English Core Past Paper PDF 2024-25

ENGLISH (CORE) Code No. 301 2024-25 Background Students are expected to have acquired a reasonable degree of language proficiency in English Language by the time they come to class XI, and the course aims, essentially, a...

ENGLISH (CORE) Code No. 301 2024-25 Background Students are expected to have acquired a reasonable degree of language proficiency in English Language by the time they come to class XI, and the course aims, essentially, at promoting the higher-order language skills. For a large number of students, the higher secondary stage will be a preparation for the university, where a fairly high degree of proficiency in English may be required. Additionally, for another large group, the higher secondary stage may be a preparation for entry into the professional domain. The Core Course caters to both groups by promoting the language skills required for academic study as well as the language skills required for the workplace. Competencies to be focused on: The general objectives at this stage are to: listen and comprehend live as well as recorded oral presentations on a variety of topics develop greater confidence and proficiency in the use of language skills necessary for social and academic purpose to participate in group discussions and interviews, by making short oral presentation on given topics perceive the overall meaning and organisation of the text (i.e., correlation of the vital portions of the text) identify the central/main point and supporting details, etc., to build communicative competence in various lexicons of English promote advanced language skills with an aim to develop the skills of reasoning, drawing inferences, etc. through meaningful activities translate texts from mother tongue(s) into English and vice versa develop ability and acquire knowledge required in order to engage in independent reflection and enquiry read and comprehend extended texts (prescribed and non-prescribed) in the following genres: science fiction, drama, poetry, biography, autobiography, travel and sports literature,etc. text-based writing (i.e., writing in response to questions or tasks based on prescribed or unseen texts), understand and respond to lectures, speeches, etc. write expository / argumentative essays, explaining or developing a topic, arguing a case, etc, write formal/informal letters and applications for different purposes 1  make use of contextual clues to infer meanings of unfamiliar vocabulary select, compile and collate information for an oral presentation produce unified paragraphs with adequate details and support use grammatical structures accurately and appropriately write items related to the workplace (minutes, memoranda, notices, summaries, reports etc. filling up of forms, preparing CV, e-mail messages., making notes from reference materials, recorded talks etc. The core course should draw upon the language items suggested for class IX-X and delve deeper into their usage and functions. Particular attention may, however, be given to the following areas of grammar:  The use of passive forms in scientific and innovative writings.  Convert one kind of sentence/clause into a different kind of structure as well as other items to exemplify stylistic variations in different discourses modal auxiliaries- uses based on semantic considerations. A. Specific Objectives of Reading Students are expected to develop the following study skills:  skim for main ideas and scan for details  refer to dictionaries, encyclopedia, thesaurus and academic reference material in any format  select and extract relevant information, using reading skills of skimming and scanning  understand the writer's purpose and tone  comprehend the difference between the literal and the figurative  differentiate between claims and realities, facts and opinions, form business opinions on the basis of latest trends available  comprehend technical language as required in computer related fields, arrive at personal conclusion and logically comment on a given text.  Specifically develop the ability to be original and creative in interpreting opinion, develop the ability to be logically persuasive in defending one's opinion and making notes based on a text. Develop literary skills as enumerated below:  respond to literary texts  appreciate and analyse special features of languages that differentiate literary texts from non-literary ones, explore and evaluate features of character, plot, setting, etc.  understand and appreciate the oral, mobile and visual elements of drama. Identify the elements of style such as humour, pathos, satire and irony, etc.  make notes from various resources for the purpose of developing the extracted ideas into sustained pieces of writing 2 B. Listening and Speaking Speaking needs a very strong emphasis and is an important objective leading to professional competence. Hence, testing of oral skills must be made an important component of the overall testing pattern. To this end, speaking and listening skills are overtly built into the material to guide the teachers in actualization of the skills. Specific Objectives of Listening & Speaking Students are expected to develop the ability to:  take organized notes on lectures, talks and listening passages  listen to news bulletins and to develop the ability to discuss informally a wide ranging issues like current national and international affairs, sports, business, etc.  respond in interviews and to participate in formal group discussions.  