DELHI PUBLIC SCHOOL

FARIDABAD

CLASS - X
(Session : 2024-25)
Dear Students
"Learning is the acquisition of knowledge,
but wisdom is the application of it."

Greetings!
The holiday season is eagerly anticipated by all, offering
us a chance to relax, travel, reconnect with loved ones,
and grow. This year's holiday homework is crafted to allow
you to internalize these experiences fully. It's not just a
collection of activities; it's designed to spark curiosity,
nurture creativity, expand knowledge, and cultivate the
joy of learning. Holidays provide an ideal opportunity for
self-reflection and self-discovery. Embrace this time to
uncover a more enriched and confident version of yourself.
Remember, self-awareness is the cornerstone of wisdom.
So, commit to this journey and stay consistent in your
efforts.
The holiday homework is to be done in the portfolio or as
mentioned for each subject.

We wish you a very happy journey to self discovery!

 English

Task 1

You recently attended the Global Education program held in your school. You learnt the importance
of SOP (statement of purpose) for taking admission in foreign universities.
The SOP serves as a personal narrative that highlights your academic background, career goals,
and reasons for choosing a particular program or institution. It should demonstrate your passion,
motivations, and how the specific program aligns with your aspirations.
Make your own SOP in not more than 500 words.
Keep your writing clear, concise, and focused on showcasing your passion and readiness for the
next academic step.
Include the following points:

Introduction: Clearly state your purpose and motivation for applying to the specific program at the
university.

Academic Background: Highlight your academic achievements, relevant coursework, and any
research experiences that demonstrate your passion and preparedness for the program.

Professional Experiences: Discuss any internships, projects, or extracurricular activities that

showcase your skills and commitment to your field.

Fit with the Program: Explain why you are interested in this particular university and program,
citing specific faculty, resources, or research areas that align with your interests.

Future Goals: Articulate your career aspirations and how this program will help you achieve them.

Cultural and Academic Diversity: Emphasize how studying abroad will enrich your academic and
personal growth, highlighting your readiness to contribute to a diverse academic community.

Conclusion : Summarize why you are a strong candidate and how you envision yourself
contributing to the university and your field in the future.
Note: The SOP needs to be written on your portfolio sheets.

Introduction to Sustainable Tax:

Sustainable tax, also known as eco-tax or green tax, is a fiscal policy tool aimed at promoting
environmental sustainability and addressing issues related to climate change. This type of tax is
designed to discourage activities that have a negative impact on the environment while encouraging
sustainable practices and behaviors.

Countries Implementing Sustainable Tax:

Several countries around the world have implemented various forms of sustainable taxes to address
environmental concerns. Some examples include:

Sweden: Implemented a carbon tax in the early 1990s, making it one of the first countries to
introduce such a measure.

Norway : Known for its high taxes on fossil fuels, which has encouraged the adoption of electric
vehicles.

Germany : Levies a range of environmental taxes, including taxes on energy, to incentivize cleaner
technologies.

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United Kingdom : Has implemented landfill taxes to reduce waste and promote recycling.

Bhutan: The sustainable tax is applied to tourists visiting certain protected areas within the country,
aimed at managing the environmental impact of tourism and supporting conservation efforts.

Keeping the above points in mind, write a debate on the following topic(200-250 words)
' Should India implement sustainable tax to promote environmental sustainability?'

Note: You may choose either for or against the motion.

Consider the economic, social, and environmental aspects in your arguments.

The debate needs to be written on the portfolio sheets. to Sustainable Tax:

Sustainable tax, also known as eco-tax or green tax, is a fiscal policy tool aimed at promoting
environmental sustainability and addressing issues related to climate change. This type of tax is
designed to discourage activities that have a negative impact on the environment while encouraging
sustainable practices and behaviors.

Countries Implementing Sustainable Tax:

Several countries around the world have implemented various forms of sustainable taxes to address
environmental concerns. Some examples include:

Sweden: Implemented a carbon tax in the early 1990s, making it one of the first countries to
introduce such a measure.

Norway : Known for its high taxes on fossil fuels, which has encouraged the adoption of electric
vehicles.

Germany : Levies a range of environmental taxes, including taxes on energy, to incentivize cleaner
technologies.

United Kingdom : Has implemented landfill taxes to reduce waste and promote recycling.

Bhutan: The sustainable tax is applied to tourists visiting certain protected areas within the country,
aimed at managing the environmental impact of tourism and supporting conservation efforts.

Keeping the above points in mind, write a debate on the following topic (200-250 words)
'Should India implement sustainable tax to promote environmental sustainability?'

Note: You may choose either for or against the motion.

Consider the economic, social, and environmental aspects in your arguments.

The debate needs to be written on the portfolio sheets.

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 Maths
"Let's build a future where sustainability is not just a goal, but a way of life. Each step
towards the Sustainable Development Goals is a stride towards a brighter, greener, and
more equitable world for generations to come."

I. Climate Action (Climate change).

 Observe the temperature rise in the city, assigned according to you roll no., over
last ten years by collecting data of maximum and minimum temperature for the
month of May.

May May May May May May May May May May
2024 2023 2022 2021 2020 2019 2018 2017 2016 2015
Max
Temp.
Min
Temp.

Roll no 1 to 10 Delhi
Roll no 11 to 20 Mumbai
Roll no 21 to 30 Trivandrum
Roll no 31 Bengaluru
onwards

 Illustrate the trends over time graphically (line graphs/bar graphs/double bar
graph).
 Calculate average maximum and minimum temperature.
 Do you observe a consistent rise in Maximum temperature over last ten years?
Think why?

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II. Renewable energy sources and their contribution to achieve the climate action
SDG.

Explore Solar Energy efficiency in India. Prepare a presentation based on the following
parameters.

