COMPREHENSIVE GUIDELINES FOR
QUALITY ENHANCEMENT
IN
ENGLISH
FOR TGT’s
2010
State Council of Educational Research & Training,
Varun Marg, Defence Colony, New Delhi-110024
1
CHIEF ADVISOR
Rashmi Krishnan, UTCS
Director, SCERT
GUIDENCE
Daljeet Kaur
Additional Director, SCERT
Dr. Pratibha Sharma
Joint Director, SCERT-cum-State Pedagogy
Coordinator
Dr. Nahar Singh
Secretary, SCERT
Contributors
Ms. Sonia Makheeja
TGT, English, GGSSS Uttam Nagar
Dr.Meenu Kumar
PGT English RPVV Vasant Kunj
Ms. Namita Gupta
TGT, English, RPVV Shalimar Bagh
Dr. Deepika Singh
Lecturer B.Ed College
Mamta Saluja
TGT, English RPVV,Shalimar Bagh
Dr.Anamika Singh
Sr. Lecturer,DIET Daryaganj
EDITOR
Dr.Anamika Singh
Sr. Lecturer,DIET Daryaganj
Coordinators
Dr. Anamika Singh , Sr. Lecturer,DIET Daryaganj
Dr. Seema Srivastava, Sr. Lecturer, DIET Moti Bagh
PUBLICATION OFFICER
Mukesh Yadav
Printed at : CHAUHAN ART PRESS, 150 Desh Bandhu Gupta Market, Karol Bagh, New Delhi -5
2
Editorial………..
Education in the largest sense is any act or experience that has a formative effect on the
mind, character or physical ability of an individual. In its technical sense, education is the
process by which society deliberately transmits its accumulated knowledge, skills and values
from one generation to another.
''Language learning is hard work ... Effort is required at every moment and must be
maintained over a long period of time. Good and interesting teaching can help and encourage
many learners to sustain their interest and work. If they are amused, angered, intrigued or
surprised the content is clearly meaningful to them. Thus the meaning of the language they
listen to, read, speak and write will be more vividly experienced and, therefore, better
remembered.
Use of English in the classroom is greatly facilitated through socializing conversations.
Instead of going straight to the textbook at the beginning of a lesson, the teacher can spend a
few minutes chatting to the class about topics of interest. Note that if you make use of
English in natural conversation, it would amount to exposing your students to native
speakers’ English.
In the traditional classroom teaching there is hardly any scope for the children to interact with
the teacher, teaching –learning materials and the teaching-learning environment. So Teaching
becomes very monotonous and students have to mostly rely on rote learning. Most often
classroom teaching is dominated by the Lecture Method of teacher. Except some essential
aids like chalk, duster, blackboard, Teaching learning materials are hardly used in the
classroom. When used it may not be context-specific. One of the major objectives of SCERT
is in Developing materials, providing for, and enabling appropriate teaching-learning systems
that could realise the identified goals. Learning has shifted from Response Strengthening to
Knowledge Acquisition to Construction of Knowledge. In this context, the duty of the teacher
is to provide appropriate environment where the child will construct his knowledge by
interacting with his physical and social environment.
In this context, there is a need to orient teachers and develop appropriate context specific
teaching learning materials useful to enhance the quality of teaching-learning process.


Development of Contextualised Teaching-Learning Material
Field-Testing of Contextualised Teaching-Learning Material
Remember you need to use a lot of gestures along with English to make the students
understand what you wish to communicate to them. Sometimes you may be required to use
the native language of your learners, or a language known to them as well as you. There are
two main ways in which English can be used in class. It can be used in teaching the lesson
itself: giving examples, introducing a text, asking questions, etc. It can also be used for
activities which surround the lesson, but which are not actually part of the teaching: checking
attendance, telling students where to sit, chatting students, controlling the class, etc.
3
An explanation in English could be very confusing, especially if the concept or words are
unfamiliar to the students. It would be better to give examples in English, and then to give a
translation of the word. By using the students’ own language, we can give a clearer and fuller
explanation, and refer to equivalent expressions in their language. It is best not to rely only on
explanations in either language. It is more important to give plenty of examples and a chance
for students to practice. An advantage of using the students’ own language is that the
situation can be given more quickly and easily, leaving more time for practice. However, an
advantage of using English is that it provides useful listening practice, and helps students by
giving them some of the words they need.
The manual will familiarise learners with tools and techniques of the Central Board of
School Education’s new evaluation scheme — Continuous and Comprehensive Evaluation
(CCE) — in middle classes (classes VI, VII, VIII) (implemented this year), and also IX & X
(implemented last October) . The CCE takes into account both the scholastic and nonscholastic aspects and students are given grades instead of marks. According to the CCE,
there are two formative assessments (FA1 and FA2) and one summative assessment in one
academic year. The SA is a pen-and-paper exam while as the FAs are assessed on the basis of
performance in home assignments, projects, quiz, discussions, seminars, debates etc.
Continuous and comprehensive evaluation will not only take into account the academic
performance of a child but also focus on scholastic and co scholastic activities. Scholastic
areas would include work experience, art education, general knowledge and computer
science. The bigger challenge would be grading students on thinking and emotional skills,
attitude towards teachers, schoolmates and public property.
This manual gives you the opportunity to practice your English language skills in many
ways and with different activities in your classroom teaching and evaluation. This manual
will also provide you with new ideas and materials for your classroom teaching. If you need
some help to teach English to VI- X classes, grammar, listening, or reading, you can look
through some pages of explanations, examples, and activities of this manual.
I would like to place on record my deep appreciation for Ms. Rashmi Krishanan, Director
SCERT and Dr. Pratibha Sharma Jt. Director SCERT for their inspiration and unconditional
support in developing this manual. I would also thanks all the contributors of this manual for
their hard work.
I am grateful to Dr. Rajesh Kumar, Principal DIET, Daryaganj for giving me support in DIET
in completing this manual and also I owe my special thanks to Dr. Seema Shrivastave for
giving her valuable support.
Your comments and suggestions regarding the manual are welcome.
Dr. Anamika Singh
Sr. Lecturer ,DIET Daryaganj
([email protected])
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CONTENTS
S.NO.
TOPIC
PAGE NO.
1. INTRODUCTION
5
2. OBJECTIVES
5
3. AIM OF EDUCATION
6
4. PLACE OF EVALUATION IN THE C URRICULUM
7
5. CONTINUOUS AND C OMPREHENSIVE E VALUATION
8
6. S CHOLASTIC AND C O-S CHOLASTIC ASSESSMENT
10
7. THERE ARE FOUR ASSESSMENT PARADIGMS
14
8. CCE IN MIDDLE SCHOOL
16
9. SUGGESTED CONTINUOUS FORMATIVE ASSESSMENT ACTIVITIES FOR –
17
LANGUAGE
10.FORMATIVE ASSESSMENT ACTIVITIES FROM CLASSES VI TO X
18-61
a. ACTIVITIES AND ASSESSMENT CRITERIA FOR CLASS VI
18-30
b. ACTIVITIES AND ASSESSMENT CRITERIA FOR CLASS VII
31-43
c. ACTIVITIES AND ASSESSMENT CRITERIA FOR CLASS VIII
44-52
d. ACTIVITIES AND ASSESSMENT CRITERIA FOR CLASS IX
53-58
e. ACTIVITIES AND ASSESSMENT CRITERIA FOR CLASS X
59-61
APPENDIX
62-99
SAMPLE PAPERS
HOW TO PREPARE A GOOD QUESTION PAPER
5
100-102
WE, THE PEOPLE OF INDIA, having
solemnly resolved to constitute India into
a SOVEREIGN SOCIALIST SECULAR
DEMOCRATIC REPUBLIC and to secure to
all its citizen:
JUSTICE,
political;
social,
economic
and
LIBERTY of thought, expression, belief,
faith and worship;
EQUALITY of status and of opportunity;
and to promote among them all
FRATERNITY assuring the dignity of
the individual and the unity and integrity of
the Nation;
IN OUR CONSTITUENT ASSEMBLY
this twenty-sixth day of November, 1949,
do HEREBY ADOPT, ENACT AND GIVE
TO OURSELVES THIS CONSTITUTION.
6
1. INTRODUCTION
English language encompasses the experience, study, and appreciation of language,
literature, media, and communication. It involves language processes: speaking, listening,
reading, viewing, writing, and other ways of representing. At this level, the use of English
language to think, learn and communicate effectively in a wide variety of communication
situations is given a central importance. English language is essential for our students for
their success in life, including further education, work and social interaction. Therefore, they
must be aware of the strategies – speaking, listening, reading, writing, and viewing - to
construct meaning and to solve information-related problems.
In the new English curriculum the emphasis was given to improve the language skills reading, writing, listening and speaking - of the students. The new curriculum also demands
for a change in which students are assessed, a movement away from the formal or
examination oriented approach to informal or alternative assessment. The targets of
assessment are:
to assess how well students are progressing in their studies
to assess the performance level of the students in reference to the set Standards (for
promotion to a higher grade level)
to evaluate the overall student achievement
2. OBJECTIVES
This Manual for Teachers of English is an initiative to assist teachers with a comprehensive and
versatile understanding of the requirements of teaching English under the CCE Scheme. It is
envisaged as a handbook to assist teachers with suggested activities for class room as well as outdoor
activities
The CCE Teachers’ Manual at the Secondary Classes stage should be able to provides teachers with
meaningful information about ‘continuous’ evaluation that occurs over a period of time and
‘comprehensive’ that incorporates both the scholastic and the co-scholastic components of learning.
Some of the primary objectives of this manual are:

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To assist the teachers in carrying out their task of English teaching with an in-depth
understanding;
To encourage employment of a variety of teaching aids and tools and techniques in English
Teaching;
To help teachers develop different activities of evaluating the students in English
Language.
To understand the importance of checklist; & how to prepare a checklist;
To help recognize specific abilities of children other than academics;
To develop an understand of CCE’s evaluating criteria;
To promote holistic education practices in English teaching;
To develop different actives for summative evaluation in different classes.
To help teachers devise different strategies to meet the emerging challenges of the new
CCE pattern introduced by CBSE.
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3. AIM OF EDUCATION
Education aims at making children capable of becoming responsible, productive and useful
members of a society. Knowledge, skills and attitudes are built through learning experiences
and opportunities created for learners in school. It is in the classroom that learners can
analyze and evaluate their experiences, learn to doubt, to question, to investigate and to think
independently. The aim of education simultaneously reflects the current needs and aspirations
of a society as well as its lasting values and human ideals. At any given time and place it can
be called the contemporary and contextual articulations of broad and lasting human
aspirations and values. An understanding of learners, educational aims, the nature of
knowledge, and the nature of the school as a social organization can help us arrive at
principles to guide classroom practices. Conceptual development is thus a continuous process
of deepening and enriching connections and acquiring new layers of meaning.
Simultaneously theories that children have about the natural and social world, develop,
including about themselves in relation to others, which provide them with explanations for
why things are the way they are and the relationship between the cause and its effect.
Attitudes, emotions and values are thus an integral part of cognitive development, and are
linked to the development of language, mental representations, concepts and reasoning. As
children’s met cognitive capabilities develop, they become more aware of their own beliefs
and capable of regulating their own learning.
Characteristics of learning
 All children are naturally motivated to learn and are capable of learning.
 Understanding and developing the capacity for abstract thinking, reflection and
work are the most important aspects of learning.
 Children learn in a variety of ways-through experience, making and doing things,
experimentation, reading, discussion, asking, listening, thinking and reflecting, and
expressing oneself in speech or writing both individually and with others. They
require opportunities of all these kinds in the course of their development.
 Teaching something before the child is cognitively ready takes away real learning.
Children may ‘remember’ many facts but they may not understand them or be able
to relate them to the world around them.
 Learning takes place both within school and outside school. Learning is enriched if
these two arenas interact with each other. Art and work provide opportunities for
holistic learning that is rich in tacit and aesthetic components. Such experiences
are essential to be learnt through direct experience and integrated with life.
 Learning must be paced so that it allows learners to engage with concepts and
deepen the understanding rather than remembering only to forget after
examinations. At the same time learning must provide variety and challenge, and
be interesting and engaging. Boredom is a sign that the task may have become
mechanically repetitive for the child and of little cognitive value.
 Learning can take place with or without mediation. In the case of the latter, the
social context and interactions, especially with those who are capable, provide
avenues for learners to work at cognitive levels above their own.
Source: NCF 2005
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4. PLACE OF E VALUATION IN THE CURRICULUM
A curriculum is what constitutes a total teaching-learning program comprising overall aims,
syllabus, materials, methods and assessment. In short it provides a framework of knowledge
and capabilities, seen as appropriate to a particular level. Evaluation not only measures the
progress and achievement of the learners but also the effectiveness of the teaching materials
and methods used for transaction. Hence, evaluation should be viewed as a component of
curriculum with the twin purpose of effective delivery and further improvement in the
teaching learning process. If properly understood, evaluation or assessment will not be
perceived as something administered by the teachers and taken by the learners on the
conclusion of a period of learning. When evaluation is seen as an end of the learning exercise,
both the teachers and the learners will tend to keep it outside the teaching-learning process,
rendering assessment broadly irrelevant and alien to the curriculum. Further, such a
perception associates anxiety and stress with evaluation for learners. On the contrary, if
evaluation is seen as an integral part built into the teaching learning process; learners will not
perceive tests and examination with fear. It will lead to diagnosis, remedial action and
enhancement of learning.
The scope of evaluation in schools extends to almost all the areas of learners’ personality
development. It should include both scholastic and co-scholastic areas, i.e. it should be
comprehensive in nature. This is in line with the goals of education. Evaluation is continuous
and reveals the strengths and weaknesses of learners more frequently, so that the learners
have better opportunity to understand and improve themselves. It also provides feedback to
the teachers for modifying their teaching strategies.
In view of getting a complete picture of the child’s learning, assessment should focus on
the learner’s ability to:
 Learn and acquire desired skills related to different subject areas
 Acquire a level of achievement in different subject areas in the requisite measure
 Develop child’s individual skills, interests, attitudes and motivation
 Understand and lead a healthy and productive life
 Monitor the changes taking place in child’s learning, behavior and progress over a
period of time
 Respond to different situations and opportunities both in and out of school
 Apply what is learnt in a variety of environment, circumstances and situations
 Work independently, collaboratively and harmoniously
 Analyze and evaluate
 Be aware of social and environmental issues
 Participate in social and environmental projects
 Retain what is learned over a period of time
3
Thus assessment is a useful, desirable and an enabling process. To realize this, one needs to
keep the following parameters in mind.
Assessment needs to:
 Use a variety of ways to collect information about the learner’s learning and
progress in all subjects
 Collect information continuously and record the same
 Give importance to each learner’s way of responding and learning and time it
takes to do so
 Report on a continuous basis and be sensitive to every learner’s response
 Provide feedback that will lead to positive action and help the learner to do better
In the assessment process, one should be careful NOT to:
 Label learners as slow, poor, intelligent etc.
 Make comparisons between them
 Make negative statements
5. CONTINUOUS AND C OMPREHENSIVE E VALUATION
Continuous and Comprehensive Evaluation (CCE) refers to a system of school based
evaluation of a student that covers all aspects of a student development. It is a developmental
process of student which emphasizes on two fold objectives. These objectives are continuity
in evaluation and assessment of broad based learning and behavioral outcomes on the other.
The term ‘continuous’ is meant to emphasize that evaluation of identified aspects of students
‘growth and development’ is a continuous process rather than an event, built into the total
teaching-learning process and spread over the entire span of academic session. It means
regularity of assessment, frequency of unit testing, diagnosis of learning gaps, use of
corrective measures, retesting and feedback of evidence to teachers and students for their self
evaluation.
The second term ‘comprehensive’ means that the scheme attempts to cover both the
scholastic and the co-scholastic aspects of the students’ growth and development. Since
abilities, attitudes and aptitudes can manifest themselves in forms other than the written
word, the term refers to application of variety of tools and techniques (both testing and nontesting) and aims at assessing a learner’s development in areas of learning, like: Knowledge
 Understanding
 Applying
 Analyzing
 Evaluating
 Creating
(a) The objectives are:
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To help develop cognitive, psychomotor and affective skills
To lay emphasis on thought process and de-emphasise memorization
4
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To make evaluation an integral part of teaching-learning process
To use evaluation for improvement of students achievement and teaching-learning
strategies on the basis of regular diagnosis followed by remedial instructions
To use evaluation as a quality control device to maintain desired
standard of performance
To determine social utility, desirability or effectiveness of a programme and take
appropriate decisions about the learner, the process of learning and the learning
environment
To make the process of teaching and learning a learner-centered activity
(b) The Features are:
 The ‘continuous’ aspect of CCE takes care of ‘continual’ and ‘periodicity’ aspect of
evaluation
 Continual means assessment of students in the beginning of instructions
(placement evaluation) and assessment during the instructional process
(formative evaluation) done informally using multiple techniques of evaluation
Periodicity means assessment of performance done frequently at the end of
unit/term (summative evaluation)
 The ‘comprehensive’ component of CCE takes care of assessment of all round
development of the child’s personality. It includes assessment in Scholastic as
well as Co-Scholastic aspects of the pupil’s growth
 Scholastic aspects include curricular areas or subject specific areas, whereas CoScholastic aspects include Life Skills, Co-Curricular Activities, Attitudes and
Values
 Assessment in Scholastic areas is done informally and formally using multiple
techniques of evaluation continually and periodically. The diagnostic evaluation
takes place at the end of unit/term test. The causes of poor performance in some
units are diagnosed using diagnostic tests. These are followed with appropriate
interventions followed by retesting
 Assessment in Co-Scholastic areas is done using multiple techniques on the basis
of identified criteria, while assessment in Life Skills is done on the basis of
Indicators of Assessment and Checklists
Source - Examination Reforms, NCERT
(c) The functions are:
 It helps the teacher to organize effective teaching strategiesContinuous
evaluation helps in regular assessment to the extent and degree of Learner’s
progress (ability and achievement with reference to specific Scholastic and CoScholastic areas)
 Continuous evaluation serves to diagnose weaknesses and permits the teacher to
ascertain an individual learner’s strengths and weaknesses and her needs. It
provides immediate feedback to the teacher, who can then decide whether a
particular unit or concept needs a discussion again in the whole class or whether a
few individuals are in need of remedial instruction
5