make enquiries meaningfully and adequately and to respond to enquiries for the purpose of travelling within the country and abroad.  listen to business news and to be able to extract relevant important information.  to develop public speaking skills. C. Specific Objectives of Writing The students will be able to:  write letters to friends, relatives, etc. to write business and official letters.  open accounts in post offices and banks. To fill in railway/airline reservation forms.  draft notices, advertisements and design posters effectively and appropriately  write on various issues to institutions seeking relevant information, lodge complaints, express gratitude or render apology.  write applications, fill in application forms, prepare a personal bio-data for admission into colleges, universities, entrance tests and jobs.  write informal reports as part of personal letters on functions, programmes and activities held in school (morning assembly, annual day, sports day, etc.)  write formal reports for school magazines/events/processes/ or in local newspapers about events or occasions.  express opinions, facts, arguments in the form of speech or debates, using a variety of accurate sentence structures  draft papers to be presented in symposia.  take down notes from talks and lectures.  write examination answers according to the requirement of various subjects.  summarise a text. Note: The creative writing section shall assess the prescribed competencies for writing skills, irrespective of any word limit. 3 D. More About Reading Inculcating good reading habits in children has always been a concern for all stakeholders in education. The purpose is to create independent thinking individuals with the ability to not only create their own knowledge but also critically interpret, analyse and evaluate it with objectivity and fairness. This will also help students in learning and acquiring better language skills. Creating learners for the 21st century involves making them independent learners who can learn, unlearn and relearn. If our children are in the habit of reading, they will learn to reinvent themselves and deal with the many challenges that lie ahead of them. Reading is not merely decoding information or pronouncing words correctly. It is an interactive dialogue between the author and the reader in which the reader and the author share their experiences and knowledge with each other. Good readers are critical readers with an ability to arrive at a deeper understanding of not only the world presented in the book but also of the real world around them. Consequently, they become independent thinkers capable of taking their own decisions in life rationally. Hence, a few activities are suggested below which teachers may use as a part of the reading project.  Short review / dramatization of the story  Commentary on the characters  Critical evaluation of the plot, storyline and characters  Comparing and contrasting the characters within the story, with other characters in stories by the same author or by different authors  Extrapolating about the story read or life of characters after the story ends defending characters’ actions in the story  Making an audio story out of the novel/text to be read aloud.  Interacting with the author  Holding a literature fest where students role-play as various characters to interact with each other  Role playing as authors/poets/dramatists, to defend their works and characters  Symposiums and seminars for introducing a book, an author, or a theme  Creating graphic novels out of novel or short stories they read  Dramatizing incidents from a novel or a story  Creating their own stories  Books of one genre to be read by the whole class. Teachers may select books and e-books suitable to the age and level of the learners. Care ought to be taken to choose books that are appropriate in terms of language, theme and content and which do not hurt the sensibilities of a child. 