75W 6 hrs (75 × 6) ÷ 1000 = 0.45 13.5 162

AC (1500W) 1500W 5 hrs (1500 × 5) ÷ 1000 = 7.5 225 2700

TV (120W) 120W 3 hrs (120 × 3) ÷ 1000 = 0.36 10.8 129.6

Laptop 60W 5 hrs (60 × 5) ÷ 1000 = 0.3 9 108

(60W)

(Students will create their own tables based on their household appliances.)

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Step 2: Mathematical Analysis
1. Calculate Total Energy Consumption
o Formula:
( )× ( )
Energy (kWh) =

o Compute the daily, weekly electricity consumption.

2. Calculate Electricity Cost

o Electricity cost per kWh is given on the bill (e.g., ₹6/kWh).

o Formula:
Total Cost=Total Energy (kWh)×Cost per kWh
o Compare the cost of different appliances and find the most expensive ones.
3. Compare with Energy-Efficient Alternatives
o Example: Compare a CFL bulb (15W) vs. an LED bulb (10W) for 5 hours/day.
o Calculate savings over a year if all CFL bulbs are replaced with LEDs.
o Graph savings vs. time to show long-term benefits.
4. Carbon Footprint Calculation
o Research on carbon footprint.
o 1 kWh of electricity = 0.92 kg CO₂ emissions.
o Formula:
Total CO₂ Emissions=Total Energy (kWh)×0.92
Calculate the carbon footprint of the household and suggest reduction
strategies.
Step 3: Graphical Representation

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• Bar Graph: Create a bar graph showing the electricity cost by appliance.
• Pie Chart: Draw a pie chart representing the percentage of energy used by different
appliances.
• Line Graph: Plot a line graph showing weekly savings from energy-efficient choices.

Step 4: Sustainable Action Plan & Predictions

Our school has installed one solar voltaic plant of 201.96 Kwp on 1st November 2016 to
generate electricity directly from sunlight via an electronic process. It has 742 SPB panels.
This has helped the school save electricity.

• Suggest at least 3 changes to reduce electricity use at your home.

• Estimate the reduction in electricity cost and CO₂ emissions if the entire household
adopts these changes.
Submission Format
Students can submit the project in the following formats:
• Report (3-4 pages) with data tables, calculations, graph, and analysis on coloured
A4 sheets.
OR
• Presentation (PowerPoint/Google Slides with data tables, calculations, graph, and
analysis) Coloured printout.
Evaluation Rubric for teachers (20 Marks Total)

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Evaluation Rubric for teachers (20 Marks Total)

Needs
Satisfactory
Criteria Excellent (5) Good (4) Improvement
(3)
(2)
Data Accurate and Mostly Some missing
Incomplete
Collection (5 detailed data complete with or inconsistent
research
Marks) collection minor errors data
All
Mathematical calculations Mostly correct Major errors
Some errors or
Analysis correct and with minor or missing
missing steps
(5 Marks) well- errors calculations
explained
Neatly drawn
Graphing & Good graphs Graphs
and well- No graphs or
Visualization but lacks present but
labelled poorly drawn
(5 Marks) labelling unclear
graphs
Strong
Sustainable Good Some ideas Weak or
analysis with
Action Plan solutions but but not well- missing
realistic
(5 Marks) lacks depth developed conclusion
solutions

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 PHYSICS

1 Technology plays a crucial role in combating climate action by enabling both mitigation and
adaptation strategies. Mitigation technologies, like renewable energy and carbon capture,
aim to reduce greenhouse gas emissions, while adaptation technologies, such as early
warning systems and drought-resistant crops, help communities cope with the effects of
climate change.

Mitigation Technologies:

Renewable Energy:

Transitioning to renewable energy sources like solar, wind, and hydropower reduces reliance
on fossil fuels, significantly lowering greenhouse gas emissions.

Carbon Capture and Storage (CCS), technologies capture CO2 from industrial sources and
store it underground, preventing it from entering the atmosphere.

Direct Air Capture (DAC):

DAC technologies capture CO2 directly from the atmosphere, which can then be stored or
utilized in various applications.

Sustainable Manufacturing:

Implementing sustainable manufacturing practices, including recycling and reuse, reduces

waste and resource consumption, contributing to lower emissions.

“Eco-Energy Detective” – Track, Measure & Reduce!

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 Track the electricity usage of any one appliance (like a fan, fridge, or light) in your home for
one week.

• Calculate the energy consumed (in kWh).

• Try reducing its usage by at least 25% in the second week.

• Record your method (e.g., switching off lights, using natural sunlight, etc.) and show
the change in consumption.

• Reflect: How did your actions reduce your household’s carbon footprint?

Make a photo collage explaining what you did and what you learned.

2. “DIY Waste-to-Widget Challenge” – Build with Physics!

Creative Project Question:

Using waste materials from your home (plastic bottles, cardboard, cans, etc.), build a simple
physics-based gadget or toy. Examples:

A windmill, A solar cooker, A water level indicator, etc.

OR

Create a model to visually represent and showcase the ways to overcome climate change.
The model should include -

Energy Conservation: Images/ models of energy-efficient appliances, LED lights, and other
measures to reduce energy consumption.

Green Buildings: Show buildings with green roofs, solar panels, and other sustainable
design features.

Carbon Capture Technologies: Images of industrial processes capturing CO2 emissions and
storing them underground or using them for other purposes.
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 Afforestation and reforestation: Depicting trees being planted and the positive impact on
carbon storage.

Sustainable Transportation: Show electric vehicles, public transportation, and cycling

initiatives.