 Solar panel efficiency is the percentage of sunlight converted into electricity. How is it
calculated? Take examples and explain your calculations
 Present statistics on India's solar energy potential and its significance in reducing
reliance on fossil fuels.
 Explore more about PM Surya Ghar Yojana.

* Work to be done on A-4 sheets and submitted in Portfolio folder.

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PHYSICS

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6
1 A bulb rated 200 V;100 W glows continuously for 10 h. Energy consumed will be1 kWh. Now
complete the table given below. Calculate electrical energy consumption for the month of
June 24, if 220 V of electricity is supplied. Also calculate the amount paid for that month.

S.no. Electrical power Duration energy total energy

appliances consumed consumed in
=P×T kwh
1. Bulb 100 w 10 1 kwh

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2. a. Which rating is provided by Bureau of Energy Efficiency, India to indicate the energy
efficiency of household appliances like refrigerators, water heaters and air
conditioners?

b. What is the function of BEE, ISI, STAR RATING?

3. What is sustainable technology in solar panel?

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 Chemistry
CHLORINE – A LIFE SAVER FOR HUMANITY

SDG6 –CLEAN WATER AND SANITATION

Nearly 2.4 billion people lack access to basic sanitation services. Water scarcity affects more than
40 percent of the global population and is projected to rise.
Chlorine chemistry is essential to public health, helping to provide safe drinking water and
sanitation.
Before cities began routinely treating drinking water, including disinfecting it with chlorine,
thousands perished every year from waterborne scourges such as cholera, typhoid fever, dysentery
and hepatitis A. Today, significant strides in public health and the quality of life worldwide are
directly linked to drinking water chlorination.
Minimata Disease: Disaster in JAPAN
Minamata disease is methylmercury poisoning that leads to neurological symptoms. The condition
develops after a person has been eating heavily contaminated seafood daily.
The first record of Minamata disease was in Japan in the 1950s. At the time, people ate fish that
had been contaminated by large quantities of mercury compounds that were discharged into
Minamata Bay by a chemical factory.
This article will go over what Minamata disease is, the history of how it developed, and what the
effects are today
The story of the poisonings starts in several small fishing villages on the edge of Minamata, Japan,
on the coast of the Shiranui Sea. Given the location, the people living here ate a lot of seafood.In
the mid-1950s, the villagers started to notice their cats were behaving strangely—specifically, falling
into the sea. Some people even believed the cats' behavior was an act of suicide.Soon after,
villagers started to report unusual symptoms like
• Numbness in their limbs and lips
• Difficulty hearing or seeing
• Tremors in their arms and legs
• Trouble walking
• Brain damage

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Wastewater treatment, including the wide use of chlorine disinfectants, is an important public health
measure that helps protect us from exposure to harmful germs.

Innovative, chemistry-based technologies enable companies and communities to use less water,
while recovering and repurposing wastewater for new applications.
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RESEARCH WORK:
1. Explain the mechanism of action of chlorine as a water disinfectant, including its ability to kill
or inactivate pathogens such as bacteria, viruses, and protozoa.
2. Research on how the minimata bay was cleaned after disaster using chemical techniques.
3. What was the chemistry behind the toxification of Minimata Bay .
4. Describe the different methods of chlorine disinfection used in water treatment, including
a. Chlorine gas
b. Sodium hypochlorite:
c. Calcium hypochlorite
5. Explain factors that influence chlorine dosage requirements, such as water quality,
temperature, pH, and chlorine demand.
6. Showcase examples of chlorine use in emergency response situations, such as natural
disasters or disease outbreaks
FIELD WORK :
1. Test the different samples of water from different places with the help of pH paper.
2. Collection of Data of chlorinated samples of water treatment plant , STPs and wastewater
treatment facility located near you record the concentration of chlorine used each year from
2010 – 2024 .
Refrence link
https://icca-chem.org/focus/sustainability/sdg/goal-6-clean-water-and-sanitation/
https://engineering.wustl.edu/news/2023/Perspectives-Catalyst-The-roles-of-chemistry-in-clean-
water-for-all.html
https://www.americanchemistry.com/chemistry-in-america/news-trends/blog-post/2024/how-
antimicrobial-chemistries-contribute-to-clean-water
https://www.healthandenvironment.org/environmental-health/social-context/history/mercury-the-
tragedy-of-minamata-disease

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 BIOLOGY

“Embracing the 5R's to achieve SDG goal-12 (Responsible consumption and production):
Reduce, Reuse, Recycle, Rethink, and Refuse! Sustainable Future".

ACTIVITY 1

“Turning trash into treasure: Unleashing creativity through our best out of waste
creations! Recycle Revolution"
Creating the best out of waste is a wonderful way to exercise creativity while promoting
sustainability. Here are a few activities you can try:
1. Collect various items like old newspapers, magazines, cardboard, plastic bottles, and
containers. Then, use them to create artwork such as collages, sculptures, or even
functional items like pencil holders or planters.
2. Transform old clothes into new fashion pieces or accessories through sewing and
crafting or repurpose glass jars as storage containers or vases.
3. Use old tyres , tin cans, or broken pottery to create unique planters for your garden or
indoor plants. You can paint them or decorate them with mosaic tiles for a
personalized touch.
Remember, the possibilities are endless when it comes to creating the best out of waste. All
it takes is a little imagination and resourcefulness!

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We look forward to seeing your creative contributions and celebrating your efforts in making
a positive impact on our school community and the planet. Together, let's turn waste into a
wonderful work of art!
ACTIVITY 2
In order to reduce the carbon footprint resulting from waste, it's essential to audit and
segregate waste types.