4 Teachers may later suggest books from other languages by dealing with the same themes as an extended activity. The Project should lead to independent learning/reading skills and hence the chosen book should not be taught in class, but may be introduced through activities and be left for the students to read at their own pace. Teachers may, however, choose to assess a student's progress or success in reading the book by asking for verbal or written progress reports, looking at their diary entries, engaging in a discussion about the book, giving a short quiz or a work sheet about the book/short story. A befitting mode of assessment may be chosen by the teacher. Methods and Techniques The techniques used for teaching should promote habits of self-learning and reduce dependence on the teacher. In general, we recommend a multi-skill, learner-centred, activity based approach, of which there can be many variations.  The core classroom activity is likely to be that of silent reading of prescribed/selected texts for comprehension, which can lead to other forms of language learning activities such as role-play, dramatization, group discussion, writing, etc., although many such activities could be carried out without the preliminary use of textual material.  It is important that students be trained to read independently and intelligently, interacting actively with texts, with the use of reference materials (dictionary, thesaurus, etc.) where necessary.  Some pre-reading activity will generally be required, and the course books should suggest suitable activities, leaving teachers free to devise other activities when desired. So also, the reading of texts should be followed by post reading activities.  It is important to remember that students should be encouraged to interpret texts in different ways.  Group and pair activities can be resorted to, when desired, although many useful language activities can be carried out individually. In general, teachers should encourage students to interact actively with texts and with each other.  Oral activity (group discussion, etc.) should be encouraged. 5  ENGLISH CORE CODE NO. 301 CLASS – XI 2024-25 Section A -- 26 Marks Reading Skills I Reading Comprehension through Unseen Passages (10+8=18 Marks) 1. One unseen passage to assess comprehension, interpretation, analysis, inference and vocabulary. The passage may be factual, descriptive or literary. 2. One unseen case-based factual passage with verbal/visual inputs like statistical data, charts etc.to assess comprehension, interpretation, analysis, inference and evaluation. Note: The combined word limit for both the passages will be 600-750. Multiple Choice Questions / Objective Type Questions will be asked. 3. Note Making and Summarization based on a passage of approximately 200-250 words. i. Note Making: 5 Marks ○ Title: 1 ○ Numbering and indenting: 1 ○ Key/glossary: 1 ○ Notes: 2 ii. Summary (up to 50 words): 3 Marks ○ Content: 2 ○ Expression: 1 Section B – 23 Marks Grammar and Creative Writing Skills II Grammar 7 Marks 4. Questions on Gap filling (Tenses, Clauses) 5. Questions on re-ordering/transformation of sentences (Total seven questions to be done out of the eight given). 6  III Creative Writing Skills 16 Marks 6. Short writing task – Classified Advertisements, up to 50 words. One out of the two given questions to be answered (3 Marks: Format: 1 / Content: 1 / Expression: 1) 7. Short writing task –Poster up to 50 words. One out of the two given questions to be answered. (3 marks: Format: 1 / Content: 1 / Expression: 1) 8. Long Writing task: Speech in 120-150 words based on verbal / visual cues related to contemporary / age-appropriate topic. One out of the two given questions to be answered. (5 Marks: Format: 1 / Content: 2 / Expression: 2) 9. Long Writing Task: Debate based on visual/verbal inputs in 120-150 words, thematically related to contemporary, topical issues. One out of the two given questions to be answered. (5 Marks: Format: 1 / Content: 2 / Expression: 2) Section C – 31 Marks Literature Text Book and Supplementary Reading Text This section will have variety of assessment items including Multiple Choice Questions, Objective Type Questions, Short Answer Type Questions and Long Answer Type Questions to assess comprehension, interpretation, analysis, evaluation and extrapolation beyond the text. 10. One Poetry extract out of two, from the book Hornbill, to assess comprehension, interpretation, analysis, inference and appreciation. (3x1=3 Marks) 11. One Prose extract out of two, from the book Hornbill, to assess comprehension, interpretation, analysis, evaluation and appreciation. (3x1=3 Marks) 12. One prose extract out of two, from the book Snapshots, to assess comprehension, interpretation, analysis, inference and appreciation. (4x1=4 Marks) 13. Two Short answer type questions (one from Prose and one from Poetry, from the book Hornbill), outof four, to be answered in 40-50 words. Questions should elicit inferential responses