3. Research on solar energy as a solution to climate change and its positive impact on the
environment. The research paper to be done on portfolio sheets

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 Chemistry
Topic : Nanoparticles – Uses in Sustainability:

Sustainable Development Goal 13 (Climate Action) and green chemistry share a strong connection
through the development of eco-friendly nanoparticle synthesis, which aligns with the goal of
reducing the environmental impact of chemical processes. Green chemistry principles, like
minimizing waste and using renewable resources, are essential for the sustainable production of
nanoparticles
Objective:
To explore and understand how nanoparticles are used in sustainable development and their
applications in solving environmental problems.

Instructions:
1. Research Work (3–4 Pages): Prepare a handwritten or typed report on how
nanoparticles are contributing to sustainability. Include:

 Introduction to Nanoparticles (What they are, Size range, Properties)

 Synthesis methods (only briefly)
 Uses in sustainability (see suggestions below)
 Your reflections – How you think they can help India or the world in future
 Suggested Sustainable Applications: You must include at least any two of the
following given topics and one method other than given example below
 Water purification using silver or iron nanoparticles
 Air purification using photocatalytic nanoparticles like TiO₂
 Solar cells enhanced by nanoparticles

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  Nanofertilizers and smart agriculture
 Energy storage (batteries, supercapacitors)

2. Visual Content:

 Include diagrams or images of nanoparticles, their structure, or real-world applications.

 You can draw, print, or digitally paste these visuals.

3. Presentation Format:

 Title page with Name, Class, Roll Number, School

 Index
 Content (with headings and subheadings)
 Images/Diagrams
 Conclusion
 Bibliography or Sources

4. Bonus (Optional): Create a small poster or infographic on “Nanotechnology for a

Greener Planet” for display in class.

# Mention the Resources and information websites

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 BIOLOGY

“The Earth once whispered in winds and bloomed with grace,

Now she cries in wildfires and melting ice’s embrace.
Seas rise like sorrow; skies burn with rage—
Climate change is writing warnings on every page.”

“In every green leaf, a quiet battle is won—photosynthesis turns carbon into life. Nurture this
miracle, and we take a step closer to conquering climate change.”

“Learn how plants clean the air,make posters, plant trees, show you care!
With photosynthesis as our guide, let’s take climate change in stride!

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 ACTIVITY-1
"Green Warriors: Plants vs Climate Change"

Design an interactive or 3D poster that explains the role of photosynthesis in

reducing carbon footprint.
• Use labelled diagrams to show how deforestation impacts this natural process.
• Include a section: "How Planting Trees Fights Climate Change" with scientific data.
• Highlight at least one community/tree-planting initiative (local or global).
• Display Must Include:
• Clear explanation of the photosynthesis process with biological terms.
• A tree growth or carbon sequestration chart.
• A pledge corner where your friends can write one eco-action they will take.
Instructions:
• The poster must be made on an A3 size sheet.
• Use a light pastel-coloured sheet as the base.
• Ensure your poster is neat, creative, and relevant to the given topic.
ACTIVITY-2
“My Green Gift to Mother Earth”: Plant a tree or sapling.
• Choose a suitable tree (e.g., Neem, Peepal, Banyan, Jamun, Gulmohar, or any
native species).Plant it in your garden, neighbourhood, or a designated green area.
• Click and Attach a Picture: Take a clear photograph of yourself planting the
[Link] or attach it in your project file.
• Research and Write (in 150–250 words):
Mention the following points about your chosen plant:
• Its role in preventing soil erosion.
• How it helps maintain the water table.
• Its ability to absorb carbon dioxide and reduce carbon emissions.
• Its contribution to reducing air and noise pollution.
• Any medicinal, economic, or ecological value.
Instructions:
• Use A3 size sheet for the above activity.
• Keep your work neat, well-organized, and handwritten.
• Use simple, clear language and avoid copying directly from the internet.
• Use drawings, symbols, or illustrations to highlight the theme.
• Maintain a good balance between text and visuals.

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 SOCIAL SCIENCE

Name of Activity – Project Work (Compulsory component according to CBSE norms)

Learning Objectives
● To enable our students to develop research skills.
● To help them analyse a theme from multiple perspectives and present it in the form of a
research project.
Methodology – All students have been allotted a theme which are as follows. The method of
research and presentation has been described below it.
1. Consumer Awareness (Roll no. 1-15)
The students need to gather information on any
one of the following consumer products.
A. An electrical appliance
B. A packaged food product
C. Any one utilitarian product
D. Any one luxurious product
Research your topic using the following sub-
headings. But remember, these are only suggestive. You may add or delete information.
A. Characteristics of the product in terms of usage, price, availability, popularity
B. Draw a comparison with similar other products
C. Advantages and disadvantages of using it
D. Consumer awareness regarding its disadvantages, if any
E. Its logo and certification
F. Precaution to be taken by customer before buying the good
G. Customer exploitation in the market with regard to the product, if any
H. Consumer rights related to exploitation, if any
I. Ways to become well-informed customers
2. Social Issues (Roll no. 16-30)
The students need to gather information on any one of the following social issues.
A. Orphaned and Abandoned Children
B. Gender Inequality
C. Drugs and Alcohol Abuse
D. Communalism
Research your topic using the following sub-headings.
But, remember, these are only suggestive.
You may add or delete information.