By continuous evaluation, children can know their strengths and weaknesses. It
provides the child a realistic self assessment of how he/she studies. It can
motivate children to develop good study habits, to correct errors, and to direct their
activities towards the achievement of desired goals. It helps a learner to determine
the areas of instruction in where more emphasis is required
 Continuous and comprehensive evaluation identifies areas of aptitude and
interest. It helps in identifying changes in attitudes and value systems
 It helps in making decisions for the future, regarding choice of subjects, courses
and careers
 It provides information/reports on the progress of students in Scholastic and CoContinuous evaluation helps in bringing awareness of the achievement to the
child, teachers and parents from time to time. They can look into the probable
cause of the fall in performance if any, and may take remedial measures of
instruction in which more emphasis is required. Many times, because of some
personal reasons, family problems or adjustment problems, the children start
neglecting their studies, resulting in sudden drop in their performance. If the
teacher, child and parents do not notice the sudden drop in the performance of
the child in academics, it could result in a permanent deficiency in the Childs’
learning. The major emphasis of CCE is on the continuous growth of students
ensuring their intellectual, emotional, physical, cultural and social development
and therefore, it will not be merely limited to assessment of learner’s scholastic
attainments. CCE uses assessment as a means of motivating learners to provide
feedback and follow up work to improve upon the learning in the classroom and to
present a comprehensive picture of a learner’s profile. It is this that has led to the
emergence of the concept of School Based Continuous and Comprehensive
Evaluation.
Source: NCERT, 2008
6. SCHOLASTIC AND CO -S CHOLASTIC ASSESSMENT
In order to have Continuous and Comprehensive Evaluation, both Scholastic and CoScholastic aspects need to be given due recognition. Such a holistic assessment requires
maintaining an ongoing and comprehensive profile for each learner that is honest,
encouraging and discreet. While teachers frequently reflect, plan and implement remedial
strategies, the child’s ability to retain and articulate what has been learned over a period of
time also requires periodic assessment. These assessments can take many forms but all of
them should be as comprehensive and discreet as possible. Weekly, fortnightly, or quarterly
reviews (depending on the learning area), that do not openly compare one learner with
another are generally recommended. The objective is to promote and enhance not just
learning and retention among children, but their soft skills as well.
6
Scholastic Assessment
The objectives of the Scholastic domain are: Desirable behaviour related to the learner’s knowledge, understanding,
 Application, evaluation, analysis and the ability to apply it in an unfamiliar situation.
 To improve the teaching learning process.
 Assessment should be both Formative and Summative.
Formative and Summative Assessment
Formative Assessment is a tool used by the teacher to continuously monitor student progress
in a non- threatening, supportive environment. It involves regular descriptive feedback, a
chance for the student to reflect on the performance, take advice and improve upon it. It
involves the students’ being an essential part of assessment from designing criteria to
assessing self or peers. If used effectively, it can improve student performance tremendously
while raising the self esteem of the child and reducing the work load of the teacher.
Formative Assessment is carried out during a course of instruction for providing continuous
feedback to both the teachers and the learners. It is also carried out for taking decisions
regarding appropriate modifications in the transactional procedures and learning activities.
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‘… often means no more than that the assessment is carried out frequently and is
planned at the same time as teaching.’ (Black and Wiliam, 1999)
‘… provides feedback which leads to students recognizing the(learning) gap and
closing it … it is forward looking …’ (Harlen,1998)
‘… includes both feedback and self-monitoring.’ (Sadler, 1989)
‘… is used essentially to get a feed back into the teaching and learningprocess.’
(Tunstall and Gipps, 1996)
Features of Formative Assessment
 Is diagnostic and remedial
 Makes provision for effective feedback
 Provides a platform for the active involvement of students in their own learning
 Enables teachers to adjust teaching to take account of the results of assessment
 Recognizes the profound influence assessment has on the motivation and self-esteem
of students, both of which are crucial influences on learning
 Recognizes the need for students to be able to assess themselves and understand how
to improve.
 Builds on students’ prior knowledge and experience in designing what is taught
 Incorporates varied learning styles to decide how and what to teach
 Encourages students to understand the criteria that will be used to judge their work
 Offers an opportunity to students to improve their work after they get the feedback
 Helps students to support their peer group and vice-versa
Summative Assessment is carried out at the end of a course of learning. It measures or
‘sums-up’ how much a student has learned from the course. It is usually a graded test, i.e., it
7
is marked according to a scale or set of grades. Assessment that is predominantly of
summative nature will not by itself be able to yield a valid measure of the growth and
development of the student. It, at best, certifies the level of achievement only at a given point
of time. The paper pencil tests are basically a onetime mode of assessment and to exclusively
rely on it to decide about the development of a student is not only unfair but also unscientific.
Overemphasis on examination marks that focus on only scholastic aspects in turn makes
student assume that assessment is different from learning, resulting in the ‘learn and forget’
syndrome. Besides encouraging unhealthy competition, the overemphasis on Summative
Assessment system also produces enormous stress and anxiety among the learners.
 “Good summative assessments—tests and other graded evaluations—must be
demonstrably reliable, valid, and free of bias” (Angelo and Cross, 1993).
 ‘…assessment (that) has increasingly been used to sum up learning’(Black and
Wiliam, 1999)
 ‘… looks at past achievements … adds procedures or tests to existing work ... involves
only marking and feedback grades to student … is separated from teaching … is
carried out at intervals when achievement has to be summarized and reported.’
(Harlen, 1998)
Features of Summative Assessment
 Assessment of learning
 Generally taken by students at the end of a unit or semester to demonstrate the “sum”
of what they have or have not learned
 Summative assessment methods are the most traditional way of evaluating student
work
Co-Scholastic Assessment
The desirable behaviour related to learner’s life skills, attitudes, interests, values, cocurricular activities and physical health are described as skills to be acquired in co-scholastic
domain.
The process of assessing the students’ progress in achieving objectives related to scholastic
and co-scholastic domain is called comprehensive evaluation. It has been observed that
usually under the scholastic domain such as knowledge and understanding of the facts,
concepts, principles etc. of a subject are assessed. The Co-Scholastic elements are either
altogether excluded from the evaluation process or they are not given adequate attention. For
making the evaluation comprehensive, both Scholastic and Co-Scholastic aspects should be
given importance. Simple and manageable means of assessment of Co-Scholastic aspects of
growth must be included in the comprehensive evaluation scheme.
Scholastic Assessment (Part I)
Summative Assessment
(Written, End of Term)
8
Formative Assessment
(Flexible Timing)
 Questions
 Observation schedule
 Interview schedule
 Checklist
 Rating scale
 Anecdotal records
 Document analysis
 Tests and inventories
 Portfolio analysis
Tools/ Techniques
 Examination
 Assignments
 Quizzes and competitions
 Projects
 Debates
 Elocution
 Group discussions
 Club activities
 Experiments
 Research
 Objective type
 Short answer
 Long answer
Comprehensive evaluation would necessitate the use of a variety of tools and techniques.
This will be so because both different and specific areas of learner’s growth can be evaluated
through certain special techniques.
Co-Scholastic Areas
(2A, B, C & D and 3A, B)
2(A): Life Skills
1. Self Awareness
2. Problem Solving
3. Decision Making
4. Critical Thinking
5. Creative Thinking
6. Interpersonal Relationships
7. Effective Communication
8. Empathy
9. Managing Emotions
10. Dealing with
9
2 (B): Work Education
2(C): Visual and Performing Arts
2(D): Attitudes and Values
Value Systems
1. Teachers
2. School mates
3. School Programmes and Environment
3 (A) Activities (any two):
1. Literary and Creative Skills
2. Scientific Skills
3. Information and Communication Technology (ICT)
4. Organizational and Leadership Skills (Clubs)
3 (B) Health and Physical Education (any two):
1. Sports/Indigenous Sports
2. NCC/NSS
3. Scouting and Guiding
4. Swimming
5. Gymnastics
6. Yoga
7. First Aid
8. Gardening/Shramdaan
Co-Scholastic Areas (Part II)
3. Co-Curricular
Activities
Need School Based Continuous and Comprehensive Evaluation system should be
established to:
 Reduce stress on children
 Make evaluation comprehensive and regular
 Provide space for the teacher for creative teaching
 Provide a tool of diagnosis and remedial action
 Produce learners with greater skills
Position Paper on Aims of Education - NCF 2005, NCERT
The nine point grading scale for measuring Scholastic achievements is
given below: Grade Marks Range Grade point
A1
A2
B1
B2
C1
91 -100 10.0
81 - 90 9.0
71 - 80 8.0
61 - 70 7.0
51 - 60 6.0
10
C2
D
41 - 50 5.0
33 - 40 4.0
E1
E2
21- 32 3.0
00 -20 2.0
Co-Scholastic attainments 2(A,B,C& D) and 3(A,B) will be done on 5 point
Scale. It will be done once in a session.
Grade Grade Points
A
4.1- 5.0
D
1.1- 2.0
B
3.1- 4.0
E
0 -1.0
C
2.1- 3.0
Minimum qualifying grade in Co-Scholastic Domain is D. As per the Directives of RTE, no child will be
detained till class VIII
7. THERE ARE FOUR ASSESSMENT PARADIGMS
(1) Assessment of Learning
The ‘assessment of learning’ is defined as a process whereby someone
attempts to describe and quantify the knowledge, attitudes or skills
possessed by another. Teacher direction is paramount and the student
Traditional
Schooling
Enriching
Schooling
Empowering
Schooling
 Teacher centered
 Subjects and classes – teacher directed
 Sorting and ranking individuals
Competency:
 Memory
 Competitive
 Student centered
 Self directed
 Continuous assessment
Competency:
 Critical thinking
 Collaborative
 Creative
 Experience centered
 Virtual authenticity
 Multi- literacy
Competency:
 Risk taking
 Ethical
 Interactive has little involvement in the design or implementation of the
assessment process in these circumstances.
 Teacher designs learning
 Teacher collects evidence
 Teacher judges what has been learnt (and what has not been learnt)
11
(2) Assessment for Learning
The ‘assessment for learning’ involves increased level of student autonomy, but not without
teacher guidance and collaboration. The assessment for learning is sometimes seen as being
akin to ‘formative assessment’. There is more emphasis towards giving useful advice to the
student endless emphasis on the giving of marks and the grading function.
 Teacher designs learning
 Teacher designs assessment with feedback to student
 Teacher judges what has been learnt (student develops insight into what has not)
(3) Assessment as Learning
The ‘assessment as learning’ is perhaps more connected with diagnostic assessment and can
be constructed with more of an emphasis on peer learning. Assessment as learning generates
opportunities for self assessment and peer assessment. Students take on increased
responsibility to generate quality information about their learning and that of others.
 Teacher and student co-construct learning
 Teacher and student co-construct assessment
 Teacher and student co-construct learning progress map
Assessment for learning and assessment as learning activities should be deeply embedded in
teaching and learning and be the source of interactive feedback, allowing students to adjust,
re-think and re-learn.
(4) Assessment in Learning
The ‘assessment in learning’ places the question at the centre of teaching and learning. It
deflects the teaching from its focus on a ‘correct answer’ to a focus on ‘a fertile question’.
Through enquiry students engage in processes that generates feedback about their learning,
which come from multiple sources and activities. It contributes to the construction of other
learning activities, line of enquiry and the generation of other questions.
 Student as the centre of learning
 Student monitors, assesses and reflects on learning
 Student initiates demonstration of learning (to self and others)
 Teacher as coach and mentor
Teachers and students need to understand the purpose of each assessment strategy. The
overall assessment ‘package’ being used by learners and teachers should accurately capture,
generate and use meaningful learning information to generate deep learning and
understanding.
8. CCE IN MIDDLE SCHOOL
The assessment will cover both scholastic and co-scholastic aspects and will be carried out in
schools over the two terms, Term 1 and Term 2 by means of formative and summative
assessments using a variety of tests and assignments. For purpose of teaching and assessment,
the syllabus for different subjects may be bifurcated for the two terms.
12
There will be four Formative Assessments each of with a weighting of 10% each. There are two
Summative Assessments (SA1 and SA2) with a weighting of 30% each.


First Term : FA1(10%) + FA2 (10%) + SA1 (30%) = 50%
Second Term : FA3 (10%) + FA4(10%) + SA2 (30%) = 50%
Formative Assessment can be carried through using multiple modes of assessment such as
assignments, quizzes, debates, Group discussions, Projects and only one pen and paper test. It may be
clearly communicated to all teachers teaching various subjects that all Projects and assignments must
be done as group activities within the class and school time only. Each subject must have only one
paper pencil test under Formative Assessment. The other modes of assessment must be part of
classroom interactive activities.
The Summative Assessment is a written, end of the term examination which may consist of objective
type, short answer and long answer questions.
For making evaluation comprehensive, both scholastic and co-scholastic aspects should be given
importance. Co-scholastic areas will consist of Life-Skills, Attitudes and Values, Co-scholastic
Activities and Health and Physical Education.
9. SUGGESTED CONTINUOUS FORMATIVE ASSESSMENT ACTIVITIES:






Ask series of questions to the class verbally as the teaching is going on
In pair provide opportunities for peer assessment among students
Provide individual students with the opportunities for self assessment
In group/pair work, observe students and keep notes
In writing activities, keep ample time for corrections and giving feedback to students
Rubrics can be used for assessing students’ writing, class participation, listening speaking and reading
skills
 Keep literacy Portfolios for both reading and writing activities
 Teachers could keep anecdotal records, observation notes and conference diaries for students as part of
CA, and follow the FA activities that are suggested in the teachers’ manuals under various genres.
FORMATIVE ASSESSMENT ACTIVITIES -Languages
 Oral and listening - these could be listening comprehension, prepared speech, conversation or dialogue
 Written assignments - short/ long question answers, creative writing, reports, newspaper articles, diary
entries, poetry etc.
 Speeches - debates, oratory, recitation, extempore etc.
 Research projects - information gathering, deductive reasoning,analysis and synthesis and a
presentation using a variety of forms including the use of Information Technology (IT)
 Pair work/group work
 Peer assessment
 It is suggested in Languages at least some assessment should be for
assessing Conversation Skills.
13
10.FORMATIVE ASSESSMENT ACTIVITIES FROM CLASSES VI TO X
(a)Class – VI
FIRST TERM (APRIL TO SEPTEMBER)
ACTIVITY I
Name of Book – Honeysuckle NCERT
Poem Title – The Kite
OBJECTIVES
1) To introduce the use of rhyme, repetition
2) To acquaint the students with words in the poem
3) To enable the students to identify the key rhyming word
4) To sharpen their listening comprehension
TASK
To fill in the correct blanks with the correct rhyme, it is a surprise test and the teacher should
conduct the test immediately after reading the poem in class, so that the children get some
idea about the rhyme scheme.
PROCEDURE
(After reading the poem the teacher can explain rhyme through the example given
below and the take the test)
1) Write ‘SAIL’ on the board and elicit rhyming words from the students e.g. TAIL, BAIL,
MALE, FAIL etc
2) Write the following words on the either side of the board and ask the students in pairs to
think of rhyming words. Give them 5 minutes and make them understand rhymes.
BLUE
BLOWS
3) Then write the poem on the black board with the blanks and ask the students to write the
poem as written on the board.
THE KITE
How bright on the blue
Is a kite when it’s------- (1)
14
With a dive and a dip,
It snaps its tail
Then soars like a ------ (2)
With only a sail
As over tides
Of wind it ------ (3)
Climbs to the crest
Of a gust and pulls,
Then seems to ----- (4)
As wind falls.
When string goes slack
You wind it back
And run until
A new breeze blows
And its wings fill
And up it goes!
How bright on the blue
Is a kite when its new!
But a raggeder thing
You never will see
When it flaps on a string
In the top of a ----- (5)
4) Give them choices of rhyming words like – view, new, lieu, mew and ask them to guess
the correct word for gap (1)
5) Similarly for gap (2) rhyming words as hints – lip, clip, ship, nip.
6) For gap (3) rhyming words as hints – rides, bites, kites, lights.
15
7) For gap (4) rhyming words as hints – lest, best, breast, rest.
8) For gap (5) rhyming words as hints – sea, free, tree, pea
The teacher can make more fill in the blanks and provide rhyming words and add to the
existing score.
ASSESSMENT CRITERIA
To give one mark each for the right answer.
ACTIVITY 2
OBJECTIVE
A simile is a way of describing something by comparing it to something else, often using the
word "like" or "as." For example, "He is as brave as a lion." The word simile is pronounced
SIM-il-ee.
1. To enable the students to develop skills to identify similes
2. To enable the students to understand what similes are.
TASK
For each adjective student will write a simile. For example ‘As tall as a mountain’.
PROCEDURE
. The teacher can revise adjectives and take a 5 minutes recapitulation on adjectives. Write
the list of adjectives on the board as follows
Put the students into pairs. Ask them to discuss the various options of making similes. The
teacher can facilitate for 5-8 minutes. Then discuss with the whole class.
The students are instructed to now choose any 5 to10 adjective words and write down a
simile for each word as shown in the example
The list is as follows, the teachers can add on to the list and give more words according to the
understanding of their students
Tall, short, angry, happy, ugly, beautiful, old, young, wet, dry, hard, soft, smart
ASSESSMENT CRITERIA
Award 2 marks each for making a set of simile
II Class – VI
Name of Book – Honeysuckle NCERT
Lesson Title – A Different Kind of School
OBJECTIVES

To introduce the lesson and its main theme
16



To enable the students to express their views in speaking
To make the students reflect on their schools
To make the students reflect that how lucky they are to be totally fit and fine.
TASK
Students will list the things which they like most and the things which they would like to
change in their school giving reasons and suggestions.
PROCEDURE
ACTIVITY 2
OBJECTIVES
1) To enable the students to identify words used in describing the teacher.
2) To enable students to look at sets of words that are associated in some way.
3) To enable the students to understand characterization of Miss Bean
4) To enable students to enhance their writing skills.
5) To enable students to think imaginatively and creatively.
TASK
Short writing task of 50 words each on characterization of Miss Bean
Describing the picture write a short paragraph using the words given below:
o
o
o
o
o
o
Middle-aged
Full of authority
Kind and helping
Understanding
Grey hair
Plump figure
17
ASSESSMENT CRITERIA
Checklist for the Writing Task

Has the child exhibited enough content knowledge? YES/ NO

Does he/she written relevant points? YES/ NO

Does he/she use words reflected in the given inventory appropriately? YES/ NO

Does he/she use correct grammar and tense formation? YES/ NO

Does he/she use correct spellings? YES/ NO

Does the work show his/her understanding of the concept? YES/ NO

Does the work reflect clear organization? YES/ NO

Does he/she present systematic presentation of ideas with a beginning, middle and
end? / YES/ NO

Does the child use proper punctuation? YES/ NO

Does the child use legible handwriting? YES/ NO
Activity- 3 Extra Activity
Match the words and phrases with their meanings in the box:
o
o
o
o
o
o
o
o
Homesick
Practically
It pains me
Appreciate
Thoughtless
Exercise
Relief
Ghastly
Almost, it hurts me, terrible, test the strength of, understanding the difficulties, wanting to be
home, a welcome change, not very caring
ASSESSMENT CRITERIA
Award one mark for each write answer
18
TERM 2 (OCTOBER TO MARCH)
I Class – VI
Name of Book – Honeysuckle NCERT
Poem Title – The Banyan Tree
OBJECTIVES

To enable the students to have lear objectives

To enhance learner motivation

To learn Time Management

To get a correct feedback of the learning taking place

To fulfill the criteria of learning through playing
TASK
To play Quiz with the whole class
PROCEDURE
1) The quiz consists of four rounds of activities pertaining to true/false, vocabulary,
complete the following, rhyming words etc.
2) The fourth round of the quiz has open ended questions for each of the teams.
3) Such questions are included to initiate the learners into an interpretation and
assimilation of ideas expressed by the poet.
4) The third stage is the feedback stage.
5) The learners are divided into four teams- Team A, Team B, Team C, Team D.
6) Each team is given a question
7) The question passes on to the next team if they fail to give the right answer.
ROUND 1
True/False
1) Banyan tree was the oldest thing.
2) The tree had just one kind of birds living on it.
19
3) The author hated to sit on the crude platform.
4) The myna and cobra had fights.
Find the odd man out
1) bulbul
parrots rats myna crows
2) Treasure Island
Wonderland
3) Cobra
Huckleberry Finn
mongoose figs
4) Superb fighter
crow
long fangs
The Story of Dr Do Little
myna
clever
aggressive
Find a word from the lesson that means
1) Came out
2) Long sharp teeth
3) Watch secretly
4) Participants in a fight
5) shone
ROUND 2
Complete the following
1) Ruskin Bond`s first friend was a ………
2) He witnessed a fight between a ………. and ………
3) The cobra was full of deadly ………..
4) The …….. gave a shrill cry of congratulation
Describe
The cobra (minimum 2 qualities)
The mongoose (minimum 2 qualities)
ROUND 3
20
Alice In
Questions
1) “Banyan Trees are useful”. Explain. (one point each group)
2) Banyan Trees are beautiful. Explain (one point each group)
ROUND 4
Open Ended Questions
1) Do you like the lesson? Say why you like/dislike the lesson?
2) After reading the lesson what are your feelings for cobra and the mongoose?
3) Do you think that killing animals is a cruel act? Why?
4) Do you feel that animals are our best friend? How?
ASSESSMENT CRITERIA

10 marks are given for the correct answer and 5 marks for the correct answer to the
bonus, passed on question.

The open ended questions are judged on the logical interpretations of the learners.

There is no negative marking.

The quiz begins after the instructions are clear to the learners.
Name of Book – Honeysuckle NCERT
Lesson Title – Desert Animals (Chapter 9)
ACTIVITY 1
OBJECTIVES
1) To enable the students to read independently
2) To make the students scan for specific information through MCQ
3) To enable the students to comprehend the given text.
TASK
The children are given the following passage after completing the lesson as Reading
Comprehension. It is an extension of relationship between animals and human beings. The
children are to answer the MCQ`S after reading the passage
PROCEDURE
21
The pupils are given the following passage to read and then to answer the following MCQ
that follow.
Photocopies of the text can be distributed to the children to make the work simpler for
teachers
Let’s Read the Text
Rikki- tikki tavi was a mongoose who lived with a boy called Teddy and his mother and father.
Before this part of the story, Rikki – tikki – tavi had killed Nag, a king Cobra, with the help of
Teddy’s father.
Nagina, Nag’s wife, was angry and went to Teddy’s house to kill him and his parents. Just at that
time, Rikki – tikki was breaking all Nagina’s Cobra eggs. When he heard that she was in the house,
he ran there with the last egg in his mouth……
Teddy and his mother and father were there at early breakfast but Rikki – tikki saw that they were
not eating anything. They sat stone-still, and there faces were white with fear. Nagina was coiled up
on the matting by Teddy’s chair, within easy stiking distance of Teddy’s bare leg and she was
swaying to and fro singing a song of victory, because she wanted to kill Teddy.
“Son of the big man that killed my Nag,” she hissed, “stays still. I am not ready yet. Wait a little.
Keep very still all three of you. Oh, foolish people, I have come to take revenge on you who killed
my Nag.”
Teddy’s eyes were fixed on his father, and all his father could do was to whisper, “Sit still, Teddy.
You must not move, Teddy, keep still”
Then Rikki – tikki came up from behind and cried loudly “Turn around, Nagina, turn and fight”.
“All in good time” she said, without moving her eyes. ‘I will settle my account with you presently.
Look at your friends, they are afraid, and if you come a step nearer, I strike”
“Aaha! Look at your eggs”, said Rikki Tikki, “in the melon bed near the wall. Go and look,
Nagina”. He said in a warning and challenging voice.
The big snake turned half round and said the egg on the verandah – “Ah-ha! Give it to me” she said.
Rikki – tikki put his paws one on each side of the egg and his eyes were blood red and full of anger.
He said in a taunting voice “what a price for young cobra? For the last – the very best of the egg left.
The ants are eating all the others down by the melon bed, as I have broken all the other eggs”Nagina
spun clear round, forgetting everything for the sake of that one egg, from the corner of his eyes Rikki
tikki saw Teddy’s father quickly picking up Teddy with his big hand, catching his shoulder and
dragging him across safely and out of reach of Nagina.(Adapted from Rudyard Kipling’s The Jungle
Book (431 words)
22
Let’s Understand
Choose the best answer out the three:
1) Rikki - tikki came to know that Teddy and his parents were frightened because :
(a) they were not eating
(b) they were still
(c) they were not eating, they were still and thus faces were white
2.
Nagina was ‘within easy striking distance’ This means :
(a) she could easily coil round Teddy
(b) she could easily bite Teddy
(c) she could easily eat Teddy.
3.
She was angry because :
(a) Teddy was frightened
(b) Teddy’s father had killed Nag
(c) Teddy was near her
4.
Where was Teddy looking :
(a) Teddy was looking at the snake
(b) Teddy was looking at his father
(c) Teddy was moving his leg.
5.
When Rikki came in, Nagina at first :
(a) did not look at him
(b) turned half around
(c) spun around
6.
When she said she would ‘settle her account”, she meant :
(a) she would pay back money to Rikki.
(b) she would take revenge by killing Teddy
(c) she would pay him back by eating his eggs.
7.
Rikki – Tikki did not jump on her at first because :
(a) if he did, she would bite Teddy.
(b) he was frightened.
(c) he did not want to break this egg.
8.
Nagina did not kill Teddy because :
(a) she felt sorry for him.
(b) she only wanted to fight Rikki – tikki
(c) she wanted to save the last of her eggs.
ASSESSMENT CRITERIA
One mark awarded for each write answer
ACTIVITY 2
23
OBJECTIVES
1) To enable he students to expand notes into a cohesive piece of writing
2) To enable the students to present ideas systematically with a beginning , middle and end
3) To enable the students to do project work through analysis, organization,
4) To enable students to relate to real life situations
5) To enable the students to enhance their creativity and be original in their approach
TASK
Theme based individual project titled “My Favorite Animal Book”
PROCEDURE
The teacher will write a list of animals chosen and identified from the lesson on the
blackboard and then explain to the students as how to evolve the project.The list is as follows
Beetles
Gerbils
Snakes/Rattlesnakes
Mice/Rats/Voles
Chipmunks/Squirrels
Pythons
Mongooses
Camel
1) Each child is shown the points below and encouraged to make their own project titled
“My Favorite Animal Book”
2) The students are to work on the following pattern and format.
3) Tell the students to choose a type of favorite animal keeping the following questions in mind and
making the project with the help of these hints.