through critical thinking. (3x2=6 Marks) 14. One Short answer type question, from the book Snapshots, to be answered in 40- 50 words. Questions should elicit inferential responses through critical thinking. One out of two questions to be done. (3x1=3 Marks) 15. One Long answer type question, from Prose/Poetry of Hornbill, to be answered in 120- 150 words. Questions can be based on incident / theme / passage / extract / event, as reference points to assess extrapolation beyond and across the text. The question will elicit analytical and evaluative response from the student. Any one out of two questions to be done. (1x6=6 Marks) 16. One Long answer type question, based on the chapters from the book Snapshots, to be answered in 120-150 words, to assess global comprehension and extrapolation beyond the text. Questions to provide analytical and evaluative responses, using incidents, events, themes, as reference points. Any one out of two questions to be done. (1x6=6 Marks) 7  Prescribed Books 1. Hornbill: English Reader published by National Council of Education Research and Training, New Delhi The Portrait of a Lady (Prose) A Photograph (Poem) “We’re Not Afraid to Die… if We Can Be Together Discovering Tut: The Saga Continues The Laburnum Top (Poem) The Voice of the Rain (Poem) Childhood (Poem)  The Adventure Silk Road (Prose)  Father to Son 2. Snapshots: Supplementary Reader published by National Council of Education Research and Training, New Delhi The Summer of the Beautiful White Horse (Prose) The Address (Prose) Mother’s Day (Play) Birth (Prose)  The Tale of Melon City INTERNAL ASSESSMENT Assessment of Listening Skills - 05 marks. Assessment of Speaking Skills - 05 Marks Project Work - 10 Marks 8  Question Paper Design English CORE XI (Code No. 301) 2024-25 Section Competencies Total marks Reading Skills Conceptual understanding, decoding, Analyzing, inferring, interpreting, appreciating, literary, conventions and 26 vocabulary, summarizing and using appropriate format/s. Grammar and Creative Conceptual Understanding, application of Writing Skills rules, Analysis, Reasoning, appropriacy of style and tone, using appropriate format and 23 fluency, inference, analysis, evaluation and creativity. Literature Text Book Recalling, reasoning, appreciating literary and Supplementary convention, inference, analysis, creativity Reading Text with fluency, Critical Thinking. 31 TOTAL 80 Internal Assessment Assessment of Listening and Speaking Skills 10  Listening 5+5  Speaking  Project Work 10 GRAND TOTAL 100 9  ENGLISH CORE CODE NO. 301 CLASS – XII 2024-25 Section A 22 Marks Reading Skills I Reading Comprehension through Unseen Passage (12+10 = 22 Marks) 1. One unseen passage to assess comprehension, interpretation, analysis and inference. Vocabulary assessment will also be assessed via inference. The passage may be factual, descriptive or literary. 2. One unseen case-based factual passage with verbal/visual inputs like statistical data, charts etc. to assess comprehension, interpretation, analysis, inference and evaluation. Note: The combined word limit for both the passages will be 700-750 words. Multiple Choice Questions / Objective Type Questions and Short Answer Type Questions (to be answered in 40-50 words) will be asked. Section B 18 Marks Creative Writing Skills II. Creative Writing Skills 3. Notice, up to 50 words. One out of the two given questions to be answered. (4 Marks: Format :1 / Content: 2 / Accuracy of Spelling and Grammar: 1). 4. Formal/Informal Invitation and Reply, up to 50 words. One out of the two given questions to be answered. (4 Marks: Format: 1 / Content: 2 / Accuracy of Spelling and Grammar :1). 5. Letters based on verbal/visual input, to be answered in approximately 120-150 words. Letter types include application for a job with bio data or resume. Letters to the editor (giving suggestions or opinion on issues of public interest). One out of the two given questions to be answered. (5 Marks: Format: 1 / Organisation of Ideas: 1/Content: 2 / Accuracy of Spelling and Grammar :1). 6. Article/ Report Writing, descriptive and analytical in nature, based on verbal inputs, to be answered in 120-150 words. One out of the two given questions to be answered. (5 Marks: Format: 1 /Organisation of Ideas: 1/Content: 2 / Accuracy of Spelling and Grammar :1). 