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 A. Definition and concept
B. Causes
C. Types
D. Impact
E. Legal and Constitutional safeguards
F. Prevention efforts by society
G. Statistics wherever required
3. Sustainable Development (Roll no. 31 onwards)
The students need to gather information on any one of the following topics.
A. Smart Agriculture
B. Zero Hunger
C. Sustainable Energy
D. Sustainable Architecture
Research your topic using the following sub-headings. But, remember, these are only
suggestive. You may add or delete information.
A. Definition and concept
B. Types
C. Impact(Preferably through a case study)
D. Government’s effort and endeavour in implementing it
E. Relation to 2030 Agenda for Sustainable Development

Guidelines for preparation of Project Report

A. The project report should be handwritten.
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 B. The total length of the written project report should not be more than 8-10 pages.
C. The project report will be developed and presented in the following order:
- Page- 1CoverPage showing project title, an apt illustration, and student
information (Name, Class, Section and Roll no.)
- Page-2 Table of Content
- Page-3 Project Overview: Aim and Methodology
- Page-4 -8 Subject Matter
- Page-9 Conclusion (Summary and Analysis)
- Page-10 Bibliography (Mention books and websites)
- All the photographs and sketches should be labeled and acknowledged.
Criteria for Assessment
A. Content Accuracy, Originality and Analysis (2)
B. Presentation and Creativity (2)

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 हंद

सामा य नदश :

i) ी मावकाश का पू ण काय पोटफो लयो म कया जाएगा ।

ii) लखाई का वशेष यान रख।

iii) तु तीकरण , भाषा एवं वतनी का भी वशेष यान रख ।

सव वर दयाल शमा' जी ने अपनी इस क वता म बादल के आने और उसके उपरांत कृ त म व भ न त याओं का अ यं त

रचना मक वणन कया है।

न 1. क वता के आधार पर कृ त के कसी त व के स दय का वणन अपने श द म (क वता अथवा कहानी के मा यम से ) क रए।

न 2. कृ त मनु य के लए जहाँ एक ओर जीवन का ोत रह ह,

वह ं उसक रचना मकता क या ा का भी एक अ भ न अंग रह है।

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 i) कृ त से संबं धत पाँच क वताओं का संकलन बनाएँ। (सु ंदर च कार के साथ)

ii) कृ त और पयावरण को बनाए रखने म मनु य क या िज़ मेदार है तथा इस संबध

ं म आपके व यालय म
पयावरण सुर ा के लए या- या काय कया जा रहे ह , उसक सू ची तैयार क रए।

या मक काय

सतत वकास ल य (एसडीजी), िज ह हंद म "संधारणीय वकास ल य" भी कहा जाता है , संयु त रा वारा 2015 म
था पत कए गए ह. यह एक ऐसा ल य है जो 2030 तक गर बी, असमानता, जलवायु प रवतन और पयावरणीय रण
जैसी वैि वक चुन ौ तय का समाधान करने पर क त है.

व तार से:

क) ये 17 पर पर संबं धत ल य ह जो संयु त रा वारा 2030 तक शां त, समृ और ि थरता ा त करने के

लए वैि वक साझेदार को बढ़ावा दे ने के लए था पत कए गए ह।

एस. डी. जी. का ल य गर बी को ख म करना, ह क र ा करना और यह सु नि चत करना है क सभी लोग

शां त और समृ का आनंद ल ।

नीचे दया गया च एस. डी. जी. के व भ न ल य को अ भ य त करता है इन ल य को चि हत करते हु ए

हंद म उनके नाम ल खए ।

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dFk;fr &&&&&&&&&& drZO;% ç[Link] èkuSjfiA

Hkkstua] ekrk] ijksidkj%] e;k] okrkZa] fpfdRld%] fpfdRlky;a] O;kdqyk] Hkkstuk;]

loZdkjh;fpfdRlky;s

6- ,d% fo|kFkÊ jk=kS f'kjl% vèk% iqLrda LFkkif;Rok lqIr% lU=Lra iqLrde~ vkReosnuka [Link];frA e¥~tw"kkr%
inkfu fofpR; fjäLFkkukfu iwjf;Rok iqu% dFkke~ mÙkjiqfLrdk;ka fy[krA
vga iqLrde~ vfLeA ,"k% ;% ee ¼d½ &&&&&&&& f'kj% LFkkif;Rok Lofifr l% ee LokehA vge~ vrho
lU=LrEk~A LFkkus&LFkkus ee ¼[k½ &&&&&&&& ys[kU;k [Link]% dkfjrk%A i`"Bkuke~ vfèkdka'kk% [Link]% rq
ifjorZusu ¼x½ &&&&&&&& tkrk:A ¼?k½ &&&&&&&& vy³~—rkfu ee fp=kf.k vL; f=o"kÊ;Hkzk=k
u"Vh—rkfuA l eke~ ¼³½ &&&&&&&& LFkkif;Rok ØhMkexz% HkofrA rsu ee eq[ke~ ,o —".kelha ¼p½
&&&&&&& nwf"krEk~A ;Fkk ¼N½ &&&&&&& vk;ksT;Urs rFkk vLekfHk% ¼t½ &&&&&&&& vfiA
vk;kstuh;% ;su ¼>½ &&&&&&&& vfi ¼¥½ &&&&&&&& L;kRk~A
iqLrdkfèkdkjfnol%] ekuokfèkdkjfnolk%] mifj] ikrf;Rok] HkXuk%] i`"Bs"kq] brLrr%]
[Link]] thouj{kk] enh;&cUèkq&ckUèkokukEk~A

