This document outlines the syllabus for English Communicative for Class 9 for Term 2 from October to March. It divides the syllabus into four sections: Reading, Writing, Grammar, and Literature. For Reading, there will be two comprehension passages totalling 800-900 words. Writing assessments include short compositions, notices, reports, biographical sketches and longer letters and articles. Grammar will be tested through multiple choice and short answer questions. Literature includes extracts from poems, stories and plays to be answered briefly, as well as longer questions on themes and characters from the prescribed texts Gulliver's Travels or Three Men in a Boat. The assessments will include formative and summative tests with an emphasis on comprehension, expression, accuracy
Class 10 Cbse English Commuicative Sample Paper Term 2 2014Sunaina Rawat
The document outlines the syllabus for the English Communicative Summative Assessment II exam for Class X. It details the sections that will be included, such as reading, writing, grammar, and literature, and provides information about the format and assessment of each section. Reading comprehension will be tested through two passages totaling 800-900 words. The writing section will include short and extended writing tasks assessing different formats and skills. Grammar will be assessed through multiple choice and other question types testing usage in context. Literature questions will include extracts from texts with short answer and long answer questions about themes, characters, and values. The exam is worth 90 marks and assessments various skills related to the English language.
Here are some recommendations for developing students' comprehension going forward based on the discussion:
- Ensure instruction focuses on building students' background knowledge through various topics, as this provides important context for comprehending texts. Incorporate activities that activate and assess prior knowledge.
- Teach students to explicitly identify and understand different text structures like compare/contrast, cause/effect, problem/solution, chronological order, etc. as these aid comprehension. Provide scaffolds and models for analyzing unfamiliar structures.
- Implement sentence and paragraph frames to support struggling students in comprehending and responding to texts. Frames provide a template to help students organize their thinking. Monitor and fade frames as independence grows.
- Consider using digital tools that provide individualized
The document discusses various methods for assessing student writing abilities. It outlines four main types of writing performance: imitative, intensive, responsive, and extensive. For imitative writing, common assessment tasks include copying letters/words, dictation, and spelling tests. Intensive writing focuses on grammar, vocabulary, and sentence formation tasks like dictation and transformations. Responsive and extensive writing involve longer-form paragraph and essay writing and can be assessed through methods like paraphrasing, guided questions, and analytical scoring rubrics. The document provides examples of different assessment techniques for each writing type.
The document discusses various methods for testing writing skills through composition tasks. It presents 7 types of composition tasks that can be used to test writing at different levels. These include tasks based on diaries, notes, letters, dialogues, graphs/diagrams, pictures, and shapes/forms. It also discusses approaches to scoring compositions, such as impression marking, analytical marking, and error counting. It emphasizes the importance of reliability in scoring and providing clear guidance and examples for test tasks.
This document discusses assessing reading ability in a second language. It covers several key points:
1. There are different types and genres of reading that should be assessed, including academic, job-related, and personal reading.
2. Assessing reading involves inferring comprehension through tasks that evaluate understanding of vocabulary, grammar, and discourse features.
3. Effective readers must master both bottom-up decoding skills and top-down comprehension strategies, including using background knowledge and cultural schemata.
4. Reading assessment tasks are categorized as perceptive, selective, interactive, and extensive based on the length and complexity of the text and the type of comprehension required.
The document discusses various topics related to assessing writing skills, including the historical context of writing, genres of written language, types of writing performance, microskills and macroskills involved in writing, and issues in designing assessment tasks to evaluate different types of writing. It provides examples of assessment tasks that could be used to evaluate imitative, intensive, responsive, and extensive writing abilities. These include spelling tests, picture description tasks, grammatical transformation exercises, paragraph construction, and impromptu essay topics like those seen on the Test of Written English.
This document outlines the syllabus for English Communicative for Class 9 for Term 2 from October to March. It divides the syllabus into four sections: Reading, Writing, Grammar, and Literature. For Reading, there will be two comprehension passages totalling 800-900 words. Writing assessments include short compositions, notices, reports, biographical sketches and longer letters and articles. Grammar will be tested through multiple choice and short answer questions. Literature includes extracts from poems, stories and plays to be answered briefly, as well as longer questions on themes and characters from the prescribed texts Gulliver's Travels or Three Men in a Boat. The assessments will include formative and summative tests with an emphasis on comprehension, expression, accuracy
Class 10 Cbse English Commuicative Sample Paper Term 2 2014Sunaina Rawat
The document outlines the syllabus for the English Communicative Summative Assessment II exam for Class X. It details the sections that will be included, such as reading, writing, grammar, and literature, and provides information about the format and assessment of each section. Reading comprehension will be tested through two passages totaling 800-900 words. The writing section will include short and extended writing tasks assessing different formats and skills. Grammar will be assessed through multiple choice and other question types testing usage in context. Literature questions will include extracts from texts with short answer and long answer questions about themes, characters, and values. The exam is worth 90 marks and assessments various skills related to the English language.
Here are some recommendations for developing students' comprehension going forward based on the discussion:
- Ensure instruction focuses on building students' background knowledge through various topics, as this provides important context for comprehending texts. Incorporate activities that activate and assess prior knowledge.
- Teach students to explicitly identify and understand different text structures like compare/contrast, cause/effect, problem/solution, chronological order, etc. as these aid comprehension. Provide scaffolds and models for analyzing unfamiliar structures.
- Implement sentence and paragraph frames to support struggling students in comprehending and responding to texts. Frames provide a template to help students organize their thinking. Monitor and fade frames as independence grows.
- Consider using digital tools that provide individualized
The document discusses various methods for assessing student writing abilities. It outlines four main types of writing performance: imitative, intensive, responsive, and extensive. For imitative writing, common assessment tasks include copying letters/words, dictation, and spelling tests. Intensive writing focuses on grammar, vocabulary, and sentence formation tasks like dictation and transformations. Responsive and extensive writing involve longer-form paragraph and essay writing and can be assessed through methods like paraphrasing, guided questions, and analytical scoring rubrics. The document provides examples of different assessment techniques for each writing type.
The document discusses various methods for testing writing skills through composition tasks. It presents 7 types of composition tasks that can be used to test writing at different levels. These include tasks based on diaries, notes, letters, dialogues, graphs/diagrams, pictures, and shapes/forms. It also discusses approaches to scoring compositions, such as impression marking, analytical marking, and error counting. It emphasizes the importance of reliability in scoring and providing clear guidance and examples for test tasks.
This document discusses assessing reading ability in a second language. It covers several key points:
1. There are different types and genres of reading that should be assessed, including academic, job-related, and personal reading.
2. Assessing reading involves inferring comprehension through tasks that evaluate understanding of vocabulary, grammar, and discourse features.
3. Effective readers must master both bottom-up decoding skills and top-down comprehension strategies, including using background knowledge and cultural schemata.
4. Reading assessment tasks are categorized as perceptive, selective, interactive, and extensive based on the length and complexity of the text and the type of comprehension required.
The document discusses various topics related to assessing writing skills, including the historical context of writing, genres of written language, types of writing performance, microskills and macroskills involved in writing, and issues in designing assessment tasks to evaluate different types of writing. It provides examples of assessment tasks that could be used to evaluate imitative, intensive, responsive, and extensive writing abilities. These include spelling tests, picture description tasks, grammatical transformation exercises, paragraph construction, and impromptu essay topics like those seen on the Test of Written English.