Household Waste Audit Worksheet

A household waste audit can help you assess how sustainably you are living. Please use the
following worksheet for household waste audit and segregation:

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14
Making a Plan to Reduce Your Waste
Based on your results and what you identified, what changes can you make at home?

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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
The students need to gather information on 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
The students need to gather information on the following social issues.
A. Social Hierarchy and Inequality
B. Civil Rights of Children
C. Refugees
D. Orphaned and Abandoned Children
E. Violence against Women
F. Gender Inequality
G. Fighting Racism against Oppressed classes.
H. Drugs and Alcohol Abuse
I. Communalism

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 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. Causes
C. Types
D. Impact
E. Legal and Constitutional safeguards
F. Prevention efforts by society
G. Statistics wherever required
3. Sustainable Development
The students need to gather information on the following topics.
A. Smart Agriculture
B. Sustainable Mobility
C. Zero Hunger
D. Sustainable Energy
E. 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

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Guidelines for preparation of Project Report
A. The project report can be in the form of a Hand written document.
B. The total length of the written project report should not be more than 10-12
pages/slides.
C. The project report will be developed and presented in the following order:
-Page- 1 Cover Page showing project title, an apt illustration, and student information
(Name, Class, Section and Roll no.)
-Page-2 Acknowledgement
-Page- 3 Table of Content
-Page- 4 Project Overview: Aim and Methodology
-Page- 5-10 Subject Matter
-Page- 11 Conclusion (Summary and Analysis)
-Page- 12 Bibliography (Mention books and websites as shown in the sample)
-All the photographs and sketches should be labelled and acknowledged.
D. The second part of the project can be done either in groups or individually. Present
your project through any creative form. It could take the following forms.
-Collage of newspaper clippings
-Poster
-Pamphlet
-Comic Strip
-Self-composed poem
-Monologue
-Any other creative expression

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 हंद

वषय - सतत वकास ल य ( Sustainable Development Goals)

जैसा क हम पता है क सह ाि द वकास ल य (Millennium Development Goals) 2015 म समा त हो गए थे इस लए

इन वकास ल य के थान पर सतत वकास ल य (Sustainable Development Goals) को ा त करने का फैसला
संयु त रा शखर स मेलन म लया गया था.

इस स ब ध म महासभा क बैठक यू याक म 25 से 27 सतंबर 2015 म आयोिजत क गयी थी. इसी बैठक म अगले
15 साल के लए 17 ‘ल य तय कये गये थे िजनको 2016 से 2030 क अव ध म हा सल करने का नणय लया गया
था. इस बैठक म 193 दे श ने भाग लया था. इस संयु त रा शखर स मेलन क थीम "Transforming our world:
The 2030 Agenda for Sustainable Development” थी.

सतत वकास ल य (एसडीजी) के वैि वक ल य म गर बी ख म करना, पयावरण क र ा, आ थक असमानता को कम

करना और सभी के लए शां त और याय सु नि चत शा मल है.

इसम जलवायु प रवतन, आ थक असमानता, नवाचार, टकाऊ उपभोग, शां त और याय जैसे नए वषय जोड़े गये ह.
सह ा द वकास ल य के वपर त सतत वकास ल य म " वक सत" और " वकासशील" दे श के बीच कोई अंतर नह ं
है और ये ल य सभी दे श को ा त करने ह गे. इन ल य म कई आपस म एक दूसरे से जुड़े हु ए ह और "पीछे कोई
नह ं छूटे " के स ांत पर आधा रत ह.

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ये 17 ल य इस कार ह;

ल य उ ये य ववरण

ल य -1 गर बी क पू णतः समाि त दु नया के हर दे श म सभी लोग क अ य धक गर बी को समा त करना. अभी उन लोग

अ य धक गर ब माना जाता है जो क त दन $ 1.25 से कम म िजं दगी गु जारते ह.

ल य -2 भु खमर क समाि त भु खमर क समाि त, खा य सु र ा और बे हतर पोषण और टकाऊ कृ ष को बढ़ावा

ल य -3 अ छा वा य और जीवन तर सभी को व थ जीवन देन ा और सभी के जीवन तर म सु ध ार लाना.

ल य -4 गु ण व तापू ण श ा समावे शी और यायसंगत, गु ण व तापू ण श ा सु नि चत करना और सभी के लए आजीवन

सीखने के अवसर को बढ़ावा देन ा.

ल य -5 ल गक समानता ल गक समानता ा त करना और सभी म हलाओं और लड़ कय को सश त बनाने के लए

यास करना.

ल य -6 साफ पानी और व छता सभी के लए व छ पानी और व छता क उपल धता और उसका टकाऊ बंधन
सु नि चत करना

ल य -7 स ती और व छ ऊजा सभी के लए स ती, भरोसेमंद, टकाऊ और आधु नक ऊजा क पहु ं च सु नि चत करना

ल य -8 अ छा काम और आ थक वकास नरं तर, समावेशी और टकाऊ आ थक वकास को बढ़ावा देने के साथ साथ , उ पादक रोजगार
और सभी के लए स य काय को बढ़ावा दे ना

ल य -9 उ योग, नवाचार और बु नयाद ढांच ा मजबू त बु नयाद ढांच ा बनाना, समावेश ी और टकाऊ औ यो गक करण को ो सा हत करना
का वकास और नवाचार को बढ़ावा दे न ा.