22
7- okD;s"kq js[kkf³~drinkuke~ mfpra lfUèka foPNsna ok dq#rA ¼dsoya ç'ui´~pdEk~½
d- iz;fr”;s p{kq”kks·L; iqu% izfr $ [Link]; bfrA
[k- u`i% mRiyfeo u;us ;kpdk; lefiZroku~A
x- dkdL; ,d $ ,d i{ks [Link] rFkkfi dkd% dkd% ,o HkofrA
?k- Lok/;k;kH;lua pSo ok³~e;a ri mP;rsA
³- ok.;sdk ley³~djksfr iq#”ke~ ;k laLd`rk /kk;ZrsA
8- mfpra fodYia fpRok fuEufyf[krs"kq okD;s"kq js[kkafdrinkuke~ izR;foHkkxa la;kstua ok dq#rA
d- v;a /kkfeZd% dk;ZØe% vfLrA
v- /keZ $ Bd~ vk- /keZ $ erqi~ b- /keZ $ bd bZ- /kfeZd $ Bd~
[k- ,rklq ijfgrk; loZLoa R;DrO;e~ bfr f’kf{kre~A
v- R;d~ $ rO;r~ vk- R;t~ $ rO;r~ b- R;t~ $ rO; bZ- R;t $ Ro
x- loZHkHkkSe $ Bd~ vL; mins’kk%A
v- loZHkkSfed~ vk- lkoZHkSfed% b- lkoZHkkSfedk% bZ- loZHkkSfede~
?k- ns ’ kj{kk vLekda d` $ rO;r~ vfLrA
v- dÙkZ O ;e~ vk- [Link];e~ b- drZ O ;e~ bZ - dÙkZ O ;k
³- ,dnk Hkxoku~ cksf/klRo% jktk vHkor~A
v- Hkxor~ $ ry~ vk- Hkx $ erqi~ b- Hkx $ er~ bZ- Hkx $ or~
p- ckyd% vonr~& ,”k% xe~ $ vuh;j~ ekxZ% ukfLrA
v- cqf)er~ vk- cqf)erh b- cqf)oku bZ- cqf)eku~
9- mfpra fodYia fpRok fuEufyf[krs"kq okD;s"kq js[kkafdrinkuke~ lekla foxzga ok dq#rA
d- ee fiPNkuke~ viwoZa lkSUn;Ze~A
v- vuq iwoZe~ vk- u iwoZe~ b- vu~ iwoZe~ ~ bZ- iwoZe~ vuq
[k- vga if{[Link] lezkV~ dkd%A
v- i{kslezkV vk- i{klezkV% b- if{klezkV~ bZ- i{klezkV~
x- fo|klea p{kq% ukfLrA
v- fo|;k lee~ vk- fo|k;k le b- fo|k le% bZ- fo|ka lek%
?k- p{kqH;ka ghu% vga dFka ,rr~ txr~ Ik’;s;e~\
v- p{kq”kghu% vk- u p{kq% b- p{kqghZu% bZ- p{kqghZue~
³- ek/kq;Ze~ u {kja O;fDr%A
v- v{kje~ vk- vuk{kje~ b- u{k=e~ bZ- vu{kj
10- vèkksfyf[krokD;s"kq dk'pu v'kq);% lfUr] rklka la'kksèkua drZqe~ mfpra ina fpuqrA
d- vga ØhMk{ks=a xPNke%A
v- vkoke~ vk- ;w;e~ b- o;e~ bZ- l%
[k- iq=! laLd`ra iBrA
v- iBrq vk- iBkfu b- iBkfe bZ- iBUrq
x- dq’kyk% Nk=% losZ”kka fiz;% HkofrA
v- dq’ky vk- dq’ky% b- dq’kyk bZ- dq’kye~

23
 ?k- vga [Link]; izkr% m|kua xPNke%A
v- vkoke~ vk- ;qoke~ b- o;e~ bZ- ;w;e~
³- Nk=k%! ;w;a çfrfnua laL—ra iBs;q%A
v- iBsr vk- iBsr~ b- iBs% bZ- iBse
11- [Link]’kL; le;[Link]~ vuql`R; laLd`rsu leqfpre~ mÙkje~ fy[krA
d- jkes’k% ¼5%00½ &&&&&&&&&&&&& oknus mfÙk"BfrA
[k- l% ¼5%30½ &&&&&&&&&&&&& oknus [Link]; xPNfrA
x- l% ¼6%15½ &&&&&&&&&&&& oknus Lukua d`Rok izkFkZuka djksfrA
?k- l% ¼6%45½ &&&&&&&&&&&& oknus fo|ky;a djksfrA
³- izkr% ¼2%45½ &&&&&&& oknus fo|ky;kr~ x`ga izR;kxPNfrA

12- vèkksfyf[kra x|ka'ka ifBRok çnÙkç'ukuke~ mÙkjkf.k laL—rsu fy[krA

vFk ,dnk Hkxoku~ cksfèklÙo% cgqtUekftZriq.;QyS% f'kohuka jktk cHkwoA l ckY;kr~ ,o o`)ksilsoh]
fou;'khy%] 'kkL=ikj³~xr% p vklhRk~A tudY;[Link] jr% vlkS iq=or~ çtk% iky;fr LeA
dk#.;&vkSnk;kZfnln~[Link]% l uxjL; leUrr% èku&èkkU;le`)k% nku'kkyk% vdkj;Rk~A r= vfFkZuka
lewg% vUu&iku& olu&jtr& [Link] vHkh"Vkfu oLrwfu çkI; lUrq"V% vHkoRk~A jkK% nku'khyrke~
vkd.;Z ns'kkUrjsH;ks·fi tuk% ra ns'ke~ vk;kfUr LeA
1- ,dinsu mÙkjrA
d- d% f’kohuka jktk cHkwo\
[k- jktk iq=or~ dk% iky;fr Le\
x- jkK% nku'khyrke~ vkd.;Z tuk% dqr% ra ns'ke~ vk;kfUr Le\
2- [Link];su mÙkjrA
d- jktk uxjL; leUrr% fde~ vdkj;r~\
[k- Hkxoku~ cksfèklÙo% dhn`’k% vklhr~\
x- nku’kkyklq vfFkZuka lewg% dFka lUrq"V% vHkoRk\
3- ;FkkfunZs'ke~ mÙkjrA
d- ^vk;kfUr Le* bfr fØ;k;k% drZ`ina fde~\
[k- ^vfHk”Vkfu oLrwfu* bfr vu;ks% in;ks% fo’ks”;ina fde~\
x- ^JqRok* bR;FksZ fda ina iz;qDre~\
13- vèkksfyf[kra i|ka'ka ifBRok çnÙkç'ukuke~ mÙkjkf.k laL—rsu fy[krA
viwoZ% dks·fi dks"kks·;a fo|rs ro HkkjfrA
O;;rks o`f)ek;kfr {k;ek;kfr l¥~p;kr~AA
1- ,dinsu mÙkjrA
d- v;a dks"k% dh–'k% fo|rs\
[k- fo|k dL;k% dks”k% vfLr\
x- O;;r% d% o/kZrs\