The document discusses various methods for testing writing skills, including composition writing, grading compositions, and objective tests of mechanics and punctuation. It covers testing at basic, intermediate, and advanced levels. It also addresses considerations in designing writing tests, such as providing realistic topics, setting the composition, and treating written errors in scoring. Different types of controlled writing are proposed, including using notes, completing sentences, rewriting paragraphs, and forming paragraphs from sentences.
This document discusses assessing writing skills in the classroom. It begins by outlining the key sub-skills involved in writing like mechanics, structure, expression, and provides examples of exercises that can help assess these skills. It then shows a rubric that teachers can use to evaluate students' writing abilities in different sub-skills on a scale from 1 to 5. The rubric also outlines the criteria for the highest and lowest performance levels. It encourages describing intermediate steps. Finally, it provides some dos and don'ts for effectively assessing student writing like giving clear feedback without disheartening students.
This document outlines a developmental approach to teaching editing and revising skills to students from K-12. It provides examples of skills and strategies that students should learn at each grade level, from basic punctuation and capitalization in early grades to advanced skills like incorporating concessions and choosing appropriate voice and genre by high school. The goal is for students to learn to independently apply editing and revising strategies in every class to continuously improve their writing abilities. There is a direct link between writing and other language skills like speaking, listening and reading.
This document discusses approaches to assessing writing ability. It identifies 5 types of writing: imitative, intensive (controlled), responsive, extensive, and job-related. For imitative writing, tasks focus on handwriting, copying, and spelling. Intensive writing focuses on using correct vocabulary, grammar, and form within a context. Responsive writing connects sentences and paragraphs around a topic. Extensive writing involves longer essays and research projects. Micro-skills include spelling, handwriting, and grammar, while macro-skills involve organization, purpose, and conveying meaning. The document provides examples of assessment tasks for different writing types and skills.
The document discusses assessing writing skills. It describes three genres of writing and identifies two categories of writing skills: micro skills and macro skills. It then outlines four types of writing performance: imitative and intensive (controlled) writing, and responsive and extensive writing. It provides examples of tasks to assess each type and discusses issues in assessing responsive and extensive writing, noting different scoring methods.
This document discusses various genres and skills of written language as well as methods for assessing writing abilities. It describes four levels of writing performance from imitative to extensive writing. It also outlines micro and macro writing skills. The document then provides examples of assessment tasks that can evaluate skills from imitative to responsive writing abilities. These include spelling tests, picture tasks, and paragraph construction. It discusses issues in assessing more advanced responsive and extensive writing and methods for scoring such as holistic, primary trait, and analytic scoring. Lastly, it discusses providing feedback during the writing process.
Assesing Writing. This is my presentation in Language Testing class. The materials on these slides are mostly taken from Douglas Brown's book, Language Assessment.
The document provides information about the new English grammar, punctuation and spelling test being introduced in UK primary schools in 2013, including:
1) It will assess vocabulary, sentence grammar, spelling and punctuation based on the Key Stage 2 national curriculum, with some additional content drawn from Key Stage 3 for a separate higher level 6 test.
2) The tests will use a variety of short-answer question formats to assess these areas, with sample questions provided.
3) It provides details on the test format, content being assessed, relevant level descriptors, and contact information for further questions.
This document discusses assessing students' writing skills. It describes four types of written performance: imitative, intensive, responsive, and extensive. Imitative writing involves basic spelling and short sentences. Intensive writing focuses on vocabulary, grammar, and form within a context. Responsive writing connects sentences into paragraphs around a topic. Extensive writing involves longer essays and research papers. The document also discusses designing assessment tasks and scoring methods for each type of writing.
The document discusses different types and levels of writing performance that can be assessed: imitative, intensive, responsive, and extensive. Imitative writing involves copying letters, words, and punctuation. Intensive writing focuses on vocabulary, grammar, and meaning within a context. Responsive writing connects sentences into paragraphs. Extensive writing involves longer works like essays and research reports that accomplish a purpose through organized ideas. The document also outlines tasks and scoring methods used to assess different types of writing performance.
The document discusses assessing writing skills. It describes different types of writing like academic, job-related, and personal writing. It outlines micro skills like imitative and intensive writing, and macro skills like responsive and extensive writing. For micro skills, it provides examples of assessment tasks for imitative writing like spelling tests and dictation. For intensive writing, it discusses tasks like rewriting sentences and transforming grammar. For macro skills, it discusses designing assessment tasks for responsive and extensive writing like guided questions, paragraph construction, and scoring methods.
This document discusses principles of assessing writing. It covers four main questions to consider when assessing writing: what to test, how to test, how to score, and examples. It describes different types of writing like academic, professional, and personal writing. It also outlines different writing assessment methods like imitative, intensive, and responsive writing tasks. Specific examples of writing assessment tools are provided like dictation, transformation tasks, and picture prompts. The document discusses holistic, primary trait, and analytic scoring methods. It provides guidance on responding to and assessing different stages of the writing process.
The document provides guidelines for the English subject exam for the Moroccan Baccalaureate. It outlines the syllabus coverage, exam structure, sections and weighting for different academic streams. The exam consists of three sections - comprehension, language and writing. The comprehension section tests reading skills through various question techniques and covers different text types. The language section tests vocabulary, grammar and language functions. The guidelines provide details on the implementation of the exam to ensure it effectively evaluates students' language abilities.
This document outlines different types of literature testing. It discusses the rationale for literature testing and identifies five main types: testing for literal comprehension, reorganization, inference, evaluation, and appreciation. For each type, examples are given of both objective and essay question formats. Objective questions tend to test for recall, while essay questions require more analysis and interpretation. The document also notes that literature tests can address specific language skills through either oral or written formats. Finally, it provides guidance for evaluating different types of literature tests, noting it is easier to evaluate objective questions than essay responses.
This document discusses writing tests and their components. It defines writing as the act of forming letters and characters to communicate ideas. It then discusses what skills are tested in writing tests, including grammar, organization, content, purpose, and vocabulary. The document outlines the different ways writing can be tested, such as through essays, letters, paragraphs, and rearranging sentences. It provides characteristics of good writing tests, such as authentic tasks that evaluate only writing ability. Scoring of writing tests is also discussed, including using criteria like grammar, organization, content, purpose, and vocabulary, each weighted at 20%.
This document outlines approaches to writing assessment in schools. It discusses the purpose of writing assessment, which is to identify skills that need improvement, monitor student progress, and guide instruction. It also covers types of writing like informative, expressive, and persuasive pieces. Assessment methods discussed include process writing, rubrics to evaluate content, clarity, and mechanics, self-assessment using tools like checklists, peer assessment through activities like conferencing, and portfolio assessment to track growth over time. The document emphasizes using a variety of informal and formal assessments to obtain a well-rounded picture of students' abilities and inform instruction.
This document discusses various methods for assessing writing performance, from imitative to extensive writing. It outlines genres of writing, types of writing performance, and examples of tasks used to assess skills at different levels. These include spelling tasks, picture-cued tasks, grammatical transformation tasks, paragraph construction, and holistic, primary trait, and analytical scoring methods. Scoring writing requires evaluating content, organization, vocabulary, syntax and mechanics.
The document provides recommendations for assessing reading and writing skills. It discusses indirect and direct writing assessments, as well as free writing and guided writing. Guidelines are presented for developing writing prompts, using rubrics to evaluate responses, and providing students with feedback. Both holistic and analytical marking approaches are examined, along with their advantages and disadvantages. Finally, ten tips are outlined to help ensure reliable and valid writing assessments.