ल य -10 असमानता म कमी दे श के भीतर और दे श के बीच असमानता कम करना

ल य -11 टकाऊ शहर और सामु दा यक वकास शहर और मानव बि तय को समावे शी, सु र त, लचीला और टकाऊ बनाना

ल य -12 िज मे दार के साथ उपभोग और उ पादन और उपभोग पै टन को टकाऊ बनाना

उ पादन

ल य -13 जलवायु प रवतन जलवायु प रवतन और उसके भाव से नपटने के लए त काल कारवाई सु नि चत करना

ल य -14 पानी म जीवन टकाऊ वकास के लए महासागर , समु और समु सं स ाधन का संर ण और उनका ठ क
से उपयोग सु नि चत करना

ल य -15 भू म पर जीवन सतत उपयोग को बढ़ावा दे ने वाले थल य पा रि थ तक य णा लय , सु र त जंगल , भू म

रण और जैव व वधता के बढ़ते नु कसान को रोकने का यास करना

ल य -16 शां त और याय के लए सं थान टकाऊ वकास के लए शां तपू ण और समावेश ी समाज को बढ़ावा दे ना सौर सभी के लए
याय तक पहु ं च सु नि चत करना

ल य -17 ल य ाि त म सामू हक साझे दार सतत वकास के लए वैि वक भागीदार को पु नज वत करना और काया वयन के साधन को
मजबू त बनाना.

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प रयोजना काय –

ग त व ध-1- आपके शहर (फर दाबाद) और रा य (ह रयाणा) म वैकि पक ऊजा के योग को को बढ़ावा दे ने के लए
या यास कए जा रहे है ? संबं धत च एवं जानकार एक त क िजए तथा 2 पृ ठ क एक तु त
बनाकर जमा क िजए।

ग त व ध-2

हमारे व यालय म सौर ऊजा संयं दनांक 1 नवंबर 2016 से आरंभ कया गया। इस संयं क मता -
201.96KWpहै । इस संयं से उ पा दत ऊजा द ण ह रयाणा बजल वतरण वभाग को दे द जाती है , जो
हमारे व यालय के कु ल बजल योग से कम कर द जाती है ।

सौर ऊजा संयं लगाने से पहले हमारे व यालय का बजल का जो बल आता था, उसम भी कटौती हु ई है ।
इस संयं वारा हमने काबन डाइऑ साइड का योग भी काफ़ कम कया है ।

इस पर और जानकार ा त करके 2 पृ ठ क एक स च तु त तैयार क िजए।

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1- ,dinsu mÙkjrA
d- dhn`’k% çk.kh l³~xfra fouk LFkkrqa u 'kDuksfr \
[k- d% vfi lqeu% l³~xkr~ lrka f'kj% vkjksgfr \
x- l³~xL; çHkko% dq= –';rs \
2- iw.kZokD;su mÙkjrA
d- dk lRl³~xfr% dF;rs\
[k- euq”;% dql³~xrkS ifrRok fda izkIuksfr\
x- lRlaxL; çHkkosu euq";s"kq fda Hkofr\
3- ;FkkfunZs'ke~ mÙkjrA
d- ^orZUrs* bfr fØ;kinL; drZ`ina fpRok fy[kr\
v- l³~xfr% vk- euq”;k% b- nqtZuk% bZ- lTtuk%
[k- ^dqekxZEk~* bR;L; foykseina fpRok fy[kr\
v- lUekxZe~ vk- uwue~ b- oLrO;e~ bZ- lRlaxfr%
x- ^çk.kh* bfr inL; fo'ks"k.kina fdEk~\
v- lkekftd% vk- euq";% b- nqtZu% bZ- dhV%
?k- ^dhVks·fi lqeu% l³~xkr~ vkjksgfr lrka f'kj%*A v= ^dhV%* bfr drZ`inL; fØ;kina fdEk~\
v- lfUr vk- vkjksgfr b- lrke~ bZ- l³~xkr~
4 - vL; vuqPNsnL; —rs ,da leqfpra 'kh"kZda fy[krA
2- vèkksfyf[kre~ vuPNsna ifBRok funZs'kkuqlkja ç'ukuke~ mÙkjkf.k fy[krA
ftg~ok;k ekèkq;aZ LoxZa çki;fr] ft}k;k% dVqrk ujds ikr;frA ,d% ,o 'kCn% thoua foHkw"k;sRk~] vU;% ,d%
'kCn% thoua uk'k;sRk~A ,dnk };ks% èkfuuks% eè;s fookn% mRiUu% tkr%A rkS U;k;ky;a xrkSA ,d èkfud%
vfpUr;r~ vga y{ka :I;dkf.k U;k;kèkh'kk; ;PNkfe bfrA l% L;wrs y{ka #I;dkf.k LFkkif;Rok U;k;kèkh'kL;
x`ga xrokUk~A U;k;kèkh'k% rL; eUrO;a KkRok Øq)% vHkoRk~A èkfud% vonRk~& Hkks% eRl–'kk% y{k#I;dk.kka
nkrkj% nqyZHkk% ,o U;k;kèkh'k% vonRk~&y{k:I;dk.kka nkrkj% dnkfpr~ vU;s vfi Hkos;q% ijUrq y{k#I;dk.kka
eRl–'kk% vU;s fojyk% ,oa vr% —i;k xPNrqA U;k;LFkkua efyua ek dq# yfTtr% èkfud% èkuL;wra x`ghRok
rr% fuxZr%A