24
 2- [Link];su mÙkjrA
d- fo|k;k% v;a dks"k% dFka oèkZrs\
[k- d% viwoZ% fo|rs\
x- v;a dks”k% dFka {k;ek;kfr\
3- ;FkkfunZs'ke~ mÙkjrA
d- *O;;r%* bfr inL; foijhrHkkokReda 'kCna fpRok fy[krA
[k- vfLeu~ 'yksds lEcksèkuina fdefLr\
x- ^dks”k%* bfr dr`ZinL; fØ;kina fde~\
14- vèkksfyf[kra ukV~;k'ka ifBRok çnÙkç'ukuke~ mÙkjkf.k laL—rsu fy[krA
¼LFkkua&ljLrhjEk~! le;%& çHkkrosykA r= jktgal% galh p fogjr%A usiF;s dkdèofu% Jw;rsA½
jktgal%& ^^v;s! fdUuq [kyq ljLrhjs fogjfr ef; dsukfi ddZ'kS% ^dk dk* 'kCnS% [Link]~
vkdqyhfØ;rs\**
jktgalh& ^^HkrZ%! dkdkr~ vU;% dks HkforqegZfr\ vL; [Link]% vfi —".k%] deZ vfi —".kEk~A esè;e~ vesè;a
loZeso Hk{k;frA [Link]'kCnS%&&&&&**
dkd%& ¼çfo';] lØksèkEk~½ ^^vk% fde~ mäorh Hkorh\ ;fn vga —".[Link]% rfgZ JhjkeL; [Link]% dh–'k%\
JhoklqnsoL; [Link]% dh–'k%\ eqXèks! vga rq vrho drZO;ijk;.k%A çHkkrs ^dk dk* èofuuk lqIrku~
çcksèk;kfe deZlq p fofu;kst;kfeA**
jktgal%& ^^gwa! fdeusu\ ,rr~ dk;Za rq dqDdqVks·fi djksfrA**
1- ,dinsu mÙkjrA
d- dkdL; [Link]% dhn`’k% Hkofr\
[k- izkr% dkd% dhn`’kS% ‘kCnS% tuku~ tkxj;fr\
x- ljLrhjs dkS fogjr%\
2- [Link];su mÙkjrA
d- d% dÙkZO;ijk;.k% vfLr\
[k- dkdkr~ vU;% lwIrku~ d% izcks/k;fr\
x- jktgalh jktgala fda onfr\
3- ;FkkfunZs'ke~ mÙkjrA
d- ^vge~* bfRk dr`ZinL; fØ;kina x|ka’ks fda iz;qDre~\
[k- ^djksfr* bfr fØ;k;k% drZ`ina fde~\
x- ^ddZ’kS%* bfr fo’ks”[Link]; fo’ks”;ina fde~\
15- vèkksfyf[krdFkus"kq js[kk³~fdrinkfu vkèk`R; ç'ufuekZ.k% fØ;rke~A
d- HkkjR;k% dks’k% l¥~p;kr~ {k;e~ vk;kfrA
[k- R;kxsu lea lq[ka ukfLrA
x- jktk izhR;k ,da p{kq% ;kpdk; lefiZroku~A
?k- vga o`”Vs% vfHkuUnua djksfeA
³- cdL; i{kk% nqX/k/koyk% lfUrA
16- vèkksfyf[kr'yksdL; vUo;s fjäLFkkuiwfrZa —Rok vUo;a iqu% fy[krA
ukfLrfo|klea p{kq% ukfLr lR;lea ri%A
ukfLr jkxlea nq%[ka ukfLr R;kxlea lq[ke~AA
25
 vUo;% & fo|klea ¼d½ &&&&&& u vfLr] lR;lea ri% u ¼[k½ &&&&&&&A jkxlea ¼x½ &&&&&&&
u vfLrA ¼?k½ &&&&&&& lq[ke~ u vfLrA
e´~tw”kk
vfLr] nq%[ke~] p{kq%] R;kxlea
17- vèkksfyf[kr'yksdL; HkkokFkZs fjäLFkkuiwfrZa —Rok iqu% fy[krA
'kØks·gefLe nsosUæLRoRlehieqikxr%A
oja o`.kh"o jkt"kZs! ;fnPNfl rnqP;rkEk~AA
vL; Hkkoks·fLr ;r~& ‘kØ% ¼d½ &&&&&&& dFk;fr ;r~ vga nsokuke~ u`i% ¼[k½ &&&&&&& ro lehis
oja nkrqe~ ¼x½ &&&&&&& vfLeA vr% gs jkt”ksZ! Okja o`.kh”o] ;fn Roe~ bPNfl rr~ ¼?k½ &&&&&&&
dFk;A
e´~tw”kk
‘kØ%] u`ie~] eke~] mikxr%