The document discusses various topics related to assessing writing, including what skills to test, how to design assessment tasks, and how to score writing. It describes microskills like spelling and grammar, and macroskills like organization and rhetorical forms. Assessment tasks can be imitative, intensive, responsive, or extensive writing. Scoring methods include holistic, primary trait, and analytic scoring. Responding to writing involves formative feedback on meaning, organization, and language use at different stages of the writing process.
The document provides an overview of the International English Language Testing System (IELTS) exam. It describes IELTS as an exam that measures English language proficiency for study or work where English is used. The exam uses a 9-band scale to assess proficiency levels. It is offered in both Academic and General Training versions to test listening, reading, writing and speaking skills. Each section of the exam is then described in more detail, outlining test formats, question types, scoring criteria and expected response lengths.
This document provides course information for an English subject that focuses on three key areas: Creating and Presenting, Reading and Responding, and Using Language to Persuade. Students will investigate different writing styles, study major texts in depth, and analyze persuasive language techniques. Assessment includes portfolios, essays, and SACs (School Assessed Coursework). Students must complete all set work, including practice tasks and SACs, to achieve a satisfactory grade. They must also maintain an organized reading and writing journal. The course aims to develop students' writing, reading, oral communication, and language skills.
The document discusses various methods for testing writing skills, including composition writing, grading compositions, and objective tests of mechanics and punctuation. It covers testing at basic, intermediate, and advanced levels. It also addresses considerations in designing writing tests, such as providing realistic topics, setting the composition, and treating written errors in scoring. Different types of controlled writing are proposed, including using notes, completing sentences, rewriting paragraphs, and forming paragraphs from sentences.
This document discusses assessing writing skills in the classroom. It begins by outlining the key sub-skills involved in writing like mechanics, structure, expression, and provides examples of exercises that can help assess these skills. It then shows a rubric that teachers can use to evaluate students' writing abilities in different sub-skills on a scale from 1 to 5. The rubric also outlines the criteria for the highest and lowest performance levels. It encourages describing intermediate steps. Finally, it provides some dos and don'ts for effectively assessing student writing like giving clear feedback without disheartening students.
This document outlines a developmental approach to teaching editing and revising skills to students from K-12. It provides examples of skills and strategies that students should learn at each grade level, from basic punctuation and capitalization in early grades to advanced skills like incorporating concessions and choosing appropriate voice and genre by high school. The goal is for students to learn to independently apply editing and revising strategies in every class to continuously improve their writing abilities. There is a direct link between writing and other language skills like speaking, listening and reading.
This document discusses approaches to assessing writing ability. It identifies 5 types of writing: imitative, intensive (controlled), responsive, extensive, and job-related. For imitative writing, tasks focus on handwriting, copying, and spelling. Intensive writing focuses on using correct vocabulary, grammar, and form within a context. Responsive writing connects sentences and paragraphs around a topic. Extensive writing involves longer essays and research projects. Micro-skills include spelling, handwriting, and grammar, while macro-skills involve organization, purpose, and conveying meaning. The document provides examples of assessment tasks for different writing types and skills.
The document discusses assessing writing skills. It describes three genres of writing and identifies two categories of writing skills: micro skills and macro skills. It then outlines four types of writing performance: imitative and intensive (controlled) writing, and responsive and extensive writing. It provides examples of tasks to assess each type and discusses issues in assessing responsive and extensive writing, noting different scoring methods.
This document discusses various genres and skills of written language as well as methods for assessing writing abilities. It describes four levels of writing performance from imitative to extensive writing. It also outlines micro and macro writing skills. The document then provides examples of assessment tasks that can evaluate skills from imitative to responsive writing abilities. These include spelling tests, picture tasks, and paragraph construction. It discusses issues in assessing more advanced responsive and extensive writing and methods for scoring such as holistic, primary trait, and analytic scoring. Lastly, it discusses providing feedback during the writing process.
Assesing Writing. This is my presentation in Language Testing class. The materials on these slides are mostly taken from Douglas Brown's book, Language Assessment.
The document provides information about the new English grammar, punctuation and spelling test being introduced in UK primary schools in 2013, including:
1) It will assess vocabulary, sentence grammar, spelling and punctuation based on the Key Stage 2 national curriculum, with some additional content drawn from Key Stage 3 for a separate higher level 6 test.
2) The tests will use a variety of short-answer question formats to assess these areas, with sample questions provided.
3) It provides details on the test format, content being assessed, relevant level descriptors, and contact information for further questions.
This document discusses assessing students' writing skills. It describes four types of written performance: imitative, intensive, responsive, and extensive. Imitative writing involves basic spelling and short sentences. Intensive writing focuses on vocabulary, grammar, and form within a context. Responsive writing connects sentences into paragraphs around a topic. Extensive writing involves longer essays and research papers. The document also discusses designing assessment tasks and scoring methods for each type of writing.
The document discusses different types and levels of writing performance that can be assessed: imitative, intensive, responsive, and extensive. Imitative writing involves copying letters, words, and punctuation. Intensive writing focuses on vocabulary, grammar, and meaning within a context. Responsive writing connects sentences into paragraphs. Extensive writing involves longer works like essays and research reports that accomplish a purpose through organized ideas. The document also outlines tasks and scoring methods used to assess different types of writing performance.
The document discusses assessing writing skills. It describes different types of writing like academic, job-related, and personal writing. It outlines micro skills like imitative and intensive writing, and macro skills like responsive and extensive writing. For micro skills, it provides examples of assessment tasks for imitative writing like spelling tests and dictation. For intensive writing, it discusses tasks like rewriting sentences and transforming grammar. For macro skills, it discusses designing assessment tasks for responsive and extensive writing like guided questions, paragraph construction, and scoring methods.
This document discusses principles of assessing writing. It covers four main questions to consider when assessing writing: what to test, how to test, how to score, and examples. It describes different types of writing like academic, professional, and personal writing. It also outlines different writing assessment methods like imitative, intensive, and responsive writing tasks. Specific examples of writing assessment tools are provided like dictation, transformation tasks, and picture prompts. The document discusses holistic, primary trait, and analytic scoring methods. It provides guidance on responding to and assessing different stages of the writing process.
The document provides guidelines for the English subject exam for the Moroccan Baccalaureate. It outlines the syllabus coverage, exam structure, sections and weighting for different academic streams. The exam consists of three sections - comprehension, language and writing. The comprehension section tests reading skills through various question techniques and covers different text types. The language section tests vocabulary, grammar and language functions. The guidelines provide details on the implementation of the exam to ensure it effectively evaluates students' language abilities.
This document outlines different types of literature testing. It discusses the rationale for literature testing and identifies five main types: testing for literal comprehension, reorganization, inference, evaluation, and appreciation. For each type, examples are given of both objective and essay question formats. Objective questions tend to test for recall, while essay questions require more analysis and interpretation. The document also notes that literature tests can address specific language skills through either oral or written formats. Finally, it provides guidance for evaluating different types of literature tests, noting it is easier to evaluate objective questions than essay responses.
This document discusses writing tests and their components. It defines writing as the act of forming letters and characters to communicate ideas. It then discusses what skills are tested in writing tests, including grammar, organization, content, purpose, and vocabulary. The document outlines the different ways writing can be tested, such as through essays, letters, paragraphs, and rearranging sentences. It provides characteristics of good writing tests, such as authentic tasks that evaluate only writing ability. Scoring of writing tests is also discussed, including using criteria like grammar, organization, content, purpose, and vocabulary, each weighted at 20%.