10  Section C 40 Marks Literature Text Book and Supplementary Reading Text This section will have variety of assessment items including Multiple Choice Questions, Objective Type Questions, Short Answer Type Questions and Long Answer Type Questions to assess comprehension, interpretation, analysis, evaluation and extrapolation beyond the text. 7. One Poetry extract out of two, from the book Flamingo, to assess comprehension, interpretation, analysis, inference and appreciation. (6x1=6 Marks) 8. One Prose extract out of two, from the book Vistas, to assess comprehension, interpretation, analysis, evaluation and appreciation. (4x1=4 Marks) 9. One prose extract out of two from the book Flamingo, to assess comprehension, interpretation, analysis, inference and evaluation. (6x1=6Marks) 10. Short answer type questions (from Prose and Poetry from the book Flamingo), to be answered in 40-50 words each. Questions should elicit inferential responses through critical thinking. Five questions out of the six given, are to be answered. (5x2=10 Marks) 11. Short answer type questions, from Prose (Vistas), to be answered in 40- 50 words each. Questions should elicit inferential responses through critical thinking. Any two out of three questions to be done. (2x2=4 Marks) 12. One Long answer type question, from Prose/Poetry (Flamingo), to be answered in 120- 150 words. Questions can be based on incident / theme / passage / extract / event as reference points to assess extrapolation beyond and across the text. The question will elicit analytical and evaluative response from the student. Any one out of two questions to be done. (1x5=5 Marks) 13. One Long answer type question, based on the chapters from the book Vistas, to be answered in 120-150 words, to assess global comprehension and extrapolation beyond the text. Questions to provide analytical and evaluative responses using incidents, events, themes, as reference points. Any one out of two questions to be done. (1x5=5 Marks) 11  Prescribed Books 1. Flamingo: English Reader published by National Council of Education Research and Training, New Delhi (Prose)  The Last Lesson Lost Spring Deep Water  The Rattrap  Indigo  Poets and Pancakes  The Interview  Going Places (Poetry)  My Mother at Sixty-Six  Keeping Quiet  A Thing of Beauty  A Roadside Stand  Aunt Jennifer’s Tigers 2. Vistas: Supplementary Reader published by National Council of Education Research and Training, New Delhi  The Third Level  The Tiger King  Journey to the End of the Earth  The Enemy  On the Face of It Memories of Childhood  The Cutting of My Long Hair  We Too are Human Beings INTERNAL ASSESSMENT Assessment of Listening Skills - 05 marks. Assessment of Speaking Skills - 05 Marks Project Work - 10 Marks 12  Question Paper Design Code No. 301 2024-25 English CORE XII Section Competencies Total marks Reading Skills Conceptual understanding, decoding, Analyzing, inferring, interpreting, appreciating, literary, 22 conventions and vocabulary, summarizing and using appropriate format/s. Creative Writing Conceptual Understanding, application of rules, Sills Analysis, Reasoning, appropriacy of style and tone, 18 using appropriate format and fluency, inference, analysis, evaluation and creativity. Literature Text Recalling, reasoning, critical thinking, appreciating Book and literary convention, inference, analysis, creativity 40 Supplementary with fluency. Reading Text TOTAL 80 Internal Assessment of Listening and Speaking Skills 10 Assessment  Listening 5+5  Speaking  Project Work 10 GRAND TOTAL 100 13  Annexure I Guidelines for Internal Assessment Classes XI-XII ALS must be seen as an integrated component of all four language skills rather than a compartment of two. Suggested activities, therefore, take into consideration an integration of the four language skills but during assessment, emphasis will be given to speaking and listening, since reading and writing are already being assessed in the written exam. Classes XI-XII Total Marks: 20 Assessment of Listening and Speaking Skills: (5+5=10 Marks) i. Activities: Subject teachers must refer to books prescribed in the syllabus. In addition to the above, teachers may plan their own activities and create their own material for assessing the listening and speaking skills. ii. Parameters for Assessment: The listening and speaking skills are to be assessed on the following parameters: a. Interactive competence (Initiation & turn taking, relevance to the topic) b. Fluency (cohesion, coherence and speed of delivery) c. Pronunciation d. Language (grammar and vocabulary) A suggestive rubric is given below: 1 2 3 4 5 Interaction  Contributions are  Contributions  Develops  Interaction is  Initiates & mainly unrelated are often interaction adequately logically to those of other unrelated to adequately, initiated and develops speakers those of the makes however developed simple  Shows hardly any other speaker minimal effort to  Takes turn but conversation initiative in the  Generally initiate needs some on familiar development of passive in the conversation prompting topics conversation development  Needs constant  Takes turns  Very limited of prompting to appropriately interaction conversation take turns Fluency &  Noticeably/ long  Usually fluent;  Is willing to  Speaks  Speaks Coherence pauses; rate of