What is the name of your favorite animal?

Where in the world does your favorite animal live?

What does your favorite animal eat?

What size and weight is your favorite animal?

What colour is your favorite animal and what kind of markings does it have?
24

What is the enemy that your favorite animal protects itself against?

Describe three more interesting things that you learned about your favorite animal.
ASSESSMENT CRITERIA



- CHECKLIST FOR THE PROJECT
Has the child done enough research and collected relevant content?
Does the work reflect creativity and aesthetic skills?
Does the presentation show the understanding
understand
of the concept?
ACTIVITY 3 EXTRA
Let’s Make Some New Words
s
a
r
I
e
n
T
g
k
Take only words from the letters in the box.
For example we can make “snake” and “ant”.
Similarly, make new words keeping the following rules in mind:
1. No plurals (ending is “s”)
2. Only names of animals
3. Don’t use a letter twice in the same word
25
(b)CLASS VII (HONEYCOMB)
LESSON TITLE-THE SQUIRREL
ACTIVITY 1 - POEM RECITATION
OBJECTIVES- 1. to let children enjoy the poem in the lap of nature.
2. to recite the poem aloud with proper stress and intonation
3. to enlist the rhyming words and move beyond textbooks by providing
a variety of language inputs for spontaneous and natural use of
language.
PROCEDUREThe teacher may take the children out for nature walk and let them experience local objects in
nature, such as leaves, birds, animals or insects. On the walk, encourage children to collect
bits of nature that interest them, such as tree bark, flowers, pebbles, or leaves.
Nature walk can take place in a park, on a nature trail, or even in your own back yard or
playground -- all you need to do is take the students outdoors and let them observe what they
see! Encourage students to try to use all five senses in your observation: sight, smell, feel,
taste, and hear
Young children will probably be excited with the idea of a nature walk. It provides a good
opportunity to talk with them about the changing season, but it is also a pretty good way to
start to introduce the poem. The idea is that you talk about birds and animals in the
surroundings as you conduct your nature walk.
The teacher may help children spot a squirrel and ask the questionsWhat do you see?
A Squirrel
a tree
26
Where is it climbing?
grey
What color are the stripes on its body?
a question mark
What does the tail look like?
a fur coat
What does its skin feel like?
I'm sure you get the idea...
There are a few basic steps that you can follow which will help you be comfortable teaching
children poetry and will help the students get the most out of it.
1. Recite the poem aloud with proper stress and intonation. Help the children recite
the poem.
2. Let them also read and enjoy poem silently.
3. Let their imagination soar high and look at the tail of squirrel from their own
eyes and draw the same on a piece of paper and display it
on the board.
4. Encourage children to guess the meanings of difficult
words, before you explain.
5. Teacher may tell students to write the poem in their
notebooks and pick the rhyming words from the poem
and enlist more rhyming wordsRhyming wordsGray- play- way-bay-may
Tail- mail- trail-pale-jail
Tree-free-spree
Nut-hut-but-cut
Checklist Is able to appreciate the poem?
Yes/No
27
 Is able to explain why he/she enjoy a particular piece of activity ?
Yes/No
 Does he/she appreciate the natural beauty, plants insects, animals and birds in
his surroundings?
Yes/No
 Does he/she appreciate the ideas and qualities of others?
Yes/No
Activity2Punctuation marks game
Objectives

Learners become familiar with language rules through continuous exposure to
language in meaning focussed situations.
Encourages learners to work in pairs or small groups and learn language
through fulfilled activities.
Teacher will call children and display the flash cards of punctuation marks and
their examples on the backs of children without showing them. Now the other
students will help the children reaching their partners. When all the pairs are
formed teacher may revise all the punctuation marks with their examples.
Question
mark ?
Who is your
favourite
sportsaman?
Punctuation Mark
Name
28
Example
29
full stop
or period
I like English.
comma
I speak English,hindi
and punjabi.
semicolon
I don't often go
swimming; I prefer
to play cricket.
colon
You
have
two
choices: finish the
work nicely or repeat
it again.
hyphen
This is a rather outof-date story.
dash
In each town—
Delhi, Mumbai and
Kolkotta—we stayed
in Guesthouse.
question
mark
What
does
squirrel eat ?
exclamati
on mark
"Help!" she cried.
"I'm drowning!"
slash,
forward
slash or
oblique
Please read the poem
aloud/ silently.
backslash
C:\Users\Files\books
.doc
the
double
quotation
marks
"I
respect
my
elders," she said.
single
quotation
marks
'I care for
Vishu said.
apostroph
e
This is
pencil.
underline
Have you read story
Three Questions?
underscor
e
[email protected]
round
brackets
I went to Simla (my
favourite city) and
stayed there for two
weeks.
square
brackets
The
newspaper
reported that the
hostages [most of
them police officers]
had been released.
you,'
Vrinda’s
One happy spectator
wrote: "This is the
ellipsis
best play...that I have
mark
ever seen."
Teacher will summarize The punctuation marks by giving a listening speaking
practice to the students

he best way to make students learn the art of punctuations is to make him/her read the
sentence aloud. By reading aloud, the child can learn faster and can understand better.
30

A comma is used when we want to take a pause in a sentence. Teacher can use short
sentence to emphasize its importance. A sentence like ‘come here, Vrinda’ would
make your child understand the sentence better.

A period is used when we want to end the particular sentence. It is used as a full stop.
Most of the children go on reading the sentence at a speed, stopping only to catch a
breath when they are out of air. Teach your child to stop at a given sentence, when
there is a full stop and then continue again.

A question mark emphasizes that the speaker is asking something. The mode of the
voice should be such that it would show that you are inquiring about something. Let
the children frame questions in pairs also make them speak aloud the questions using
a question mark at the end. Usually the voice goes up while asking a question.

An exclamation is used when we are excited or surprised about something. Use
sentences which carry exclamation mark and teach them the importance of it.
Checklist-
•
•
•
•
Does he/she show patience during a group task for slow learners to complete their
task?
Yes/No
Does he/she try to help a classmate who is feeling low or who's unable to cope up the
given work?
Yes/No
Does he/she try to help others or motivate others during group activity? Yes/No
Does he/she try to volunteer for special assignments?
Yes/No
PROJECT WORK---ACTIVITY-3
CLAY SLAB
Teacher may organise an activity to make clay slabs in groups while they are on
nature walk. .Each group will have 4-5 students, They will also select a group leader
and give a title to their clay group, when they finish making clay slabs they will write
the process of clay-slab making and display the same in the class.
Objectives

to enjoy an outdoor activity
to be able to write the steps involved in a process in the correct sequence.
Procedure-
31
Materials Needed
Each child will need:

A small box about the size of a shoebox,

Bag of weeds, leaves, and flowers,

Wet clay,

Plastic bowl, water, and wooden spoon,

Paints, brushes and acrylic finish.
The Process
1. Each student presses some modeling clay flat into the bottom of her box.
2. She then plans a design with her bag of collected nature objects.
3. She presses her weeds and things into the clay in her design.
4. She must press them hard but not all the way through, and then remove them
5. To make a wall hanging, he can take a circle of yarn or twine and press the bottom of
it into the top
1. He smoothes the top with his wooden spoon.The clay slab should be left in a
warm place to dry overnight. The next day, each student gently and carefully lift
he clay slab and colour it with the shade of his choice.
Safety Precautions to be taken by the teacher while you go out for nature walk32

Make sure that children know to stay away from poisonous mushrooms, berries, or
plants.

Instruct children to stay next to you or with the group at all times.

Keep an eye out for sharp objects, such as thorns or broken glass, and make sure to
steer children clear of them.