This document outlines approaches to writing assessment in schools. It discusses the purpose of writing assessment, which is to identify skills that need improvement, monitor student progress, and guide instruction. It also covers types of writing like informative, expressive, and persuasive pieces. Assessment methods discussed include process writing, rubrics to evaluate content, clarity, and mechanics, self-assessment using tools like checklists, peer assessment through activities like conferencing, and portfolio assessment to track growth over time. The document emphasizes using a variety of informal and formal assessments to obtain a well-rounded picture of students' abilities and inform instruction.
This document discusses various methods for assessing writing performance, from imitative to extensive writing. It outlines genres of writing, types of writing performance, and examples of tasks used to assess skills at different levels. These include spelling tasks, picture-cued tasks, grammatical transformation tasks, paragraph construction, and holistic, primary trait, and analytical scoring methods. Scoring writing requires evaluating content, organization, vocabulary, syntax and mechanics.
The document provides recommendations for assessing reading and writing skills. It discusses indirect and direct writing assessments, as well as free writing and guided writing. Guidelines are presented for developing writing prompts, using rubrics to evaluate responses, and providing students with feedback. Both holistic and analytical marking approaches are examined, along with their advantages and disadvantages. Finally, ten tips are outlined to help ensure reliable and valid writing assessments.
The document discusses various topics related to assessing writing, including what skills to test, how to design assessment tasks, and how to score writing. It describes microskills like spelling and grammar, and macroskills like organization and rhetorical forms. Assessment tasks can be imitative, intensive, responsive, or extensive writing. Scoring methods include holistic, primary trait, and analytic scoring. Responding to writing involves formative feedback on meaning, organization, and language use at different stages of the writing process.
The document provides an overview of the International English Language Testing System (IELTS) exam. It describes IELTS as an exam that measures English language proficiency for study or work where English is used. The exam uses a 9-band scale to assess proficiency levels. It is offered in both Academic and General Training versions to test listening, reading, writing and speaking skills. Each section of the exam is then described in more detail, outlining test formats, question types, scoring criteria and expected response lengths.
This document provides course information for an English subject that focuses on three key areas: Creating and Presenting, Reading and Responding, and Using Language to Persuade. Students will investigate different writing styles, study major texts in depth, and analyze persuasive language techniques. Assessment includes portfolios, essays, and SACs (School Assessed Coursework). Students must complete all set work, including practice tasks and SACs, to achieve a satisfactory grade. They must also maintain an organized reading and writing journal. The course aims to develop students' writing, reading, oral communication, and language skills.
The document provides information about the English Elective course for classes 11 and 12 in India. Some key details include:
- The class 11 course aims to provide extensive exposure to literary texts, develop sensitivity to creative language use, and equip students for higher English studies.
- The curriculum focuses on skills like critical analysis, interpretation, and text-based writing.
- Assessment includes exams on comprehension, creative writing, literature texts, drama, and fiction.
- The class 12 course continues to assess reading comprehension, grammar, creative writing, and analysis of prescribed literature texts and fiction.
This document summarizes a workshop on designing Common Core assessments. It discusses the goals of the Common Core standards in English Language Arts, including an emphasis on complex texts, evidence-based reading and writing, and building knowledge through non-fiction. It provides an overview of formative and summative assessments and samples from the PARCC and NYSED assessments. The document also covers designing leveled multiple choice questions, using assessment data, and the Lexmark scanner for compiling data.
2011 year 9_-_10_english_transition_pptbvanderkley
The document outlines the course information, requirements, and assessments for an English class, including studying two major texts per semester, developing writing skills through different styles and forms, analyzing persuasive language techniques, and maintaining a reading and writing journal. Students must complete all set work, attend 80% of classes, and pass semester exams to achieve a satisfactory grade.
English language-and-literature-class-e28093-ix-s-a-ii-2013Gautham Rajesh
Here are 3 sample multiple choice questions based on the passage:
1. The main idea of the passage is about:
a) The weather during monsoon
b) Activities people enjoy during monsoon
c) Problems faced during monsoon
d) Importance of monsoon for agriculture
2. According to the passage, which of the following is NOT true about monsoon?
a) It brings cheer to many
b) The sun is hidden behind grey clouds
c) Rains cause inconvenience
d) Fields become green after monsoon
3. The word 'glamorous' in the passage is closest in meaning to:
a) Beautiful
b) Exciting
c) Tro
Cascading Workshop of CIE English 1123- Professional Development for TeachersSara Niazi
This presentation is to cascade the entire content learnt at the professional development workshop held in Islamabad in the year 2016, conducted by the Principal Examiner at Cambridge, Helen Reed Bidder.
The document provides details about the syllabus and exam structure for English Class IX. It includes:
1. There are two papers - Paper 1 tests English Language and Paper 2 tests Literature in English. Each paper is worth 80 marks and has a 2 hour duration.
2. Paper 1 has 5 compulsory questions testing writing skills, comprehension, and grammar. Paper 2 requires answers from drama, prose and poetry prescribed textbooks.
3. 20 marks are allocated to internal assessments covering listening, speaking, and assignments on the literature texts. Guidelines for marking the assessments with grades are provided.
This document outlines the syllabus for an AP English Language and Composition course. The course focuses on developing students' skills in both reading and writing rhetoric through analyzing various texts and applying rhetorical techniques to their own writing. Students will read both fiction and nonfiction works and engage in both formal and informal writing assignments. The goal is to prepare students for success in a college freshman composition course and on the AP exam through close analysis of model essays and applying concepts like rhetorical devices, organization, and textual support to their own writing. Students will write in multiple formats and receive feedback to improve their skills in developing a mature prose style.
The document provides information about preparing students for the open-ended response (OER) items on the Texas Assessment of Knowledge and Skills (TAKS) exam. It discusses what a successful response includes, the skills assessed in the OER items, and best practices for teaching the skills in the English/Language Arts classroom. A successful response has a clear answer, multiple pieces of textual evidence, and a connection between the answer and evidence. Teachers should model the skills, provide guided practice, and focus instruction on both individual skills and holistic response construction.
The document provides guidance for students on marking criteria for an HSC Area of Study assignment on belonging. It outlines the key concepts around belonging that students should explore through two prescribed texts and one of their choosing. The marking criteria focus on demonstrating understanding of how language shapes perceptions of belonging, interpreting texts, analyzing language techniques, and skillful use of language.
The document outlines the assessment requirements for Units 3 and 4 of the English subject. It discusses the outcomes, assessment tasks or SACs, and weightings for each unit. In Unit 3 there are three outcomes related to reading and responding, creating and presenting, and using language to persuade. Students complete SACs such as essays and oral presentations. 50% of their study score comes from SAC performance, 25% from the exam, and 25% from Unit 4. Unit 4 has two outcomes and SACs involving analyzing texts and creating written pieces. Performance on Unit 4 SACs and the exam determine students' final English study score.
This document outlines the details of the Composition I course, including:
- The course sections, times, locations, and instructor information.
- The required texts and a brief course description focusing on developing writing skills like critical reading, different writing styles, and the writing process.
- The grading breakdown, attendance policy, and portfolio requirements for passing the course.
- Writing assignment details, revision policies, and the academic integrity and disability accommodation policies.
This document provides information about the ENG160 Composition I course for fall 2012, including:
- Three section meeting times and locations.
- Required texts and materials.
- Course description and objectives focused on developing writing, thinking, and research skills.