18- v/kksnÙk&ikBkUrxZr&dFkk;ka e¥~tw"kk’kCn&lgk;r;k fjDrLFkkuiwfrZa d`Rok dFkka iqu% fy[kUrqA

jkfK ,oa fopkj;fr lfr rL; ¼d½ &&&&&&&& ijhf{krqa nsokfèkifr% ¼[k½ &&&&&&&&
us=ghu;kpdL; :ia ¼x½ &&&&&&&& rRiqjr% vonr~&gs jktUk~! Hkor% nkuohjrke~ ¼?k½ &&&&&&&&
vk'kkfUor% HkoRlehie~ vkxrks·fLeA nso! jfo&'kf'k&rkjk&[Link]"kra txr~ ,rr~ vga ¼³½
&&&&&&&& dFkfeo i';s;e~A jktk mokp& HkxoUk~! HkoUeuksjFka iwjf;Rok ¼p½ &&&&&&&& vuqx`ghra
drqZe~ bPNkfeA vkfn';rke~] Çd ¼N½ &&&&&&&& \ foç% mokp & ;fn Hkoku~ çhr%] rnk RoÙk% ,dL;
¼t½ &&&&&&&& nkue~ bPNkfe ;su ee yksd;k=k fuckZèkk Hkosr~A
vkd.;Z] nku'khyrka] p{kq"k%] p{kqgÊu%] djokf.k] vkRekue~] 'kØ%] èkkjf;Rok

19- vèkksfyf[krokD;s"kq js[kkf³~drinkuka çl³~xkuqdwye~ mfprkFkZa fy[krA

d- loZnk 'kkjnk vLekda onukEcqts lafUuÇèk fØ;kr~A
v- ljLorh vk- loZ nnkfr bfr b- nsoh bZ- y{eh
[k- ‘kØ% us=ghu;pdL; :ia /kkjf;Rok vkxPNr~A
v- czg~ek vk- bUnz% b- fo”.kq % bZ- nso%
x- l% uxjL; leUrr% nku’kkyk% vdkj;r~A
v- lehis vk- lkekU;r% b- ifjr% bZ- iqjr%
?k- Roa Nysu ojkdku~ ehuku~ Hk{k;flA
v- n;uh;ku~ vk- {kqnzku~ b- Js”Bku~ bZ- ohjku~
³- ‘kkjn% vEHkkst&onuk ‘kkjnkA
v- deye~ vk- _rq% b- ljLorh bZ- rMkx%
p- ‘khrya lfyye~ rFkk u Hkosr~A
v- i`fFkoh vk- vfXu% b- tye~ bZ- ok;q%

26
 French
1. Regardez des image et écrivez un article sur<< Effets néfastes des téléphones
mobiles >> en 100 mots.

2. Répondez aux questions :

Leçon 2 : Apres le bac

Question 1 : Où obtient-on le bac ?

Question 2 : Quels cours suit-on dans un IUT ?

Question 3 : Qu’est-ce que le brevet ?

Question 4 : Quel est le diplôme délivré dans un lycée ?

Question 5 : Quel examen passe-t-on pour entrer dans une université ?

27
Question 6 : Jusqu’ à quel âge l’enseignement en France est-il gratuit et obligatoire ?

Question 7 : A quel âge les élèves, sont-ils :

a. à l’’école maternelle

b. à l’école primaire

c. au collège

d. au lycée

Question 8 : En quelle classe entre-t-on au collège en France ?

Question 9 : Quel diplôme peut-on avoir quand on termine les études au collège ?

Question 10 : A quel âge inscrit-on un enfant à 1’ecole ?

Question 11 : Quel diplôme obtient-on à la fin des études secondaires en Inde ?

Question 12 : Le système éducatif de l’Inde est-il similaire à celui de la France ?

Question 13 : Quand peut-on s’inscrire à l’université en France ?

Question 14 : Qu’est-ce que 1’IUT ?

Question 15 : Qu’est-ce que « Terminale L » et « Terminale S » ?

Question 16 : Que savez-vous du CROUS ?

Question 17 : Qu’est-ce que « La Sorbonne » ?

Question 18 : Quelles matières étudiez-vous ?

Question 19 : Est-ce que les études secondaires en Inde coutent chères ?

Question 20 : Faut-il dépendre entièrement de tes parents pour les études à l’université ?
Que peut-on faire ?

Question 21 : Nommez quelques petits emplois qu’on peut faire.

Leçon 3: Chercher du travail

Question 1 : Quelles sont les différentes parties d’un C.V. ?

Question 2 : Quelles sont les responsabilités d’une secrétaire ?

Question 3 : Enumérez quelques objets qu’on peut trouver dans un bureau. –

Question 4 : Qui est Céline Dion ?

Question 5 : Quelle profession aimeriez-vous exercer ?

Question 6 : A quel âge commence-t-on à chercher un travail ?

Question 7 : A quoi sert le site internet de pole-emploi ?

28
 Leçon 4: Le plaisir de lire

Question 1 : Aimez-vous lire ? Dites vos préférences.

Question 2 : Qui a écrit ‘Le Petit Prince’ ?

Question 3 : Quelles sont les formalités pour avoir une carte de lecteur ?

Question 4 : Qui a écrit le Pañchatantra ?

Question 5 : Qui est Perrault ?

Question 6 : Qu’est-ce qu’une fable ?

Question 7 : Qu’est-ce qu’un conte ?

Question 8 : Qu’est-ce qu’« une bande dessinée » ?

Question 9 : Qui a écrit « Le Tour du Monde en 80 jours » ?

Question 10 : Qu’est-ce que « le Pañchatantra » 2

Question 11 : A quoi sert une carte de lecteur ?

Question 12 : Qui a écrit le poème « Le renard et les raisins » ?

Question 13 : Qui a créé le festival d’Avignon ?

Question 14 : Nommez la plus ancienne université de Paris.

Question 15 : Où est le Mont Blanc ?