22
 1- ,dinsu mÙkjrA
¼d½ èkfud% èkue~ vknk; dL; x`ga xrokUk~\
¼[k½ dL;k% dVqrk ujds ikr;fr\
¼x½ ,d% ,o 'kCn% fda foHkw"k;sRk~\
2- iw.kZokD;su mÙkjrA
¼d½ d% U;k;LFkkua efyua drZqe~ bPNfr Le\
¼[k½ U;k;kèkh'k% fdeFkZa Øq)% vHkoRk~\
¼x½ ds"kka fujkdÙkkZj% fojyk% ,o\
3- ;FkkfunZs'ka mÙkjrA
¼d½ ^yfTtr%* bfr ina dL; fo'ks"k.ke~\
¼[k½ ^lqyHkk%* bfr inL; foykse ina fde~ v= ç;qäe~\
¼x½ ^rkS U;k;ky;a xrkS* bfr okD;s fda dr`Zina ç;qäEk~\
¼?k½ ^vr% —i;k xPNrq* bfr okD;s fØ;kina fde~\
4- vL; vuqPNsnL; —rs leqfpra 'kh"kZda fy[krA
3- Hkoku~ v{kr% LotUefnols fe=e~ vrqya çfr fyf[kra v/kksnÙka i=a e¥~tw"kk;ka çnÙkinS% iwjf;Rok
mÙkjiqfLrdk;ka iqu% fy[krA
fnYyhuxjEk~
¼d½ &&&&&&&
fnuk³~d%&&&&&&&
fç; fe= vrqy]
eèkqjLe`r;%
v= dq'kya r=kLrqA Hkoku~ bna ¼[k½&&&&&& vR;fèkda gf"kZr% Hkfo";fr ;r~ ee ¼x½&&&&&&
vkxkfejfookljs Hkfo";frA çfro"kZe~ bo ee tud% vfLeu~ voljs y?kq lekjksgL; ¼?k½&&&&&&
dfj”;frA iwtk;k% dk;ZØe% ¼³½&&&&&& Hkfo";frA lokZf.k vfi ee ¼p½&&&&&&
vkxfe";fUrA rqH;e~ vfi ¼N½&&&&&& çs"k;kfeA vr ,o le;s vkxR; ¼t½&&&&&& 'kksHkka
¼>½&&&&&&A
ro vfHkUua fe=Ek~A
¼´½&&&&&&&
e¥~tw"kk
oèkZLo] tUefnol%] KkRok] ijh{kkHkoukRk~] vk;kstuEk~~] i¥~poknus] fe=kf.k] fueU=.ke~] v{kr%]
lekjksgL;

4- Hkoku~ pUæ%A Hkorka fo|ky;s laL—rL; lEHkk"k.kf'kfoje~ vk;ksftre~ vklhRk~A LovuqHkoku~ o.kZ;u~ Hkoku~
Lofe=a lqjs'ka çfr i=a fy[kfr ijUrq eè;s dkfufpr~ inkfu R;äkfuA i=a iwjf;Rok iqu% mÙkjiqfLrdk;kZ
fy[krqA lgk;rk;S vèk% e¥~tw"kk nÙkkA

v 77] 'kkyhekj ckx

¼d½ &&&&&&&&
23
 fnuk³~d% &&&&&&&&
fç; ¼[k½ &&&&&&&&
¼x½ &&&&&&&&A
v= loZxra dq'kye~ eU;s Hkoku~ vfi dq'kyhA xrlIrkgs vLekda fo|ky;s laL—r&lEHkk"k.kf'kfoje~
vk;ksftre~ vklhRk~A n'k fnukfu o;e~ laL—rsu lEHkk"k.kL; ¼?k½ &&&&&&&& —roUr% ,dL;k%
y?kqukfVdk;k% e¥~puefi ¼³½ &&&&&&&& vdqeZA vge~ rq fonw"kdL; ¼p½ &&&&&&&& —rokUk~A loZs
tuk% gflRok ¼N½ &&&&&&&& okja okja djryèofue~ vdqoZUk~A vge~ rq bnkuha loZnk laL—rsu ,oa
onkfeA ee f'k{kdk% vfi ¼t½ &&&&&&&& Lusga dqoZfUrA Roe~ vfi ç;Rua dq#A uwua ;'kLoh Hkfo";flA
firjkS ¼>½ &&&&&&&&&& ee ç.kkek¥~tfya fuosn;qrA
Hkorke~ vfHkUuân;%]
¼¥½ &&&&&&&&&A
pUæ%] bUæiqjhr%] gfl;k] vH;kl] lqjs'k] çfr] lLusg ueLrs] o;e~ vfHku;a] ef;A

5- vèk% çnÙka fp=a –"V~ok fp=a o.kZ;u~ e¥~tw"kk;ka çnÙk'kCnkuka lgk;r;k i´~p okD;kfu laL—rsu fy[krA

e¥~tw"kk
fp=dykçfr;ksfxrk] ckydk%] ckfydk%] vè;kid%] fujh{k.kEk~] m|kuEk~] jp;fUr] dsfpRk~] brLrr%]
rwfydk%] o.kkZ%] jäo.kZEk~] xkSjoEk~] çlUuk%] o`{kk%A
vFkok
çnÙk'kCnkuka lgk¸;su fuEufyf[kra fo"k;efèk—R; i´~pfHk% laL—rokD;S% ,de~ vuqPNsna fy[krA
^^ee fiz;% v/;kid%@v/;kfidk**
fo|ky;L;] fiz;% v/;kid%] Lofo”k;s] Nk=s”kq] fouez%] ;ksX;%] ikj³~xr%] yksdfiz;%] vU;s”kq fo”k;s”kq]
vga] lUrq”V%] losZ] izlUuk%