Warn children about the dangers of touching animals
Writing activityAll the groups will write the steps of making clay slabs
Checklist•
Does the student show creativity during class activities?
Yes/No
•
Does she/he accept the challenge enthusiastically?
Yes/No
•
Does he/she appreciate the ideas and qualities of others?
Yes/No
•
Does he/she feel comfortable sharing his ideas with others?
Yes/No
•
Does the child always like to be appreciated?
•
Does he/she come and ask how to correct the mistakes the teacher pointed out in his
work?
Yes/No
CLASS VII
LESSON NUMBER 8 – FIRE :-FRIEND AND FOE
33
Yes/No
Time
10 minutes
15 minutes
Aim
To introduce the text by
eliciting related
vocabulary and the
theme of the text
Procedure
Material
The lesson will begin with
Flashcard of early man
the story of fire by showing
flashcard of the early man
rubbing two stones to
obtain fire on one side of
the board and draw a large
box under it. The teacher
will ask the students to
brainstorm on all the
words or phrases they can
in their groups. She will
also encourage them to
think of related words by
looking at the given
picture. Encourage them to
describe the action of early
man. Elicit some words as
examples and write them
in the box. For example
fire, energy, powerful, , etc. Vocabulary buildingsight words on
displayFire
Friend
Foe
Energy
Powerful
Flames
Fuel
Oxygen
Dangerous
Prevent
Heat and light
Cause
Destroy
To skim the text for gist
. The teacher will display
the names of three things
needed to make fire – fuel,
oxygen, and heat.
Fire: Friend and Foe :
Fire: Friend and Foe Fire
is the result of a chemical
reaction. When the air
combinations with carbon
and hydrogen in a fuel, a
chemical reaction takes
place. Energy in the form
of heat and light is
Discuss the uses of fire.
34
Flash cards displaying
names of three things
needed to make firefuel, oxygen, heat
released in this process.
This is what we call fire.
Fuel, oxygen and heat.
wood, coal, cooking gas
and petrol are some
example of fuel. Oxygen
comes from the air. The
third thing needed to
make fire is heat. :
Fuel, oxygen and heat.
wood, coal, cooking gas
and petrol are some
example of fuel. Oxygen
comes from the air. The
third thing needed to
make fire is heat. Three
things are needed to
make fire
Fire : our friend :
Fire : our friend We use it
to cook our food, warm
our homes in winter and
generate electricity.
Tr will encourage students
to tell uses of fire in daily
life.
Teacher will further
emphasize that Today we
can hardly conceive a life
without fire. It cooks our
food, it provides warmth
and it burns away rubbish.
Fire plays a major part in
our lives
Flash cards displaying
uses of fire in our life.
Teacher will explain to
students that, it is evident
that fire is both a bosom
friend and a deadly enemy.
When it is kept under
control it is one of the
greatest boons known to
humanity; but when it gets
out of control or when
used for destruction it is a
devastating force before
which man is left
completely helpless
Fire : our foe :
Fire: our foe When it gets
out of control it can be
very dangerous. Homes
and shops are damaged
by fire. Vast area of forest
is also destroyed and
hundreds of people are
killed and injured.
Flash cards displaying
the major three ways
of putting out fire.
Things needed to put out
fire :
Things needed to put out
fire Just as three things
are needed to start a fire.
There are three main
ways in which a fire can
be put out. The first way
of putting out the fire is
to take away the fuel.
The second way of
35
putting out a fire is to
prevent oxygen from
reaching it. No supply of
oxygen means any fire. :
The second way of
putting out a fire is to
prevent oxygen from
reaching it. No supply of
oxygen means no fire.
Flashcards showing the
precautions to be
taken
The third way of putting
out a fire is to remove
the heat. If the
temperature can be
brought down below the
flash point, the fuel stops
burning. :
The third way of putting
out a fire is to remove the
heat. If the temperature
can be brought down
below the flash point, the
fuel stops burning.
Sometimes water is
sprayed on a fire to put it
out, but same fires
cannot be put out with
water.e.g. Oil fire and
fire caused by electrical
appliances. :
Sometimes water is
sprayed on a fire to put it
out, but same fires
cannot be put out with
water.e.g. oil fire and fire
caused by electrical
appliances.
Pictures showing uses
of fire- cooking ,
warming houses and
generating electricity
The teacher will explain the
three ways of putting out
fire
The role of fire fighter: :
The role of fire fighter:
They are highly trained
people. They act very
bravely.. They cut off
electricity supply, knock
down dangerous walls,
spray water and other
materials to bring fire
36
Picture showing
damage done by the
fire
under control.
Conclusion: :
Conclusion: The discovery
of fire and its uses helped
early man to cope up
with nature better and
gradually adopt a settled
mode of life . Fire is
indeed a threat once it
gets out of control
10 minutes
To revise the key points
of the lesson.
Display pictures to show
the precautions to be
taken, The precautions
would be discussed.
The teacher will initiate a
declamation on the topicFire is a good servant but a
bad master.
The students will be
encouraged to put forward
their points.
Re-order the words to
make meaningful
sentence
The teacher will write
some jumbled up words on
the board and encourage
students to work in pairs to
re-order the words to
make meaningful
sentences exercises will
done
Teacher will also familiarize
students with the need of
disaster management.
Write a composition on the
topic Role of Fire in
Human Life
37
Strips of correct
sentences will be
displayed at the end of
session.
Jumbled up words 1. In a/ were
gutted/ major
fire/ over 25
shops
2. Firemen/ no/
there/
were/long ago
3. Fuel/oxygen/h
eat /and/three
things/to make
fire/
are/needed/
4.of
oxygen/no/supply/
means/no fire.
Home assignment
.
PROJECT WORK
Disaster
management
Mock Drill
Working with
the community
Mock drill to know fire
exit gates
Meet people from
community and talk
about disaster
management
Teacher will organise a
mock drill session to
familiarize the students
with fire exit passages in
the school in case of any
disaster.
Teacher may encourage
students to form
questionnaires and
interview people from their
surroundings and spread
awareness about disaster
management. Students will
work in groups and display
the work in the classroom.
38
( C )Class VIII --- Term I
Chapter - Glimpses of the past
Activity I
Objectives:
i. to enable the students to get into the skin of characters and perform their roles
ii. to help them empathise with various characters
iii. to help them discuss ideas in their group and work as a team
Task
Role Play
Procedure
Divide the students into seven groups. Help them evolve simple dialogues based on their
understanding of the different situations. Each group should take up one part from the
chapter. After they have evolved simpler dialogues, give them time to practise enacting their
situations within their groups. Meanwhile, the teacher must monitor and help the students as
and when required. Let them perform role play in front of the class.
Note: This activity may take 2-3 periods.
Checklist
i.
ii.
iii.
iv.
Does he/she perform the role effortlessly?
Is the child confident in his dialogue delivery?
Does the child use correct pronunciation?
Is the child able to deliver dialogues with confidence?
Yes/No
Yes/No
Yes/No
Yes/No
Activity II
Objectives
i.
ii.
iii.
Task
to help the students differentiate between direct and indirect speech.
To help them convert sentences in Direct Speech into Indirect Speech and vice
versa.
To enable them to see the relevance of both they types of speech
Un jumbling the jumbles sentences
39
Procedure
Ask the students to sit in pairs. Give each pair a sentence in direct speech. Ask them to
convert it into Indirect speech.
For Example
Direct Speech: The man said, “The white man has deceived us.”
Indirect speech: The man said that the white man had deceived them.
Each pair then jumbles up the sentence in Indirect Speech and passes it to the other pair to
solve. Let the activity continue for as many sentences as required. Constant monitoring would
be required at every step. Award credit for each sentence solved by a pair.
Chapter - Children at Work
Activity I
Objectives
i.
ii.
iii.
to enable the child to use language to describe a given picture
to enable them to engage in conversation in the target language within their
groups as well
to encourage them to help each other choose wise words to describe a picture
Material Required
Pictures showing children at work (rag picking, working in tea stalls, making bangles or
crackers etc---from newspapers, magazines, internet )
Task
Speaking Activity
Procedure
Divide the students into groups and put up the pictures you’ve collected at different places in
the classroom. Ask all the students to move around and look at the various pictures in the
room. Allow them to select a picture for their group (one picture per group). Give them time
to discuss what the picture depicts and also their reactions of the pictures.
Allow each group to describe their picture to the rest of the class. Ensure that every member
gets to speak.
40
Checklist
1
Does the child use correct vocabulary to describe the Yes/No
pictures?
2
Is the child confident in his use of the language?
Yes/No
3
Does the child use language coherently?
Yes/No
Activity II
Objectives
i.
ii.
iii.
to help the child use grammatically correct language to express himself/herself
to develop critical thinking skills
to develop awareness of the issues around education
Task
Writing
Procedure
Discuss the concept of mid day meals in the schools and the purpose behind introducing the
scheme in schools (to increase enrolment, avoid dropouts, provide nutrition). Ask each
student to reflect upon the chapter Children at Work and write the advantages and
disadvantages of the scheme. (at least 2 each)
1
Is the child sensitive towards the need of mid-day meal Yes/No
scheme in the schools and how this can help children
like Velu?
2
Is the child confident in his/her use of the language?
Yes/No
3
Does the written task show critical thinking?
Yes/No
Poem - The Ant and the Cricket
Activity I
41
Objectives
i.
ii.
iii.
to assess their understanding of the different genres (legend/fable/tale)
to enable them to deliver stories effectively
to improve upon their speaking skills
Task
Story telling
Procedure
Explain the difference between a fable/legend/tale. Share a few examples from each category
with them. Ask the students to collect stories belonging to each category and present them in
the class.
Checklist
1
Has the child understood the difference between a Yes/No
fable/legend/tale?
2
Does the story chosen by the child represent the correct Yes/No
category he claims to represent?
3
Does the child present the story effectively?
Yes/No
Activity II
Objectives
i.
ii.
iii.
to enhance the critical thinking skills of the students
to help them organise thoughts and feelings in a logical way
to assess their understanding of the poem
Task
Diary Entry
Procedure
Lead a discussion on whether the ant’s behaviour was appropriate or not. Allow them to form
their own opinions. Ask them to write a Diary Entry of their feelings imagining themselves to
be the cricket in the poem The Ant and the Cricket.
42
Checklist
1
Does the child use correct vocabulary to describe his/her feelings as the Yes/No
cricket?
2
Is the child confident in his use of the language?
Yes/No
3
Does the writing sample show understanding of the key issues of the poem?
Yes/No
TERM II
This is Jody’s Fawn
ACTIVITY I
OBJECTIVES –
1. To enable the students to know the names of animal younglings
TASK
The teacher will write the names of animals on the board. A list of the names of animals
babies will also be given .The students will be asked to match the contents.
PROCEDURE
The teacher will write the following on the board .
1. Camel
2. Deer
3. Elephant
4. Giraffe
5. Horse
6. Kangaroo
7. Lion
8. Monkey
9. Wolf
10. Dog
List of babies
1. Joey
2. Colt
3. calf
43
4. Cub
5. Calf
6. Puppy
7. Fawn
8. Foal
9. Infant
10. Cub
Award one mark for each correct answer.
Check list
Does the child correctly recognize the animals?
Yes/No
Does the child correctly recognize the parent animals?
Yes/No
Does the child correctly recognize the baby animals?
Yes/No
Does the child correctly match the parents with their babies?
Yes/No
ACTIVITY II
Writing activity
Objectives
1. To enable the students to organise their thoughts.
2. To check whether the students can express the same coherently and grammatically
correct.
TASK
The students will be asked to write a paragraph on Cruelty against Animals.
PROCEDURE
The teacher will discuss with students how man is being in different towards animals
and other forms of nature as well. Man is thoughtlessly killing animals for food , sport
and fun .This is resulting in an ecological imbalance. The students will be asked to
express their feelings on this issue.
Check list
1. Has the student understood the need towards animals?
Yes/No
2. Has the student presented ideas systematically – a beginning, middle and an end?
Yes/No
3. Has the student used correct spellings?
44
Yes/No
THE SUMMIT WITHIN
ACTIVITY I
Speaking activity
Objectives
1.
To enable the student to recollect personal experiences
2.
To enable the student to use the language for speech
3.
To enable the student to listen and narrate
Procedure
Ask the students to recollect an adventurous experience. Suggested ones are – river
rafting, bungee jumping, parachuting, swimming in a river, etc. Give them five minutes
to remember and organise their thoughts. Then ask each one of them to speak about the
experience for one minute.
Check list
Has the student used proper pronunciation?
. Yes/No
Has the student got the grasp of the topic?
Yes/No
Has the student used proper intonation?
Yes/No
Has the student used proper punctuation?
Yes/No
ACTIVITY II
Objectives
1.
2.
To check the students , comprehension of the lesson
To enable the students to differentiate between synonyms and words different in
meaning
Task
Ask the students to pick out the words different in meaning in the given MCQs
Procedure
The teacher will write the following MCQs on the board. The students will be asked to
encircle the word with different meaning from the given option
1. Obedience
Reverence
45
2.
3.
4.
5.
Obeisance
Reference
Overjoyed
Overwhelmed
Ecstatic
Eccentric
Victory
Triumph
Trail
Conquest
Eternal
Timeless
Mortal
Forever
Requirement
Urge
Need
Urgent
POEM – THE SCHOOL BOY
ACTIVITY I (group / pair work)
Objective
1.
To enable the student to understand the content of the poem
2.
To enable the student to express his / her thoughts
3.
To check whether the student has grasped the underline meaning
Task
Ask the student to note down the points of comparison between a caged bird and a child in
school
Procedure
Make pairs / group of students in the class. Ask them to discuss and enlist the points of
comparison
Check list
1.
Has the student grasped the idea
Yes/No
2.
Has the student used correct spellings?
Yes/No
3.
Has the student used correct legible hand writing
Yes/No
4.
Has the student understood the meaning of the poem
Yes/No
46
ACTIVITY II
Objectives
1. To enable the students to understand their needs
2. To enable the students to express their thoughts
Task
Ask the students to think of things about school that make them happy and unhappy.
Procedure
1.
2.
3.
4.
Give the students some time to think about the things
Ask them to take a sheet of A-4 size paper
Divide it into two drawing a line
Ask them to draw things they like about the school in 1 and a half and the things they
dislike in the second half
These sheets could be displayed in the class and then the students be asked to speak
about a sheet each
5.
Check list
1. Has the student given an understandable illustration
2. Have the speaker students been able to express the same correctly
(d) Class –IX
Activities
Yes/No
Yes/No
LESSON 3
THE LITTLE GIRL
ACTIVITY 1
OBJECTIVES :






to enable students to work together in a group and assess the students.
to enable students to organize their thoughts after a group discussion
to encourage students to participate and speak in English during the role play
to assess the students speaking ability.
to understand character from other character point of view.
to enhance listening skills of students