- Assignments including four essays, journals, quizzes and a final portfolio.
- Grading breakdown, attendance policy, and procedures for submitting assignments and revisions.
This document provides information about the ENG160 Composition I course for the fall 2012 semester. It outlines the course sections, times, instructor contact information, required texts, course description and objectives. It also details the writing requirements, assignments, policies on attendance and plagiarism, and a tentative schedule. Students will complete 4 essays, journals, and a final portfolio to demonstrate their progress in developing writing skills.
This document provides guidelines for formative and summative assessment in English for Class X.
For formative assessment, it proposes tools like reflections on readings, written works, project works, and slip tests. Reflections and oral presentations on readings are assessed based on articulation and use of ideas. Written works like discourses and exercises are evaluated using indicators from academic standards. Project works consider both individual and group contributions through written and oral components. Slip tests cover discourses with limited prior notice.
For summative assessment, the question paper contains reading comprehension, vocabulary and grammar sections. Reading comprehension has passages from the textbook and unseen texts with short-answer and longer questions. Vocabulary and grammar questions
The document summarizes the new State of Texas Assessments of Academic Readiness (STAAR) test for reading and writing assessments in grades 3-8. It describes the test design which focuses assessments on readiness standards deemed essential for success in the current grade and readiness for the next grade. It provides examples of readiness versus supporting standards and explains the test will assess critical thinking skills over isolated skills. It outlines the reading and writing test designs including genres, length, and scoring rubrics with a focus on revising works in addition to editing.
This document discusses different methods for testing literature and provides examples of each. It begins by outlining reasons to test literature such as eliciting responses, developing literary competence, and exposing students to new intellectual concepts.
Several tips for developing literature tests are then provided, such as using authentic texts, providing linguistic support, focusing on applying skills over memorization, and writing items at the student level.
Common test formats for literature are described, including multiple choice, true/false, gap filling, essays, and oral exams. Advantages and disadvantages of each format are highlighted. The document concludes by emphasizing the importance of testing literature in an authentic way that aligns with classroom activities.
The document provides information about an English Composition I course offered at a community college. The course is designed to develop students' college-level writing skills through intensive writing assignments and a process-oriented approach. Over the course of the semester, students will write essays of increasing complexity, learn research and citation skills, and practice timed writing. Student work will be evaluated based on demonstrated mastery of organization, development, and mechanics in their written work.
Similar to Class 10 Cbse English Communicative Sample Paper 2013 Model 1 (20)
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
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3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Class 10 Cbse English Communicative Sample Paper 2013 Model 1
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EXAMINATION SPECIFICATIONS
English Communicative
Code No. 101
CLASS – X
Division of Syllabus for Term II (October-March) Total Weightage Assigned
Summative Assessment II 30%
Section Marks
Reading 20
Writing 25
Grammar 20
Literature + Value Based Question 25
Formative Assessment 20%
TOTAL 90 marks 50%
The question paper will include Value Based Question(s) from Literature
Section to the extent of 3-5 marks
Note:
1. The total weightage assigned to Summative Assessment (SA I&II) IS 60%. The total
weightage assigned to Formative Assessment (FA1, 2, 3, &4) is 40%. Out of the 40%
assigned to Formative Assessment, 10% weightage is assigned to conversation skills (5%
each in Term I&II) and 10% weightage to the Reading Project (at least 1 Book is to be read
in each term and the Project will carry a weightage of 5% in each term)
2. The Summative Assessment I and Summative Assessment II is for ninety marks. The
weighatge assigned to Summative Assessment I is 30% and the weightage assigned to
Summative Assessment II is 30%
Annexure 'C'
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SECTION A: READING 20 Marks
Qs 1-3 The reading section will have three unseen texts as shown below:
Text
Number
Text Type Length Marks Type of Questions.
Text 1 Factual/Discursive/
Literary
450 - 500 words 10
marks
( 7 + 3)
Supply Type - 7 Qs
(Gap filling, sentence
completion, Table
completion, w, short
answer questions and
Reference questions)
Vocabulary/ word
attack skills – 3 Qs
Text 2 Factual/Discursi
ve/Literary
200 – 300 words 5 marks Multiple Choice
Questions.
Text 3 Factual/Discursive/Litera
ry/
200 – 300 words
In case of a poem,
it may be shorter
than 200 words.
5 marks Multiple Choice
Questions
The total length of the three passages will be between 850 – 1100 words. There will be at least 5
marks for assessing vocabulary. All questions on vocabulary will not be from the same passage.
Care should be taken to cover all the three text types, ie factual, discursive and literary while
selecting the passages. A poem may or may not be used as one of the three texts. Text I will be
either factual or discursive. Apart from a poem, prose literary texts may include excerpts from
authentic literature such as short story, autobiography, biography, travelogue, novel etc.
Whenever a poem or a prose literary text is used, the other two texts should be discursive and
factual, thus covering all the three text types.
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SECTION B: WRITING 25 Marks
The writing section comprises six writing tasks as indicated below.
Q.4 Writing a Notice in 50 -60 words 3 marks
Q. 5 Writing a Message or a Diary Entry in 50-60 words 3 marks
Q. 6 A composition of up to 80-100 words in the form of Biographical sketch,
Interpretation, or Description (people, objects or events) 4 marks
Q. 7 An extended writing task of length up to 120 – 150 words in the form of a Formal/Informal
Letter or Email. The long piece of writing will assess the use of appropriate style, language,
content and expression. 5 marks
Q. 8 An extended writing task of 120 -150 words in the form of a Story or a Report. 5 marks
Q. 9 An extended writing task of 120 - 150 words in the form of an Article or a Speech
5 marks
All the above questions will assess students‟ skill of expressing ideas in clear and grammatically
correct English, presenting ideas coherently and concisely, writing a clear description, a clear
account of events, expanding notes into a piece of writing, transcoding information from one form
to another or using a style appropriate for a notice, message or diary entry.
Students‟ skill in expressing ideas in clear and grammatically correct English, planning, organising
and presenting ideas coherently by introducing, developing and concluding a topic, comparing and
contrasting ideas and arriving at a conclusion, presenting an argument with supporting examples,
using an appropriate style and format and expanding notes into longer pieces of writing and creative
expression of ideas will be assessed.
Qs 6, 7, 8 & 9 will make use of a visual/ verbal stimulus.
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Important Note on Format and Word Limit:
Format will not carry any separate marks and in most cases, format will be given in the
question paper.
The word limit given is the suggested minimum word limit. No candidate may be
penalised for writing more or less than the suggested word limit provided the topic is
covered and adequately. Stress should be on content, expression, coherence and relevance
of the content presented.
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SECTION C: GRAMMAR 20 Marks
This section will assess Grammar items in context for 20 Marks. It will carry 5 questions of 4
marks each.
Questions no 10 will have Multiple Choice Questions. The test types for MCQs include the
following:
Gap filling
Sentence completion
Dialogue completion
Questions 11, 12,13 & 14 will be based on response supplied by students (Supply Type). The test
types will include the following:
Sentence reordering
Editing/ Omission
Sentence transformation
These questions will test grammar items which have been dealt with in class IX. Different
structures such as verb forms, sentence structure, connectors, determiners, pronouns, prepositions,
clauses, phrases etc., can be tested through formative assessment over a period of time. As far as
the summative assessment is concerned, it will recycle grammar items learnt over a period of
time and will test them in context.