6- vèkksfyf[krokD;kuke~ laL—rsu vuqokna dq#rA

jek& fç;lf[k yrs! fdeFkZa O;kdqyk vfl\
yrk& &&&&&&&&&&&&&&&&&A
jek& ,oEk~A fda ro ekrk vfi x`gs ukfLr\
24
 yrk& &&&&&&&&&&&&&&A
jek& rfgZ Roe~ e;k lg pyA ee x`gs Hkkstua dq#A i'pkr~ vkoka fpfdRlky;a xfe";ko%A
yrk& &&&&&&&&&&&&&&A
jek& 'k`.kqA ee firk vfi rfLeUuso fpfdRlky;s fpfdRld% vfLrA
yrk& &&&&&&&&&&&&&A
jek& bnkuha l% Hkkstuk; x`ge~ vkxfe";frA Roa r=So rsu lg okrkZ dq#A
yrk& &&&&&&&&&&&&&&&A
jek& vke~ vo';esoA l u dsoya fpfdRld% vfirq vrho lân;% vfiA rUu HksrO;EA l% dFk;fr
ijksidkj% drZO;% çk.kSjfi èkuSjfiA
¼d½ Hkkstua usPNkfeA ee ekrk çkr% ,o Hkkstua fl)a —Rok xrkA
¼[k½ vga fpfdRlky;s rsu lg okrkZ dfj";kfeA
¼x½ ee ekrk vfi lsokFkZa fpfdRlky;a xrkA
¼?k½ ee firk vrho #X.k% loZdkjh;fpfdRlky;s çosf'kr%A
¼³½ fda l% x`gs ee okrkZ Jks";fr\

7- ,d% fo|kFkÊ jk=kS f'kjl% vèk% iqLrda LFkkif;Rok lqIr% lU=Lra iqLrde~ vkReosnuka o.kZ;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 oz.kk% dkfjrk%A i`"Bkuke~ vfèkdka'kk% dks.kk% 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%]
ukuko.kZs] thouj{kk] enh;&cUèkq&ckUèkokukEk~A

8- 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 $ vkjksi.kk; bfrA
[k- u`i% mRiyfeo u;us ;kpdk; lefiZroku~A
x- dkdL; ,d $ ,d i{ks e.khuka 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
9- 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- nh;ekua ¼/kua½ fu/kurka fg ;kfrA
v- fu/kurk $ ry~ vk- fu/kZu $ ry~ b- fu/ku $ ry~ bZ- fu/ku $ Ro

25
 x- loZdky $ Bd~ vL; mins’kk%A
v- loZdkfyd~ vk- lkoZdky% b- lkoZdkfydk% bZ- loZdkyde~
?k- egfn~ H k% lq i z f rf”Bre~ v’ekfi ns o Roa ;kfrA
v- ns o $ Rko vk- ns o k% $ Ro b- ns o $ Roe~ bZ - ns o $ Ro
³- ,dnk Hkxoku~ cksf/klRo% jktk vHkor~A
v- Hkxor~ $ ry~ vk- Hkx $ erqi~ b- Hkx $ er~ bZ- Hkx $ or~
p- Hkkst% cqf) $ erqi~ jktk vklhr~A
v- cqf)er~ vk- cqf)erh b- cqf)oku bZ- cqf)eku~

10- 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{k.kka lezkV~ dkd%A
v- i{kslezkV vk- i{klezkV% b- if{klezkV~ bZ- if{k.kk lezkV~
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
11- 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~
?k- vga Hkze.kk; 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
12- jkes’kL; le;lkfj.khe~ vuql`R; laLd`rsu leqfpre~ mÙkje~ fy[krA
d- jkes’k% ¼4%30½ &&&&&&&&&&&&& oknus mfÙk"BfrA
[k- l% ¼4%45½ &&&&&&&&&&&&& oknus Hkze.kk; xPNfrA
x- l% ¼5%00½ &&&&&&&&&&&& oknus Lukua d`Rok izkFkZuka djksfrA
?k- l% ¼6%30½ &&&&&&&&&&&& oknus fo|ky;a djksfrA
³- izkr% ¼2%15½ &&&&&&& oknus fo|ky;kr~ x`ga izR;kxPNfrA

26
13- 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;k.kdeZlq jr% vlkS iq=or~ çtk% iky;fr LeA
dk#.;&vkSnk;kZfnln~xq.kksisr% l uxjL; leUrr% èku&èkkU;le`)k% nku'kkyk% vdkj;Rk~A r= vfFkZuka
lewg% vUu&iku& olu&jtr& lqo.kkZfndkfu 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- iw.kZokD;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~\
14- 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\
2- iw.kZokD;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~\
15- 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% okrkoj.ke~
vkdqyhfØ;rs\**
jktgalh& ^^HkrZ%! dkdkr~ vU;% dks HkforqegZfr\ vL; o.kZ% vfi —".k%] deZ vfi —".kEk~A esè;e~ vesè;a
loZeso Hk{k;frA d.kZdVq'kCnS%&&&&&**
27
 dkd%& ¼çfo';] lØksèkEk~½ ^^vk% fde~ mäorh Hkorh\ ;fn vga —".ko.kZ% rfgZ JhjkeL; o.kZ% dh–'k%\
JhoklqnsoL; o.kZ% 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; o.kZ% dhn`’k% Hkofr\
[k- izkr% dkd% dhn`’kS% ‘kCnS% tuku~ tkxj;fr\
x- ljLrhjs dkS fogjr%\
2- iw.kZokD;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”k.kinL; fo’ks”;ina fde~\
16- 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
17- 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
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
18- 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%

28
19- 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&e.MyHkwf"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;
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29
 French
1. Préparer un magazine en français avec des images et des sujets comme << Une
histoire du film et du roman, Une visite a la bibliothèque, Comment on peut être en
pleine forme, Comment sauvez l’environnement >>

2. Ecrivez l’histoire en regardant les images.

A.

30
B.

31
32
 GERMAN

LESEN

Teil 1

Du liest in einer Zeitung diesen Text. Wähle für die Aufgaben 1 bis 6 die richtige Lösung a, b oder c.

Wir haben Jugendliche gebeten, etwas über ihre Familie zu schreiben. Heute könnt ihr einen Text von

Leon (15) lesen.