Question 16 : Où se trouve Bonifacio ?

Leçon 5: Les medias

Question 1 : Nommez deux journaux français.

Question 2 : Nommez deux magazines français.

Question 3 : Qu’est -ce qu’un quotidien ? Nommez-en deux.

Question 4 : Qu’est-ce qu’un hebdomadaire ? Nommez-en deux.

Question 5 : Qu’est-ce qu’un mensuel ? Nommez-en deux.

Question 6 : Qu’est-ce que TV5 ?

Question 7 : Quelles sont les différentes rubriques d’un journal ?

Question 8 : Nommez une revue.

Question 9 : Que veut dire « Zapper » ?

Question 10 : Nommez quelques chaines de télévision française.

Question 11 : Quelle est la différence entre le Monde et l’Express ?

29
Question 12 : A quoi sert les médias ?

Question 13 : Qu’est-ce qui constituent les médias ?

Question 14 : Nommez quelques chaines de radio française.

Question 1 : Quel journal achetez-vous ?

Question 2 : Quelles rubriques lis-tu ?

Question 3 : Quelles sont vos émissions préférées ?

Question 4 : Que fait un journaliste pendant un sondage ?

3. Regardez les images et écrivez une histoire.

4. Reliez les phrases avec les pronoms relatifs simples ou composés :

a. Je vous prête la voiture. Mon père me l’aura donnée.

b. Voilà le bâtiment. On a garé la voiture devant le bâtiment.

c. La maison est très pratique. Tu habites dans la maison.

d. Ce sont les sacs. Max y a mis toutes ses affaires.

e. La photo est très belle. Ils parlent de cette photo.

5. Remplissez les tirets en utilisant le pronom relatif composé :

a. C’est Nisha, _____________ je viens d’acheter ce collier.

b. Promenons-nous dans ce parc, ___________il y a de grands orangers.

30
 c. Regarde la table ___________ il y a un beau vase chinois.

d. L’étranger ___________ tu m’avais parlé vient d’avoir un accident.

e. Passons à la pièce___________ je travaillais.

6. Remplacez les noms soulignés par les pronoms personnels, y, en, etc.

a. Vous êtes allé au cinéma avec vos parents ce soir-là.

b. Nicole a envoyé le gâteau au chocolat à son ami français.

c. J’ai rencontré ma tante au marché le week-end dernier.

d. C’est le directeur qui a invité l’employé au dîner.

e. Vous êtes plus grand que vos sœurs.

7. Complétez en mettant les verbes aux temps convenables :

a Hier Nathalie ___________ (se blesser) la jambe.

b. _________ (Se coucher) tôt si tu as trop de travail le matin.

c. Demain aussitôt que vous _____________ (rencontrer) le PDG, vous entendrez la

bonne nouvelle.

d. Si nous complétions nos devoirs à l’heure, nous ________(sortir) pour le dîner

e. Aujourd’hui il ___________ ( pleuvoir).

f. Si tu _______ (avoir) le temps de lire la leçon, tu saurais faire cet exercice.

g. Dès qu’il _________ (prendre) son petit déjeuner, il partira au bureau.

h. Quand elle __________( réussir) à son Baccalauréat, elle est entrée dans
l’université.

i. Les enfants ___________ (rentrer) de l’école, il y a dix minutes.

j. Hier, quand Ravi _________ (dormir) ,son frère _________ (faire) son vélo..

8. Écrivez des lettres d’environ 80 mots :

a. À votre ami(e) qui habite en Suisse pour décrire le dernier film que vous avez vu.

b. À votre correspondant marocain pour lui expliquer votre passe-temps favori ?

31
 SDG based Project (To be done in Portfolio)

L'Accord de Paris est un traité international juridiquement contraignant sur le changement

climatique. Il a été adopté par 196 Parties lors de la Conférence des Nations Unies sur les
changements climatiques (COP21) à Paris, France, le 12 décembre 2015. Il est entré en vigueur le
4 novembre 2016. Cet accord représente une avancée majeure dans le processus multilatéral de
lutte contre le changement climatique, car, pour la première fois, un accord contraignant unit
toutes les nations pour lutter contre le changement climatique et s'adapter à ses effets.

1. Rédigez un rapport de recherche sur "Comment fonctionne l'Accord de Paris ?" et

"Comment les pays s'entraident-ils pour atteindre cet objectif ? (Financement, Technologie,
Renforcement des capacités, etc.)" Prepare a research report on “How does the Paris
Agreement work?” and “How are countries supporting one another to achieve the goal?
(Finance, Technology, Capacity-Building etc.)”

For References :

The Paris Agreement is a legally binding international treaty on climate change. It was
adopted by 196 Parties at the UN Climate Change Conference (COP21) in Paris, France,
on 12 December 2015. It entered into force on 4 November 2016.

The Paris Agreement is a landmark in the multilateral climate change process because, for
the first time, a binding agreement brings all nations together to combat climate change and
adapt to its effects.

Qu'avons-nous accompli jusqu'à présent ?

Bien que des actions contre le changement climatique doivent être considérablement
intensifiées pour atteindre les objectifs de l'Accord de Paris, les années qui ont suivi son
entrée en vigueur ont déjà donné naissance à des solutions à faibles émissions de carbone
et à de nouveaux marchés. De plus en plus de pays, de régions, de villes et d'entreprises
fixent des objectifs de neutralité carbone. Les solutions zéro carbone deviennent
compétitives dans divers secteurs économiques représentant 25 % des émissions. Cette
tendance est particulièrement marquée dans les secteurs de l'énergie et des transports,
créant de nombreuses nouvelles opportunités commerciales pour les pionniers. D'ici 2030,

32
les solutions zéro carbone pourraient être compétitives dans des secteurs représentant
plus de 70 % des émissions mondiales.