produces speak at length, without fluently almost speech is slow simple speech however noticeable with no  Frequent fluently, but repetition is effort, with a repetition & repetition and/or loses noticeable little repetition minimal self- correction coherence in  Hesitates  Demonstrates hesitation this is all right in complex and/or self hesitation to Develops informal communicatio corrects; find words or topic fully & conversation n occasionally use correct coherently  Links only basic  Often loses grammatical sentences; hesitates coherence structures breakdown of and/or resorts and/or self- coherence to slow correction 14  evident speech  Topics  Topics partly developed, but  Topics not developed; usually not fully not always logically developed to concluded concluded merit. logically Pronunciatio  Frequent  Frequently  Largely correct  Mostly correct  Pronounces n inaccurate unintelligible pronunciation pronunciation correctly & pronunciation articulation &clear & clear articulates  Communication  Frequent articulation articulation clearly is severely phonological except  Is clearly  Is always affected errors occasional understood comprehensible  Major errors most of the  uses communicatio time; very few appropriate n problems phonological intonation errors Vocabulary &  Demonstrates  Is able to  Is able to  Is able to  Is able to Grammar almost no communicate communicate on communicate on communicate flexibility, and on some of most of the most of the on most of the mostly struggles the topics, topics, with topics with topics using a for appropriate with limited limited appropriate wide range of words vocabulary. vocabulary. A vocabulary appropriate  Many Grammatical  Frequent few grammatical  Minor errors vocabulary, errors, but errors using new errors impacting that do not communication self- corrects hamper words and communication expressions No grammatical errors iii. Schedule:  The practice of listening and speaking skills should be done throughout the academic year.  The final assessment of the skills is to be done as per the convenience and schedule of the school. Project Work + Viva: 10 Marks Out of ten marks, 5 marks will be allotted for the project report/script /essay etc. and 5 marks for the viva I. Schedule:  Schools may refer to the suggestive timeline given in these guidelines for the planning, preparation and viva-voce of ALS based projects.  The final assessment of the skills may be done on the basis of parameters suggested by the Board. Language teachers, however, have the option to adopt/ modify these parameters according to their school specific requirements. II. Suggestions for Project Work:  The Project can be inter-disciplinary in theme. The ideas/issues highlighted in the chapters/ poems/ drama given the prescribed books can also be developed in the form of a project. Students can also take up any relevant and age-appropriate theme.  Such topics may be taken up that provide students with opportunities for listening and speaking. Some suggestions are as follows: 15  a) Interview-Based research: Example:  Students can choose a topic on which to do their research/ interview, e.g. a student can choose the topic: “Evolving food tastes in my neighbourhood” or “Corona pandemic and the fallout on families.” Read the available literature.  The student then conducts interviews with a few neighbours on the topic. For an interview, with the help of the teacher, student will frame questions based on the preliminary research/background.  The student will then write an essay/ write up / report etc. up to 1000 words on his/her research and submit it. He/ She will then take a viva on the research project. The project can be done in individually or in pairs/ groups b) Students listen to podcasts/ interviews/radio or TV documentary on a topic and prepare a report countering or agreeing with the speakers. Write an 800 - 1000 words report and submit. Take a viva on the report. c) Students create their own video/ Audio, after writing a script. Before they decide a format, the following elements can be taken into consideration:  Theme/topic of the audio / video. Would the child like to pick a current issue or something artistic like theatre?  What are the elements that need to be part of the script?  Will the video/audio have an interview with one or more guests?  Would they prefer to improvise while chatting with guests, or work from a script?  What would be the duration?  