Meine Familie

Meine Oma Lisa ist 83 Jahre alt. Sie ist

eigentlich meine Uroma, denn sie hat 14 Kinder
und 21 Enkel. Sechs Enkel haben auch schon
wieder Kinder und ich bin auch ein Kind von
einem Enkel.

Alle gehen gern zu Oma Lisa. Sie ist nie allein.

Immer hat jemand aus der großen Familie Zeit
für sie. Darüber freut sie sich natürlich sehr.

Früher musste sie immer für 14 Kinder kochen. Das war ganz schön viel Arbeit. Heute kocht sie nicht
mehr so oft, weil sie keine Lust hat, so lange in der Küche zu stehen. Aber wenn sie uns zum Essen
einlädt, dann schmeckt es immer super. Jetzt kochen meistens ihre Kinder für sie. Viele wohnen in der
Nähe und bringen ihr jeden Tag das Essen.

Fast alle in der Familie machen Musik. Die meisten spielen ein Instrument, meine Geschwister und ich
natürlich auch. Ich spiele Violine. Wir machen auch Konzerte und reisen in andere Städte: Wir, meine
Eltern, meine Onkel und Tanten, meine Cousins und Cousinen.

Oma Lisa ist auch immer noch dabei. Sie spielt Klavier. Das macht ihr viel Spaß, aber ihr gefallen die
modernen Lieder und Texte nicht so gut. Sie sagt, dass sie früher romantischer waren.

1. Leon...
a. hat viele Geschwister.
b. hat eine Geschichte geschrieben.
c. gehört zu einer großen Familie.
2. Die Kinder von Leons Oma haben zusammen...
a. 14 Kinder.
b. 21 Kinder.
c. 6 Kinder.

33
 3. Leons Oma freut sich, weil
a. sie viel Zeit für ihre Enkel hat.
b. ihre Kinder und Enkel sie oft besuchen.
c. sie heute nicht mehr so viel Arbeit hat.
4. Leons Oma ...
a. kann sehr gut kochen.
b. kocht immer für ihre Kinder.
c. isst heute meistens bei ihren Kindern.
5. Leon...
a. und seine Geschwister spielen Violine.
b. hat viele Verwandte in anderen Städten.
c. macht mit seinen Verwandten zusammen Musik.
6. Leons Oma sagt, dass...
a. ihr die Lieder von früher besser gefallen.
b. die Musiker heute nicht romantisch sind.
c. sie früher besser Klavier gespielt hat.

Teil 2

Programm der Familienmesse am 20. September in der Stadthalle

Großer Saal

10:00 Kinderkonzert: Peter und der Wolf

12:30 Film: Bilder unserer Stadt. So war sie - so ist sie heute.
13:30 Information: Winterreisen für Familien
15:00 Seniorentheater

Eingangshalle 12:00-16:00 Uhr

Buffet: Brötchen, Würstchen, Salate, Snacks, Getränke

Ausstellung: 7 Tage - Freizeitaktivitäten für die ganze Familie in unserer Stadt

34
Bastel-Zentrum

Erdgeschoss

11:00-15:00 „Kindergarten" (3 - 6 Jahre)

12:00 Hobbytreff für Jugendliche: Hast du mein Hobby?
14:00 Film: Alle unter einem Dach
Ab 12:00 Café

1. Etage

11:00-15:00 Spiele für die ganze Familie

13:00 Information: Fitnesskurse
14:00 Großelterndienst: Ihr habt keine Oma?
Bei uns findet ihr eine!

Platz vor der Stadthalle 11:00 - 16:00 Uhr

Bücherbus
Ausstellung: Menschen in unserer Stadt - gestern und heute
Teebar Internationale Teespezialitäten

1. Du willst Tee aus Argentinien trinken.

a. Großer Saal
b. Platz vor der Stadthalle
c. anderer Ort
2. Du hast sehr großen Hunger.
a. Erdgeschoss
b. Eingangshalle
c. anderer Ort
3. Du suchst jemanden, der manchmal auf deine kleine Schwester aufpasst.
a. 1. Etage
b. Erdgeschoss
c. anderer Ort
4. Du suchst jemanden, der dasselbe Hobby hat wie du.
a. Eingangshalle
b. Etage
c. anderer Ort
5. Du möchtest wissen, wie es früher in deiner Stadt ausgesehen hat.
a. 3. Etage
b. Großer Saal
c. anderer Ort

35
 6. Du willst wissen, was du zusammen mit deiner Familie am Wochenende in eurer Stadt machen
kannst.
a. Eingangshalle
b. Platz vor der Stadthalle
c. anderer Ort

Teil 3
14:30 PM

Von: Nick
An: Andi

Hallo Andi,
danke für deine Mail! Du hast dich an diesen Tag
erinnert! Wirklich super!!! Im letzten Jahr haben wir uns
ja gerade in den Osterferien in der Jugendherberge
kennen gelernt und meinen Geburtstag mit Hamburger
und Cola gefeiert.

In diesem Jahr ist mein Geburtstag nicht in den Ferien und ich habe am Samstag mit vielen Freunden zu
Hause eine Party gemacht. Schade, dass du nicht kommen konntest. Es war echt toll und die letzten
Gäste sind erst nach Mitternacht nach Hause gegangen.

Tolle Geschenke habe ich auch bekommen: Bücher und CDs von meinen Freunden und ein Tablet von
meinen Eltern. Ich habe schon mein erstes E-Book gelesen und einige Spiele aus dem Internet
heruntergeladen, z. B. Sudoko und Scrabble. Total Spaß macht mir Scrabble.

In der Schule arbeite ich gerade an einem Projekt. Ich soll das Familienleben von früher und heute
vergleichen. Zuerst habe ich gedacht, dass das langweilig ist. Aber jetzt finde ich es sehr interessant. Mit
meiner Oma habe ich auch schon ein Interview gemacht.