(This task is to be done after completing the whole lesson.)
To evolve a 5 minute role play with dialogues in a group of 10
TASK
47
Situation 1 for the role play.(5 min) A 10 year old student in the family misunderstanding one
elderly family member, could be grandparents, parents elder brothers or sisters, aunts or uncles. The
student is very afraid of that family member and always thinks negatively about that member.
Situation 2 for the role play.(5 min) The student comes to realize that the elderly family member
loves and cares about the student and his/her thoughts and his/her impressions are falsely based.
PROCEDURE






Divide the class into groups of 10
Explain the task as written above by citing an example
Give some time for group discussion and allow the class to come up with a lively
discussion
Facilitate and move around the class keeping strict supervision and identifying
and grading students on their performance in group discussion.
Starting the role play one by one of each group.
After the performance of each group there should be a discussion initiated by the
teacher keeping the checklist points and taking regular opinion poll of the class.
ASSESSMENT CRITERIA
Checklist for Group Discussion/ Role play
1
Does the student live up to the role assigned to him during a role-oriented discussion?
Yes / No
2
Does the student take initiative?
Yes / No
3
Does the student have content knowledge?
Yes / No
4
How well does the student put forth his views?
Yes / No
5
Does he/she show respect to the peer group?
Yes / No
6
Does he/she have proper communication skills?
Yes / No
7
Does he/she show sensitivity towards environment?
Yes / No
8
Does he/she exhibit proper body language while interacting and acting
Yes / No
9
Does he/she raise relevant points?
Yes / No
10
Does he/she give fair chance to others’ for their views?
Yes / No
11
Does he/she exhibit confidence level?
Yes / No
ACTIVITY 2
Objectives :




To enable the students to identify words used in matching the sequence of events
To enable students to look at sets of words that are associated in some way
To enable students to enhance their understanding of the lesson.
To enable students to think imaginatively and creatively.
48
Task:
Procedure:
CARD 1
1) 1902
2) 1905
3) 1921
4) 1933
5) 1939

Specific years written on a paper card are given i.e. 1902, 1905, 1921, 1933 and
1939 pertaining to the achievements of Einstein. The students of all groups are to
rearrange the sequence of events written on another card. The first group who
accomplishes the task reads it out.

The class is divided into groups of 5 and each group is administered a paper card
CARD 2
a) Einstein emigrated to U.S.
b) Nobel Prize for Physics.
c) Secured job as a technical expert in Bern.
d) Letter to Franklin Roosevelt.
e) Einstein’s special theory of relativity.
Key for teachers:1(c), 2(e), 3(b), 4(a), 5(d)….
CRITERIA OF ASSESSMENT: Marks are allotted to each member of the group as per the group’s
marks.
CHECKLIST:
1.
2.
Were the students able to match with the reading context?
Yes / No
Were they able to arrange the years and the events in proper Yes / No
sequence?
Were they able to organise ideas?
Yes / No
Did they interpret information correctly?
Yes / No
3.
4.
POEM
Chapter: Rain on the roof
Activity-1 :
Objectives:

To comprehend poetry in intensity.

To emphasize on stress and intonation.

To enable the students to derive pleasure from the poem.

To enable them to appreciate figures of speech , imagery etc in poem.

To promote self learning.
TASKS


Creative skills.
Using language games-crossword.
49
Procedure:

In the poem the poet describes his experience on a rainy day. Narrate your feelings as you
hear the patter of the soft rain in your courtyard and the fond memories you relive in a
paragraph of about 100 words
Checklist:
1
Was the student able to express his feelings in the given situation?
Yes / No
2.
3.
4.
5.
6.
Were the students able to interpret the information enlisted?
Did they organize their ideas in a sequence form?
Were they able to give vent to their emotions?
Were they able to formulate a relevant content?
Did they use grammatically correct sentences?
Yes / No
Yes / No
Yes/No
Yes / No
Yes / No
Activity-2
Language Games (crossword)
Objectives:


To enable the students to correlate the hints/clues with the given incomplete words;
To promote joyful learning amongst the students.
Task:

All the students will individually solve the crossword given on the blackboard.
Procedure:
Step-1: Phrases may be given and their desired synonyms used in the context of the poem
may be probed.
Step-2: Words from stanzas may be given and their desired rhyming words asked from the
same stanza.
Step-3: Antonyms for certain words may be asked in the form of crossword down or across
i.e. melancholy for happy.
Step 4: Other language structures could also be assessed through this like the parts of poetic
speech used in a particular line i.e. simile / metaphor / alliteration / onomatopoeia....
50
Crossword:
H
A
M
D
T
R
P
A
F
S
Clues:
CROSS :


Synonym of “Damp”
Sound of Falling rain drops (onomatopoeia )
DOWN:



Antonym of “Melancholic”…
Rhyming word of “Spheres”…
Rhyming word of “Woof”…
Key for the teacher…
H
A
P
P
Y
-
U
A
-
M
T
-
I
T
E
A
R
S
D
E
-
R
O
O
F
-
Checklist:
1.
2.
3.
4.
5.
Was the concept clear to the students?
Were they able to solve their problems?
Did the language game involve brain storming?
Did they understand the language structure, parts of speech etc?
Were they able to attain the understanding of the text?
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Activity 2
OBJECTIVES:



To enable he students to expand notes into a cohesive piece of writing;
to enable the students to present ideas systematically with a beginning , middle and end;
to enable the students to do project work through analysis, organization;
51


to enable students to relate to real life situations
situations;
too enable the students to enhance their creativity and be original in their approach
approach.

Theme based individual project titled “ My Snake Book”
TASK:
PROCEDURE:

Each student is shown the illustration below and encouraged to make their own project
titled
“My Snake Book”


The students are to work on the following pattern and format.
Tell the students to chose a type of snake and keeping the following questions in mind
o What is the name of your snake?
o Where in the world does your snake live?
o Describe the habitat your snake lives in.
in
o What does your snake eat?
o What size and weight of your snake?
o What colour is your snake and what kind of markings does it have?
o What is the predator that your snake protects itself from?
o Describe three more interesting things that you learned about your snake.
CHECKLIST :
1.
2.
3.
4.
Has the student done enough research and collected relevant content?
Does the work reflect creative and aesthetic skills?
Does the presentation show the understanding of the concept?
Does the student exhibit good writing skills?
52
Yes / No
Yes / No
Yes / No
Yes / No
(e ) Class –X Activities
Chapter -2 Nelson Mandela
Activity 1
Nature of Task: Role play.
Objectives:





To test students’ understanding of Nelson Mandela’s life and principles;
to test their ability to form questions;
to test their ability to comprehend and give relevant answers to the questions asked;
to check their ability to prepare questionnaires;
to test their confidence while answering the questions (orally and in writing).
Procedure:






Make the students sit in pairs.
One students of each pair dons the role of Nelson Mandela and the other one becomes
the interviewer.
The interviewer prepares a questionnaire while the interviewee tries to find answers get
an overview of Mandela’s life.
The interviewer asks the questions and the interviewee responds to them. The
interviewer’s task is to note down the answers also.
After about 5 minutes they switch roles and repeat the task. (For Teacher: Monitor the
entire class. Help them with difficult areas and also note their performance during the
activity).
At the end of the activity collect the two sheets from each pair for reference purposes
and also correct any errors and return it later.
Sample Questions:
1. How did the behaviour of highest generals of the South African defence force and police with you
change on the day of your swearing in ceremony?
Ans: They saluted me on that day but earlier they wouldn’t have hesitated to arrest me.
2. What is your message to the International community?
Ans: I would like to thank them for sharing our happiness on this day by being here.
3. How did you feel on the day of inauguration?
Ans: I was overwhelmed by history. I was remembering how the people of this land were
subordinated and how we finally achieved our freedom.
53
Checklist
For interviewer
1
2
3
4
5
Is the student able to frame relevant questions?
Yes/No
Do the questions reflect that the student understands Nelson Mandela’s life and Yes/No
principles?
Is the student able to formulate grammatically correct questions?
Yes/No
Is the student fluent in his/her use of the language?
Yes/No
Does he give the interviewee enough time to respond?
Yes/No
For interviewee
1
2
3
4
5
Are the responses matched with the questions?
Is the student confident in answering the questions?
Does he/she answer the questions convincingly?
Does the student have enough content knowledge?
Is the student able to give fluent responses?
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
Activity 2
Objectives:
Task:



to improve their writing skills
to enable them to reflect in a realistic manner.
to enhance the aesthetic and creative skills of the students.