Tests types used will include gap-filling, cloze (gap filling exercise with blanks at regular
intervals), sentence completion, recording word groups into sentences, editing, dialogue-completion
and sentence-transformation.
The grammar syllabus will be sampled each year, with marks allotted for:
Verbs forms
Sentence structures
Other areas etc.
Note: Jumbled words in reordering exercise to test syntax will involve sentences in a context. Each
sentence will be split into sense groups (not necessarily into single words) and jumbled up.
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SECTION D: LITERATURE 25 Marks
Q. 15 will have the following arrangement:
15 A: An extract from poetry with three Multiple Choice Questions based on reference
to context. 3 marks
15 B: An extract from a short story with three reference to context questions requiring
the students to supply the answers. 3 marks
15 C: An extract from a play with three reference to context questions requiring the
students to supply the answers. 3 marks
Q. 16 Three out of four short answer type questions in 50 -60 words based on prose, poetry
and play of 2 marks each. The questions will not test recall but inference and
evaluation. 6 marks
Q. 17 One question based on values and key messages brought out on the basis of
prescribed texts based on prose or play in about 120-150 words. 5 marks
Q 18 One out of two long answer type questions to assess personal response to text (story,
poem or play) by going beyond the text/ poem/story or extract. Creativity,
imagination and extrapolation beyond the text and across two texts will also be
assessed in 120-150 words. 5 marks
Prescribed Books/ Materials
1. Interact in English – X Main Course Book Revised edition
2. Interact in English – X Literature Reader Revised edition Published by CBSE
3. Interact in English –X Workbook Revised edition Delhi-110092
Reading Section:
Reading for comprehension, critical evaluation, inference and analysis is a skill to be tested
formatively as well as summatively. There will be no division of passages for this section,
however, for reading purpose. The Interact in English Main Course Book will be read in two terms
i.e. Term I (April-September) and Term II (October-March).
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Writing Section:
All types of short and extended writing tasks will be dealt with in both I and II Term Summative as
well as in Formative Assessment. For purpose of assessment all themes dealt with in Main Course
Book and other themes may be used.
Note on assessing Writing Tasks.
Long Answer Question (LAQ)I (80-100 words)
Q. 4 Content : 2 marks
Expression : 2 marks (Accuracy & Fluency)
Total : 4 marks
Upto one mark may be deducted for spelling, punctuation and grammar errors.
Long Answer Question II (120-150 words)
Q. 5 Content : 3 marks
Fluency : 1 mark
Accuracy : 1 mark
Total : 5 marks
Though marks have been allotted specifically for Content, they should not be awarded in a
mechanical manner. For instance, if a student has merely mentioned the value points (content) as
per the marking scheme, the examiner should assess whether the content has been
expressed/communicated in a coherent and cohesive manner. It means content and expression are
perceived as interlinked aspects of writing.
Similarly in all the writing tasks credit should be given to creativity in the realm of ideas and
language use. What it means for the examiner is that students who think differently and are able to
use the language with felicity in terms of structures as well as vocabulary should be given due
weightage. This need not necessarily be seen as leaning towards subjectivity in marking. A proper
balance of content, expression (accuracy, fluency, cohesion and coherence) and creativity
would encourage students to aim for higher standards in written communication. Errors in spelling,
punctuation and grammar should be penalised to the extent of marks allotted for Accuracy.
Grammar:
Grammar items mentioned in the syllabus will be taught and assessed summatively as well as
formatively over a period of time. There will be no division of syllabus for Grammar in the
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summative of formative assessments for the terms. However a suggested split – up of the Work
Book for the two terms is given to help teachers in planning their classroom teaching.
NOTE:
PLEASE NOTE THE MODIFIED WEIGHTAGE ALLOCATED TO QUESTIONS
IN THE TEXTBOOKS SECTION.
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ENGLISH COMMUNICATIVE COURSE
CLASS X
Syllabus for Second Term
Textbooks
Literature Reader
PROSE
1. A Shady Plot
2 Patol Babu, Film
Star
3. Virtually True
POETRY
1. Ozymandias
2. The Rime of the Ancient Mariner
3. Snake
DRAMA
1. Julius Caesar
Main Course Book
1. Environment
2. Travel and Tourism
3. National Integration
* NOTE ON WORKBOOK
The suggested split up of the units of the Workbook reflects a distribution for the purpose of
classroom teaching only. Since grammar and usage is not to be tested discreetly, but in an
integrated manner, the split up as shown above will not restrict questions in the grammar
section of SA I and SA II question papers to the specific units shown in the split up of
Workbook units. Grammar will be tested recycling grammar items learnt over a period of time in
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a comprehensive manner. Teachers may adapt this suggested distribution for classroom teaching
making modifications according to their specific needs. Similarly Formative Assessment of
grammar items may also be carried out in an integrated manner along with the skills of Reading,
Writing, Speaking and Listening as well as Literature.
Note:
1. Formative Assessment is assessment ‘for’ learning. Thus schools may adapt the above
break-up as per their convenience.
2. All activities related to Formative Assessment such as Language games, quizzes, projects,
role plays, dramatization, script writing etc must be done as „in class‟ and „in school‟
activities. In case, a field survey or visit is taken up it must be under the direct supervision
of the teacher.
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Design of Questio Paper
English (Communicative) (101)
Class-X 9 (2012-13)
Division of Syllabus for Term II (October-
March)
Total Weightage Assigned
Summative Assessment II 30%
Section Marks
Reading 20
Writing 25
Grammar 20
Literature + Value Based Question 25
Formative Assessment 20%
TOTAL 90 marks 50%
The question paper will include Value Based Question(s) from Literature
Section to the extent of 3-5 marks
Sr.
No.
Skills to be tested Strategies No. of Questions Total
Marks
Remarks
1. READING
COMPREHENSION
One Literary unseen
comprehension passage
of 450-500 words with
questions based on any
of the following
Very Short Answer
Questions, Gap Filling or
Sentences Completion
or Table Completion and
Reference to context
Vocabulary/ Word
Attack Skills
10 VSAQs x 1
07
10
Very
Short
03 Answer
10
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2. READING
COMPREHENSION
One Factual unseen
comprehension passage
of 200-300 words with
questions based on
Inference and
Interpretation and
Vocabulary
5 MCQs x 1 05
3. READING
COMPREHENSION
One Discursive unseen
comprehension passage
of 200-300 words
based on Inference and
Interpretation and
Vocabulary
5 MCQs x 1 05 Total 20 marks
for Reading
Section
TOTAL MARKS 20
4. WRITING A composition of 50-60
words in the form of a
Notice
1 SAQ II 03
5. WRITING A Message or a Diary
Entry in 50-60 words
1 SAQ II 03
6 WRITING A composition of 100-
120 words in the form of
Biographical Sketch or
Data Interpretation or
Description of (People or
Objects or Events)
1 LAQ I x 5= 04
7 WRITING An extended writing
task of 120-150 words
in the form of a Formal/
Informal Letter or Email.
The long piece of writing
will assess the use of
appropriate style,
language, content and
expression.
1 LAQ IIx5 = 05
8. WRITING An extended writing
task of 120-150 words
in the form of a story or
a report
1 LAQ II x 5 = 05
9. WRITING An extended writing
task 120-150 words in
the form of an Article or
a Speech.
1 LAQ II x 5 = 05 Total marks
for Writing
Section 25
TOTAL MARKS 25
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10. GRAMMAR Question 10 will have
Multiple Choice
Questions on Gap filling,
Sentence Completion,
Dialogue Completion
4 MCQs x 1 = 04
11. GRAMMAR Questions 11 will be
based on response
supplied by students
(Supply Type).