(What have we achieved so far? ------- Although climate change action needs to be
massively increased to achieve the goals of the Paris Agreement, the years since its entry
into force have already sparked low-carbon solutions and new markets. More and more
countries, regions, cities and companies are establishing carbon neutrality targets. Zero-
carbon solutions are becoming competitive across economic sectors representing 25% of
emissions. This trend is most noticeable in the power and transport sectors and has
created many new business opportunities for early movers.

By 2030, zero-carbon solutions could be competitive in sectors representing over 70% of

global emissions.)

33
 GERMAN

I. Setze das Verb ins Präteritum. ( Regelmäßig)

(Beispiel: arbeiten → arbeitete)
1. Ich (machen) meine Hausaufgaben.
2. Er (spielen) gestern Fußball.
3. Wir (fragen) den Lehrer.
4. Sie (lernen) für die Prüfung.
5. Meine Schwester (wohnen) in Berlin.
6. Du (arbeiten) am Wochenende.
7. Ihr (hören) Musik.
8. Mein Vater (reparieren) das Auto.
9. Die Kinder (zeichnen) ein Bild.
10. Ich (tanzen) auf der Party.
11. Sie (kaufen) ein neues Kleid.
12. Er (kochen) Spaghetti.
13. Wir (leben) in Deutschland.
14. Ich (sagen) die Wahrheit.
15. Ihr (reisen) nach Spanien.
16. Sie (fotografieren) viel im Urlaub.
17. Der Junge (antworten) sofort.
18. Du (baden) im See.
19. Wir (wandern) im Gebirge.
20. Sie (regnen) den ganzen Tag.

II. Unregelmäßige Verben

Setze das Verb ins Präteritum. Unregelmäßig (Beispiel: gehen → ging)
1. Ich (haben) keine Zeit.
2. Sie (sein) müde.
3. Er (gehen) ins Kino.
4. Wir (fahren) nach München.
5. Du (sehen) den Film.
6. Ihr (nehmen) den Bus.
7. Sie (essen) Pizza.
8. Ich (trinken) Wasser.
9. Das Kind (schlafen) lange.
10. Wir (lesen) ein spannendes Buch.
11. Er (schreiben) einen Brief.
12. Du (finden) den Schlüssel.
13. Sie (beginnen) pünktlich.
14. Ich (sprechen) mit dem Lehrer.
15. Wir (laufen) schnell.
16. Die Katze (kommen) nach Hause.
17. Ihr (sitzen) im Garten.
18. Er (stehen) vor der Tür.
19. Ich (vergessen) das Heft.
20. Du (bleiben) zu Hause.
21. Sie (bekommen) ein Geschenk.
22. Wir (bringen) den Kuchen mit.
23. Er (denken) an dich.

34
 24. Ich (helfen) meinem Bruder.
25. Du (wissen) die Antwort.
26. Das Baby (weinen) viel.
27. Sie (gewinnen) das Spiel.
28. Ich (verlieren) mein Handy.
29. Wir (ziehen) nach Köln.
30. Ihr (steigen) aus dem Zug.
III. Ergänze die passende Adjektivendung.
1. Ich sehe den schön__________ Hund.
2. Wir essen die Frisch________ Erdbeeren.
3. Sie wohnt in dem alt________ Haus.
4. Er liest das interessant_______ Buch.
5. Ich sehe den schön____________ Hund.
6. Wir essen die frisch___________ Erdbeeren.
7. Sie wohnt in dem alt___________ Haus.
8. Er liest das interessant_____ Buch.
9. Sie trinkt kal___________ Wasser.
10. Ich esse gern scharf_____________ Essen.
11. Wir machen laut___________ Musik.
12. Ich spreche mit der nett__________ Lehrerin.
13. Sie fotografieren die bunt__________ Blumen.
14. Wir besuchen den jung_____________ Arzt.
15. Das ist eine schön___________ Idee.
16. Ich schreibe mit einem blau_______________ Stift.
17. Du siehst einen freundlich___________ Mann
18. Er trägt rot__________ Schuhe.
19. Ich liebe italienisch__________ Pizza.
20. Du brauchst neu___________ Schuhe.
IV. Setze das passende Relativpronomen ein:
1. Das ist der Mann, ___________ im Supermarkt arbeitet.
2. Ich habe ein Buch, __________ sehr interessant ist.
3. Kennst du das Mädchen, ___________ neben mir sitzt?
4. Die Frau, ____________ du gestern getroffen hast, ist meine Tante.
5. Der Film, __________ wir gesehen haben, war langweilig.
6. Das ist der Lehrer, __________ wir alles fragen können.
7. Der Tisch, ____________ im Wohnzimmer steht, ist alt.
8. Die Blumen, ___________ sie mir geschenkt hat, sind schön.
9. Ich habe einen Freund, ___________ sehr gut Gitarre spielt.
10. Das ist das Auto, _________ mein Bruder gekauft hat.
11. Kennst du den Jungen, __________ Mutter Lehrerin ist?
12. Die Kinder, ___________ im Park spielen, sind meine Nachbarn.
13. Der Mann, mit ____________ sie spricht, ist ihr Chef.
14. Das Haus, in __________ wir wohnen, ist sehr alt.
15. Ich kenne einen Arzt, ___________ sehr freundlich ist.
16. Der Stuhl, auf __________ sie sitzt, ist neu.
17. Das ist die Frau, ___________ Tochter in meine Klasse geht.
18. Der Hund, ___________ ich füttere, gehört meinem Nachbarn.
19. Ich sehe ein Kind, ___________ weint.
20. Die Tasche, __________ auf dem Boden liegt, ist rot.

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