How would they present the script/report to the teacher, e.g. Can it be in the form of a narrative? d) Students write, direct and present a theatrical production, /One act play This will be a project which will be done as a team. It will involve planning, preparation and presentation. In short, various language skills will be utilised. There will be researching, discussion, writing the script, auditioning and ultimately producing the play. The project will end with a presentation and subsequently a viva. Teachers will be able to assess the core language skills of the students and help them grow as 21st century critical thinkers. III. Instructions for the Teachers: - 1. Properly orient students about the Project work, as per the present Guidelines. 2. Facilitate the students in the selection of theme and topic. 3. Create a rubric for assessment and share with the students before they start so that they know the parameters of assessment:  Teachers need to familiarize themselves with the method of assessing students with the rubric-- a table with different criteria and a grading scale.  Choose the criteria on which you will grade students and list them along the left side of the page.  Create an even number of columns along the top of the page. These columns will represent potential skill levels of the students.  Assessing students on four/five criteria is an easy way to begin. For each criterion, define the ability that student would exhibit at each of the levels.  The more detailed you make your criteria, the easier it will be to evaluate each student and define the level at which the student is presenting. 16  {Sample Rubric is attached at the end for reference} IV. Parameters for Overall Assessment: - 1. Pronunciation:  When evaluating the pronunciation of the students, teachers must listen for clearly articulated words, pronunciation of unusual spellings and intonation.  Assess the students for the pronunciation skills and determine at which level the student needs improvement. 2. Vocabulary: After noting their pronunciation levels, evaluate the students on the use of extensive and appropriate vocabulary during the viva. Check if students are using vocabulary appropriate to the context about which they are speaking. 3. Accuracy: Grammar has always been an important component of language skills. As students speak/ answer the questions during the viva, listen to their grammatical structures. Are they competent enough to use multiple tenses? Is their word order correct in a given sentence? An effective speaker will automatically use the correct grammatical structures of his language. 4. Communication: Assessing the communication skills of the students means looking at more than language. Look at how creatively students use the language to make their points understood. Students with a low level of vocabulary and grammar may still have good communication skills if they are able to make the teacher understand their point of view. 5. Interaction:  During the viva teachers need to ask the students some questions. Questions need to be based on the projects that have been suggested or chosen by the students.  It is imperative for a teacher to read the essays/project reports before they can be ready to ask questions.  Teachers need to observe how students answer the questions that are posed to them: Are they able to understand and answer questions independently or can they answer only when the questions are translated into simpler words or repeated? Are they able to give appropriate responses in a conversation?  These elements of interaction are necessary for clear and effective communication. A student with effective interaction skills will be able to answer questions with relative ease and follow the flow of conversation. 6. Fluency:  Fluency may be the easiest quality to judge in the students’ speech: How comfortable are they as they speak and express themselves? How easily do the words come out? Are there inappropriate pauses and gaps in the way a student speaks?  Fluency is a judgement of this communication and is an important criterion when evaluating speaking skills. These criteria: pronunciation, vocabulary, accuracy, interaction and fluency are all the hallmarks of a student's overall speaking abilities.  Teachers must also remember that some students may excel in one area and struggle in another. Helping the students understand these issues will enable them to become effective 17  speakers in future. Let your students know that you will be assessing them in these various areas when you evaluate their progress and encourage them to work and improve in these areas.  