Sentence reordering
4 VSAQs x 1 = 04
12. GRAMMAR Questions 12 will be
based on response
supplied by students
(Supply Type).
Editing/ Omission
4 VSAQs x 1 = 04
13. GRAMMAR Questions 13 will be
based on response
supplied by students
(Supply Type).
Sentence transformation
4 VSAQs x 1 = 04
14. GRAMMAR Questions 14 will be
based on response
supplied by students
(Supply Type).
Sentence transformation
4 VSAQs x 1 = 04 Total Marks for
Grammar Section
20
TOTAL MARKS 20
15
(a)
LITERATURE Question 15 A an
extract from poetry
based on reference to
context.
3 MCQs x 1 = 03
15
(b)
LITERATURE Question 15 B an
extract from a short
story with three
reference to context
questions requiring the
students to supply the
answers.
3 VSAQs x 1 = 03
15
(c)
LITERATURE Question 15 C, an
extract from a play with
three references to
context questions
requiring the students to
supply the answers.
3 VSAQs x 1 = 03
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TEMPLATE FOR ENGLISH – COMMUNICATIVE COURSE
SUMMARY
16 LITERATURE Question 16
Three out of four answer
type questions based on
prose, poetry and play
testing inference and
evaluation 50-60 words
each
3 SAQs I x 2 = 06
17 LITERATURE Question 17
One question based
values and key
message brought out
on the basis of
prescribed texts
based on prose or
play in about 120-150
words.
1 LAQ II x 1= 05
18 LITERATURE Question 18
One out of two long
answer type questions
to assess personal
response to text (story,
poem play) by going
beyond the text/ poem/
story or extract.
Creativity, imagination
and extrapolation
beyond the text and
across two texts will
also be assessed in 120-
150 words.
1 LAQ x 1= 05
Total marks for
Literature Section 25
TOTAL MARKS 25
MCQs VSA SA I SA II LAQ I LAQ II
1 marks each 1 mark each 30-40
2 marks
50-60 words
3 marks
80-100 words
4 marks
120-150 words
5 marks
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SAMPLE QUESTIONS
ENGLISH (COMMUNICATIVE) (101)
CLASS X (2012-13)
SECTION: A
20 - Marks
Q Read the passage given below carefully. 10 marks
“DAIJA”
It was Monday morning when the phone rang. It was my mother. After talking for a minute, she said “I
am giving the phone to someone. Talk to her."
"Hello," came a familiar voice and I immediately knew who was at the other end. I was very happy to
hear that voice. It had been too long.
"Daija! How are you? When did you come there?"
"Just yesterday. I am fine. How are you?" said Daija
Daija was my grandparents' helping hand for many years. She came to work for them almost 51 years
ago. My mother was just seven years old then. Daija came unannounced. She had heard that my
grandparents were looking for a maid and she travelled for two days to apply for the job. She was
around 20 years old then.
Daija was puny. She frequently laughed out loud. Her husband had left her for another woman but this
had not embittered her about life. Slowly, she became part of the family. Her real name was Kamlaben
but my mother would call her “Daija" affectionately and it stuck to her for the rest of her life. Her
personality was such that she became the life of every festival and get-together. She was a good dancer
and though she did not have a good voice she enjoyed singing too.
When my mother was married and moved to another town, Daija cried more than my grandmother.
When my mother was pregnant she came to live with her. Every winter, we used to go to our
grandparents’ place for holidays and she became our playmate. She would hide some special food from
my grandmother to give us later.
My grandmother could not do without her. When my grandfather died 10 years ago, she became my
grandmother's sole companion. They had disagreements but that didn't bother either of them.
But once grandfather was gone, Daija started feeling insecure. My grandmother, who was six years
older than Daija, was also not keeping well. Daija would take care of her but who would take care of
Daija? She was already 72. One day, she came to my mother and took out about Rs. 6,000, which she
had saved. She said "Kamala, please secure a place for me in an old age home. I may not be staying
here for a long time." My mother dismissed her but that act remained in her mind. Sometimes, she
would discuss Daija’s future with my father.
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Daija, too old by now to do everything herself, had other maids helping her. She was now the task
manager. At times, we could not differentiate her from our grandmother. She was as influential.
Then, one day after 45 years, without warning, her husband came to visit her. She had no feelings. She
had not seen him for all these years. The other woman had passed away leaving her grown-up son, who
was earning decent lives for themselves. The husband himself had made a name in palmistry. Now he
was expecting her to come back. She was not sure. He left without an answer. It took her a long time to
decide. She finally decided to go .The day she left, a vacuum was created in our lives. There was no one
to take her place. Today, we miss her laughs, her unconditional love and her spontaneity. She still
visits my grandmother on every festival. These days, Daija has been travelling around with her
husband, and his son takes care of her.
Some people like Daija leave a void in lives, and are always remembered.
Q On the basis of your reading of the above passage, complete the following statement briefly.
1 x 6 = 6 marks
1. Daija came to their house _____________________________________.
2. Daija’s personality was ________________________________________.
3. Her husband had _____________________________________________.
4. The narrator could not differentiate between Daija and her grandmother
because_____________________.
5. Daija wanted to go to an old age home because_________________________.
6. She eventually decided to _____________________________.
Q Answer the following questions briefly. 1 mark
a) What was Daija‟s husband doing?
Q Find words from the passage which mean the same as the words given below: 1 x 3 = 3 marks
a) space
b) avoided
c) readiness
Q Read the following passage carefully: 5 marks
Have you heard people saying that the 'rupiah makes the world go round? Do you know the story of the
rupee?
The word rupee comes from the Sanskrit term ‘ Rupya’ or ‘ Rupa’ which means silver. The very early coins
before the second century BC, were all made of silver but the coins were neither of any standard weight
nor had any face or value printed on them. It was Sher Shah Suri who first gave the name “rupia” to the
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silver coins. The last silver coins were minted in 1940 with the face of King George VI on them. In 1942 the
silver coin was replaced by a cupro-nickel coin for the first time.
Money was invented by man to get power but now money has become more powerful than man. All over
the world, money and power go together. The more money a person has, the more successful he is judged
to be. A rich man is accepted by society even if he is corrupt or evil.
Man works hard to earn more and more money and saves a lot of it. He thinks that money will give him
more freedom to enjoy himself and to have lots of fun. He thinks he will not be anyone's slave but be his
own master. But soon he becomes the slave of money. The more he has, the more he wants. He is never
satisfied with what he has got but always wants something more even though he knows that in the end, he
cannot carry anything with him. Money can buy everything but it cannot buy peace or happiness or a ticket
to heaven.
Read the following questions and write the option you consider the most appropriate in your answer
sheet:
(a) The early coins were made of……………………….
(i) copper (ii) gold
(iii) silver (iv) lead
(b) The cupro-nickel coins came into existence in the year……………………………
(i) 1924 (ii) 1942
(iii) 1429 (iv) 1294
(c)Today money is……………………..
(i) less powerful than man (ii) equal to man
(iii) more powerful than man (iv) none of the above
(d) Society willingly accepts……………………... from a rich man.