Was machst du in den Sommerferien? Im Internet gibt es tolle Links für Fahrradreisen. Wenn du Lust
hast, kann ich eine Tour für uns beide organisieren.

Bis bald,
Nick

1. Was findet Nick toll?

a. Er hat Osterferien.
b. Er trifft sich mit Andi in der Jugendherberge.
c. Andi hat ihm zum Geburtstag gratuliert.

36
 2. Was schreibt Nick über seine Geburtstagsfeier?
a. Die Party war erst nach 24.00 Uhr zu Ende.
b. Die letzten Gäste sind um Mitternacht gekommen.
c. Sein bester Freund ist nicht gekommen.
3. Was macht Nick mit seinem neuen Tablet am liebsten?
a. Im Internet surfen.
b. E-Books lesen.
c. Scrabble spielen.
4. Was erzählt Nick über die Schule?
a. Er muss einen Text über seine Oma schreiben.
b. Er macht ein Projekt über das Thema „Familie".
c. Er findet das Schulprojekt langweilig.
5. Was wünscht sich Nick?
a. Er möchte in den Ferien mit Andi eine Radtour machen.
b. Andi soll eine Fahrradreise organisieren.
c. Er will Andi in den Sommerferien besuchen.

Teil 4

Fahrradtreff!
Jeden Sonntag um 10:00 Uhr am Marktplatz. Kinder, Jugendliche, Eltern, Omas und Opas, alle, die ein
Fahrrad haben, können an unseren Ausflügen teilnehmen. Wir warten auf euch!

Hilfe, ich schaffe es nicht!

Probleme in der Schule mit Mitschülern oder Lehrern, Streit mit den Eltern, Stress mit Geschwistern,
Liebeskummer, Krankheit? Wir hören dir zu und helfen. Montags bis freitags, 11:00 - 17:00 Uhr, Hilfe-
Telefon 0721/456782

Mit uns macht jede Party Spaß!

Ihr wollt feiern - wir organisieren. Bei uns ist fast alles möglich! Wir sind Schüler/innen und
Studenten/Studentinnen mit vielen tollen Ideen und organisieren seit vier Jahren Partys für Kinder und
Jugendliche. Ruf an: 6870886, Patrick

Neu in der Stadt?

Im Jugendzentrum Juzebel könnt ihr Leute treffen, miteinander reden, Musik machen, tanzen, kochen,
Fußball spielen und vieles mehr. Mehr auf unserer website www.juzebel.de Kommt einfach vorbei!

Braucht ihr Hilfe?

Wir treffen uns und reparieren Fahrräder! Wir zeigen euch, wie es geht. Ihr könnt es besser? Dann
lernen wir von euch. Do-So, 15:00 – 19:00 Uhr, am Wohnwagen auf dem Fabrikgelände an der
Uferstraße.

37
Schüler helfen Schülern!
Klappt es in der Schule nicht? Bist du gut in Englisch und Deutsch, brauchst aber Hilfe in Mathe? Dann
ruf mich an. Ich helfe dir und du hilfst mir. 498765, Marietta

Lies die Aufgaben und die Anzeigen. Welche Anzeige passt zu welcher Person? Für eine Aufgabe gibt es
keine Lösung. Markiere so x

1. Emma will zu ihrem Geburtstag viele Freunde einladen und ein ganz
tolles Fest mit Musik und Tanz machen.

2. Luisa möchte mit Freunden an einem Fahrradausflug teilnehmen und dafür ein
Fahrrad leihen.

3. Rico ist mit seiner Familie von Hamburg nach Berlin gezogen. Er hat noch keine
Freunde.

4. Irini hat sehr schlechte Noten in Mathematik. In allen anderen Fächern ist sie
eine super Schülerin.

5. Oskar hat im Keller von seinem Opa ein ganz altes Rad gefunden, das aber
nicht fährt.

6. Philipp hat Probleme mit anderen Schülern in seiner Schule. Er glaubt,

dass die Lehrer und seine Eltern ihm nicht helfen können.

38
SCHREIBEN

Teil 1

Lies zuerst die Aufgabe.

Deine deutsche Freundin Katrin hatte gestern Geburtstag. Du schreibst Katrin eine SMS.

➤ Entschuldige dich, dass du ihren Geburtstag vergessen hast.

➤ Schreib, warum.

➤ Lade sie zum Eisessen ein.

Schreib etwa 20-30 Wörter. Schreib etwas zu allen drei Punkten.

Schreib nun eine SMS an Katrin. Die Satzanfänge helfen dir.

Hallo Katrin,
entschuldige,dass______________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Treffen wir uns zum
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Teil 2

Lies zuerst die Aufgabe.

Deine Deutschlehrerin, Frau Magnus, lädt dich zusammen mit anderen Schülerinnen und Schülern ein,
etwas für den Muttertag vorzubereiten. Schreib Frau Magnus eine E-Mail.

➤ Sage danke und sage, dass du kommst.

➤ Mach einen Vorschlag, was ihr machen könnt.

➤ Frage nach dem Termin und dem genauen Ort.

Schreib etwa 30-40 Wörter. Schreib etwas zu allen drei Punkten.

Schreib Frau Magnus eine E-Mail. Die Satzanfänge und die Ausdrücke aus Aufgabe 2 helfen dir dabei.

39
Liebe Frau Magnus,

danke für Ihre E-Mail. Natürlich

_____________________________________________________________________________________
_____________________________________________________________________________________
Wir können
_____________________________________________________________________________________
_____________________________________________________________________________________
Wann________________________________________________________________________________
_____________________________________________________________________________________

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