Finally, teachers must remember that a proper evaluation of the students will take into consideration more than just one oral interview on the final ASL project. Teachers must take note of a student’s progress throughout the academic year. V. Project-Portfolio/ Project Report The Project-Portfolio/Project Report is a compilation of the work that the students produce during the process of working on their ALS Project. The Project-Portfolio may include the following:  Cover page, with title of project, school details/details of students. Statement of purpose/objectives/goals Certificate of completion under the guidance of the teacher. Students Action Plan for the completion of assigned tasks. Materials such as scripts for the theatre/role play, questionnaires for interview, written assignments, essays, survey-reports and other material evidence of learning progress and academic accomplishment. The 800-1000 words essay/Script/Report. Student/group reflections. If possible, Photographs that capture the positive learning experiences of the student(s). List of resources/bibliography The following points must be kept for consideration while assessing the project portfolios: Quality of content of the project Accuracy of information Adherence to the specified timeline Content in respect of (spellings, grammar, punctuation) Clarity of thoughts and ideas Creativity Contributions by group members Knowledge and experience gained 18 VI. Suggestive Timeline: The FIVE Steps in Project Plan PROJECT-INITIATION PROJECT-PLANNING EXECUTION IMPLEMENTATION CLOSURE Month Objectives Planning and Teachers plan a day to orient students about the ALS projects, Research for the details are shared with all stakeholders. Project Work Students choose a project, select team members and develop project- plan. Group meets (preferably online) and reports to the team leader Preferably about the progress: shortfalls and successes are detailed. till Team leader apprises teacher-mentor. November- Students working individually or in pairs also update the teachers. December A logical, deliverable and practical plan is drafted by the team/ pair/individual. Goals/objectives are clearly defined for all. Work is delegated to team members by the team leader. Students wishing to work alone develop their own plan of Action. Detailed project schedules are shared with the teacher. December- Suggestions and improvements are shared by the teacher, January wherever necessary. Group members coordinate and keep communication channels open for interaction. Gaps ( if any) are filled with the right skill sets by the Team Leader/ individual student. The final draft of the project portfolio/ report is prepared and submitted for evaluation. January-February Students are assessed on their group/pair/individual presentations on allotted days. Final Viva is conducted by the External/Internal examiner. February-March or Marks are uploaded on the CBSE website. as per the timelines given by the Board 19  SAMPLE RUBRIC FOR ALS Project Work (For Theatre/Role Play/Oral presentation/Interview/Podcast) CATEGORY 1 2 3 4 5 TIME LIMIT Presentation is Presentation Presentation Presentation Student/ group less than or more exceeded or less exceeded or exceeded or adhered to the than 5 minutes than specified less than less than given time limit long time limit by 4 to specified time specified time 5minutes limit by 3 to 4 limit by 2 to 3 minutes minutes CONTENT/SCRIPT/ Script is not Well written Well written Well written Well written QUESTIONNAIRE related to topic or script/content script/content script/content script/content issue shows little shows good shows a good shows full understanding of understanding understanding understanding parts of topic of parts of topic of subject topic of subject topic CREATIVITY No Some work Well organized Logical use of Suitable props props/costumes/ done, average presentation, props , /honest effort stage stage could have reasonable work seen/ presentation set- up and improved done, creative considerable lack-lustre costumes work done/ Creative and relevant costumes PREPAREDNESS Student/group Some Somewhat Good Complete seems to be preparedness prepared, preparedness, preparedness/ unprepared visible, but rehearsal is but need better rehearsed Rehearsal is lacking rehearsal presentation lacking CLARITY OF Lack of clarity in Speaks Speaks clearly Speaks clearly Speaks SPEECH presentation clearly, 90% of the and distinctly clearly many words some words are time/ a few 95% of time/ distinctly 95% mispronounced mispronounced mispronounced few of words mispronounced time/ fluency in words pronunciation USE OF PROPS Only 1/no relevant 1 to 2 relevant 2 to 3 relevant 3 to 4 relevant 4 to 5 relevant (Theatre/Role Play) props used props used props used props used props used EXPRESSION/ Very little use of Little Use of Facial expressions Facial Facial BODY Facial expressions facial and body expression and expression and LANGUAGE /body language, expressions and Language are body language body does not Generate body language used to try to sometimes language much interest generate some generate strong generate strong enthusiasm enthusiasm with enthusiasm the topic with the topic PORTFOLIO- Inadequate & Somewhat Adequate & Interesting, Brilliant, PRESENTATION unimpressive suitable & relevant enjoyable & creative& convincing relevant exceptional 20