(i) honesty (ii) corruption
(iii) bribery (iv) none of the above
(e) The word satisfied can be replaced by………………………
(i) contended (ii) happy
(iii) fulfilled (iv) overjoyed
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SECTION B
25 Marks
Q Notice: Your school has planned an inter class debate competition. Write a notice for the school notice-
board informing students of the competition giving details like date, time venue, contact person etc in 50-
60 words. 3 marks
Q You have to rush for your tuition class, and nobody is at home. Leave a message for your mother
informing her about the same. 3 marks
OR
Your mother promised you to buy a new I-Pad or any gadget, on achieving a good result. You are awaiting
the good result, as well as the I-Pad. Explain your anticipation in a diary – entry.
Q Recently your colony has witnessed and suffered acute water shortage. As the Secretary of your RWA,
write a letter to the Chairman DJB highlighting the problem and suggesting ways to solve the issue.
Or
Write a letter to your younger brother, who has got admission in a hostel, emphasizing the importance of a
good breakfast. 5 marks
HINTS :energy in the morning to perform
Important meal
nutrition and healthy
Never skip
Will lead to fatigue
Q It was a dark night. There was no one at home suddenly it started raining. I could hear the distant
howling of the wild cats and suddenly ……. 5 marks
Q The students of today are becoming ‘Couch Potatoes’ due to their excess T.V. viewing habit. This has a
negative effect not only and their health, but overall personality. Write an article, expressing your views on
the same. 5 marks
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Q Write a speech, to be given in the morning assembly, talking about the importance of education in one’s
life. 5 marks
HINTS: education helps in making one……
*independent
*confident
*aware
*access to information
*wise
*lead a better quality of life
Section - C: Grammar
20 Marks
Q Read the paragraph given below and fills in the blanks with the help of options that follow.
4 marks
Humans have always thought of the moon as living. In earlier times, it was seen that it had always been changing. Since
it was the brightest star in the dark sky, humans watched and wondered why it (i) Humans (ii) always
afraid of the dark, so the bright light (iii) both welcome and mysterious. Today, we still feel fear or mystery when
we (iv)......................at the moon. It is these feelings which keep the old superstitions about the moon alive.
(i) (a) change (b) is changing (c) changed (d) was changing
(ii) (a) had (b) have been (c) were (d) got
(iii) (a) were (b) was (c) had (d) has
(iv) (a) looks (b) looking (c) look (d) looked
Q Complete the following passage by filling up the blanks. Write the correction in your answer sheet.
4 marks
Pollution (a)……………. the destroying of environment. It (b)……………………. to the degeneration of soil, air
water. Soil, air and water (c)……………………been degraded by waste, smoke and chemicals. In metro cities
problem (d)…………………….become very serious. Smoke from chimneys and automobiles (e)………………………
polluting the air. The acid rain (f)………………………. to degeneration of buildings. Government should take
strict measures if it (g)……………………… to protect the earth. Man's greed and selfishness
(h)………………………….the major causes of pollution.
Q Rearrange the following jumbled words to make meaningful sentences and write the same in the answer
sheet. 1 x 4 = 4 marks
(a) in/other animals/elephant/an/excels/ intelligence
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(b) displays/ he/ his intelligence/little actions/in his
(c) with a difficulty/a way out/whenever/with/his intelligence/faced/he finds
(d)one/the/of/loved/most/animals/world/in/the
Q The following paragraph has not been edited. There is one error in each line. Identify the error in each
line, and write it along with the word that comes before and the word that comes after in your answer
sheet. The first one has been done as an example. 4 marks
Example: On reaching his room he entire broke he entirely broke
down, and became a prey for the most i. ________
violent agitation. The vulgarity of those twins, and ii. ________
the gross materialism of Mrs. Otis, was naturally iii. ________
extremely annoying, but what really distress him iv. ________
most was that he had been unable to wear the suit of mail.
Q Read the following conversation between two friends, Ginnie and Dimpi and complete the paragraph
that follows. 4 marks
Ginnie: Why have you not brought my dress?
Dimpi: I haven’t brought it because I had gone to my cousin's house with my mother, so I forgot to keep it.
Ginnie: Don't give me lame excuses. I want to know the truth.
Dimpi: I am sorry Ginnie. I was playing with my friends till late. I forgot that you needed it today.
Ginnie asked Dimpi (a) ………………….. .Dimpi said that she (b) …………………………. .Ginnie (c)
…………………………… and further added that (d)…………………… Dimpi said that he was sorry and further added
that she was playing with her friends and she had forgotten that she needed it that day.
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SECTION – D: LITERATURE
25 Marks
Q Read the extract given below and answer the questions that follow by writing the correct option in the
answer sheet. 1 x 3 = 3 marks
Gainst death and all oblivious enmity
shall you pace forth, your paradise shall still find room.
Even in the eyes of all posterity,
That wear this world out to the ending doom.
a) Why would the young man be remembered by the future generations?
i) Because he is very brave
ii) Because he is very philanthropic
iii) Because he has written immortal verses
iv) Because he is very religions
b) What does the poet mean by ending doom?
i) The day when war would come to an end.
ii) The day when the whole mankind will die
iii) The day when the whole earth will be destroyed
iv) The day on which God will decide the fate of all mortal beings.
c) What is the tone of these lines?
i) Pessimistic
ii) Sad
iii) Confident
iv) optimistic
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Q Read the following extract carefully and answers the questions that follow by choosing the most
appropriate alternative from those given below:
“I’ve seen a weekend cottage near Darking that I should rather like to buy,” said Miss Mebbin with
seeming irrelevance. “Six hundred and eighty, freehold. Quite a bargain, only I don’t happen to have
the money.” 1 x 3 = 3 marks
a) Who is Miss Mebbin talking to?
b) Why is Miss Mebbin talking about the cottage when she can’t afford to buy it?
c) What does the phrase ‘seeming irrelevance’ here means?
Q Read the extract given below and answer the questions that follow: 1 x 3 = 3 marks
“What are they coming for? They haven’t been here for ages.”
(a) Who is coming?
(b) Why are they coming?
(c) Why haven’t they been here for ages?
Q Answer the following in about 50-60 words each. 2 x 3 = 6 marks
a.) “We do many things, sir‟. Explain this statement with reference to the context.
b.) Why had the tiger turned to eating of small animals?
c.) Why did the postmaster call Ali a pest?
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Q Answer any one of the following in about 125 words. 5 marks
‘Tough day’s never last but tough people do’. Explain this statement with reference to the two boys.
OR
Do you admire the frog for his intelligence or criticize him for his cruelty? Explain, with suitable examples.
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VALUE BASED QUESTION
ENGLISH (COMMUNICATIVE) (101)
CLASS X (2012-13)
5 marks
Patol Babu, Film Star
..’ They just got hold of some people, got them to go through certain
motions, paid them for their labours and forgot all about it. Paid them, yes,
but how much? Ten, fifteen, twenty rupees? It is true that he needed money
very badly, but what was twenty rupees when measured against the intense
satisfaction of a small job done with perfection and dedication.’
At the end it was not money which would have given so much happiness as
he got from playing his role well.
Motivated by his story, you decide to write an e mail to your friend telling
him about the value of putting in ones best in everything one does be it at
work, home or play because the quality of one’s work is a measure of the
quality of the person himself.
Marking scheme:
Content –3 +2 marks
Expression—1 mark
Value points: Award one mark each for any three points covered from the list
below. Accept any other relevant point brought out by the candidate.
Accomplishing tasks to perfection gives one a sense of pride and self
esteem
Job well done gives happiness and contentment
Perfection leads to excellence
One learns to respect the job be it small or big
Perfection should be made a habit
Working towards perfection is a healthy attitude