Diary entry
Procedure:
Give the students the following topic for writing a diary entry:

Imagine yourself to be Peggy. During the group discussion in the school you realised
that you’ve been very wrong in your behaviour with Wanda. Write a diary entry
showing your feelings of guilt and how you shall never behave in a similar fashion
with anybody else. Use the following hints-
I never thought she’d be hurt… she’d leave the school…I feel guilty… want to apologise… she’s so
talented… I shall never repeat this behaviour again.
Checklist
1
2
3
4
5
Does the writing sample shows a clear understanding of the content?
Does the writing sample show use of relevant and creative ideas?
Are the ideas arranged in a proper sequence and just flow into each other?
Does the student put forth arguments convincingly?
Has the student included relevant points in his/her assignment?
54
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Poem:
Activity 1
A Tale of Custard the Dragon
Task: One Act Play
Objectives:



to assess the student’s understanding of the poem.
to stretch the horizons of their imagination and help them to imagine a situation.
to assess their understanding of behaviour of living beings
Procedure:
Divide the students into groups and give them the following situation to enactment:

Custard has killed the pirate and the group returns home. How would Ink, Blink and
Mustard behave with him now?
Checklist
1
2
3
4
5
Does the play reflect creativity of the students?
Have the students depicted enough content knowledge?
Are the students able to communicate effectively with which
other?
Are they able to put forth their point convincingly?
Is the student working as a member of the team and not just an
audience?
55
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
SAMPLE PAPERS
FIRST TERM ENGLISH QUESTION PAPER FOR CLASS VI
TIME: 2 Hours
Max. Mark: 40
General Instructions:
1) All questions are compulsory
2) Marks are indicated against each questions
3) Write down the question number and its part properly
SECTION - A: (WRITING)
1) Write an application to the principal of your school for an urgent piece of work. (4 Marks)
2) Write a paragraph on any one of the following topics:
(4 Marks)
(a) My Classroom
(b) The Postman
(c) My Best Friend
SECTION - B: (GRAMMAR)
3)Write names of any four vegetables.
Marks)
4) Write two words that rhyme with:
Marks)
(a) Bed
…………..
……………
(b) Fast
……………
…………….
5) Write the names of first four months.
Marks)
(2
(2
(2
6) Fill in the blanks with a, an or the:
Marks)
(a) I saw ………….. Taj Mahal on Sunday.
(b) I bought ………….. orange
(c) I have learnt …………. poem by heart.
(3
7) Fill in the blanks with correct prepositions:
Marks)
(a) There are many stars ……….. (in/into) the sky.
(b) Tuesday comes ………… (before/after) Friday.
(c) A man is standing …………. (under/on) the tree.
(3
56
8)Write the three forms of verbs
go, walk, come
Marks)
(3
SECTION - C: (TEXTBOOK)
9) Read the following passage carefully and answer the questions that follow:
Marks)
(4
Then one day he found his cat playing with a little doll and he grabbed it away. To his surprise it
wasn`t a doll at all, but a man of the tiniest size. He had a little wool shirt with old fashioned britches
and a high tall hat much like a witch`s. He yelled, ‘Save me! Don`t give me back to the cat.’
I`ll grant you a wish. I promise you that.
QUESTIONS;
1) Who is ‘he’ in the above lines?
2) What was his cat playing with?
3) What type of britches was the doll wearing?
4) What did he say to Patrick?
10) Answer the following questions: (Any Three)
Marks)
(a)
(b)
(c)
(d)
(e)
(2X3= 6
What did Patrick think his cat was playing with?
Why did the dog serve the Lion for a long time?
What was Kalpana Chawla’s first mission in space?
Why do you think the writer visited Miss Bean`s school?
What is Peter`s favorite day of the week and why?
11)Write four lines of any poem from your textbook .
12)Answer any two of the following questions:
Marks)
(a) Why was the crocodile unwilling to invite his friend home?
(b) Why did Akbar ask Tansen to join his court?
(c) How did Ray communicate with the visitor?
(d) Why was everyone delighted to see the iron chest on the camel’s back?
57
(3 Marks)
(2X2=4
Class X
English (Language and Literature)
Summative Assessment
Time: 3 hrs
The question paper is divided into four sections:
Section A: Reading Comprehension
15 marks
Section B: Writing
15 marks
Section C: Grammar
15 marks
Section D: Literature
35 marks
Marks are indicated against each question.
Max. Marks: 80
SECTION A
Reading (15Marks)
Q.1.
Read
the
passage
given
below
and
answer
the
questions
that
follow:
The reason for my dislike for gymnastics was my keen desire to serve as nurse to my
father. As soon as the school closed, I would hurry home and begin serving him.
Compulsory exercise came directly in the way of this service. I requested Mr. Gimi, the
headmaster, to exempt me from home gymnastics so that I might be free to serve my
father. But he would not listen to me. Now it happened that one Saturday, when we had
school in the morning, I had to go from home to the school for gymnastics at four o’clock
in the afternoon. I had no watch, and the clouds deceived me. Before I reached the school
the boys had all left. The next day Mr. Gimi, examining the roll, found me marked absent.
Being asked the reason for absence, I told him what had happened. He refused to believe
me and ordered me to pay a fine of one or two annas.
I was convicted of lying! That deeply pained me. How was I to prove my innocence?
There was no way. I cried in deep anguish. I saw that a man of truth must also be a man
of care. This was the first and last instance of my carelessness in school. I have a faint
recollection that I finally succeeded in getting the fine remitted. The exemption from
exercise was of course obtained, as my father wrote himself to the headmaster saying that
he wanted me at home after school.
(a) Why did Gandhiji not stay back for gymnastics after the school was over?
1
i. because he wanted to serve his father.
ii. because he disliked gymnastics.
iii. because he did not like his teacher.
iv. because he wanted to enjoy other activities after school.
(b) ______________________ was made compulsory for the boys at school.
i. Exercise
ii. Painting
iii. Staying back after school
iv. Cricket
(c) Why didn’t Gandhiji reach for gymnastics practice in time?
i.
ii.
iii.
iv.
His father didn’t permit him to go
His father asked him to help at home
He didn’t realise the time because of clouds
He wanted to serve his father at home
58
1
1
5
(d) Why did Gandhiji feel hurt when he was fined by the headmaster?
i.
ii.
iii.
iv.
1
Because he was being convicted of lying.
Because he didn’t have enough money to pay the fine.
He was scared that his father would scold him.
Because he realised his carelessness.
(e) Find out a word from the passage which means the same as “mental pain”
i. convicted
ii. exemption
iii. anguish
iv. recollection
1
Q.2. Read the passage given below and answer the questions that follow.
5
One should pour tea into the cup first. Then stir in the milk as it is poured. In this way one
can exactly regulate the amount of milk. If one does it the other way round, one is likely
to put in too much milk. Tea - -unless one is drinking it in the Russian style -should be
drunk without sugar. I know very well that I am in a minority here. But still, how can you
call yourself a true tea-lover if you destroy the flavour of your tea by putting sugar in it?
Tea is meant to be bitter. If you sweeten it, you do no longer taste the tea, you merely
taste the sugar. You could make a very similar drink by dissolving sugar in plain hot
water. Some people would answer that they don’t like tea in itself, that they only drink it
in order to be warmed and stimulated, and they need sugar to take the taste away. To
those people I would say, try drinking tea without sugar, say for a fortnight and it is very
unlikely that you will ever want to spoil your tea by sweetening it again.
(a) How do the Russians drink tea?
i.
ii.
iii.
iv.
1
Without sugar
With sugar
Without milk
With milk
(b) Who, according to the author, is a true tea-lover?
i.
ii.
iii.
iv.
who drink tea with sugar
who drink tea without sugar
who drink hot tea
who drink ice tea
(c) Why should one first pour tea into a cup and then add milk?
i.
ii.
iii.
iv.
1
to enhance the flavour of the tea.
to avoid adding too much milk.
to make tea Russian style.
to make tea more stimulating.
(d) Why does the author say he is in a minority?
i.
ii.
iii.
1
1
because majority of people drink their tea with sugar.
because majority of people drink their tea with milk.
because nobody writes about tea.
59
iv.
because most of the people drink coffee.
(e) Find a word from the passage which means the same as excited”
i.
iii.
regulated
poured
ii.
iv.
1
warmed
stimulated
Q3. Answer the questions based on your reading of the passage given below.
5
Like most Americans, I wanted to get rich quick. This was around age eight or nine; I
bursted with schemes, like starting a henhouse in our suburban backyard and selling eggs.
My mother smiled noncommittally and I went back to the drawing board, dreaming of selfsufficiency and doing things my way. Several years later, hepped up on Babysitter’s Club
books, I found a couple local mothers looking for cheap studentcare. The responsibility
caused panic attacks, worse than the time mom gave me twenty dollars to keep and I lost it
under the gumball machine at Food Star. Ashamed of myself, I stayed out of the workforce
till age 15, when I got a gig doing data entry after school at a family-owned health food
store. Mind-numbing. Working at the coffee shop was better: customers, co-workers,
interaction, the rich smell of beans in my clothes, good clean post-work exhaustion.
College, my parents told me, was job number one, and I listened; the summer jobs (a
museum, a restaurant, some desperate stabs at temping almost as panic-inducing as
babysitting) hardly counted. One winter I worked for my father putting up oak siding
outdoors. And I fretted about the future. I’d never wanted a job, not the kind where you
apply and there’s a boss and you go and, my god, the panic again. Paid work felt like an
ocean wave, something that was going to swallow me whole. I interned for a newspaper, a
magazine. They were all right but I was still waiting to feel at home, the way I had in art
studios and theaters, which always felt both fertile and safe. I was hoping to flail into
something I cared about, a calling, a tribe. After according every job under the sun its
fifteen minutes inside my head, I went to the best graduate program in English I could get
into. The monastic commitment seemingly required of academics frightened me;
furthermore, grad school didn’t feel like college. I’m out now, masters degreed, with a
knowledge-worker job that pays the bills and oscillates between oppressive and interesting.
I left with a feeling I was looking for something, looking to make good on something, a
long-time dream. Be a creative person who lives in the city. Balance panic and desire,
independence and worthwhileness. Know interesting people, do interesting things, and
make ends meet. Is it too much to ask?
1. The passage talks about the events of the life of a person. Most likely it is an extract from
_____________?
a.
c.
a self-reflexive article
the person’s autobiography
b.
d.
the person’s biography
the person’s diary
2. The author could not continue with any job for long because ______________.
a.
he wanted a good salary over anything else
b.
he wanted to have fixed timing
c.
he was extremely ambitious and didn’t want to do menial jobs
d.
he wanted the job to be exciting
60
3. What was the reaction of author’s mother when the author discussed his ideas of being self
sufficient?
a.
c.
she ignored the author’s plans
she encouraged the author
b.
d.
she took them seriously
she was enthusiastic about the ideas
4. Did the author finally get his dream job?
a.
yes
c.
the job he got was quite close
to his ideal job
b.
d.
he did not get any job
Can’t say
ii.
iv.
hepped up
panic
5. Choose the word which means the same as “worried”.
i.
iii.
fretted
worthwhile
SECTION B - Writing
Q4. Several people in your locality have been hospitalised in the last month because of Dengue fever.
Write an email to the editor of a newspaper, requesting him to publish an article on the precautions to
be taken by people to safeguard themselves from the deadly fever. You are Shaveta, a resident of
Tilak Nagar. (Hints: prevent water logging, wear clothes that cover all your body parts, prevent
8
breeding of mosquitoes etc.)
Or
You went for river rafting with a group of friends. However, your closest buddy could not join you
because he’s afraid of adventure sports. Write a letter to him describing your experience and also
asking him how he spent his vacation.
Q 5. You recently read in the papers about the increasing cases of “honour killings”. Write an article
expressing your views in this matter. (Hints: Honour killings are, at times, ordered by Khap
Panchayats; they are carried out when a family believes that their daughter or son has harmed the
family’s pride, generally the daughters are at the receiving end).
Or
You recently came to know of a drive in which school studentren have been roped in by the civic
agencies for a cleanliness drive. Prepare a speech to be given in your school, encouraging students to
participate in the drive. You are the school’s Eco Club’s in-charge.
Q6. Your school invited the parents of the students to orient them to the CCE pattern introduced by
the CBSE. Write a report of the event in not more than 80 words. You are Nisha, the Head Girl of the
school.
(Hints: Parents were told what CCE is, how it would reduce students’ burden – co scholastic aspect to
be included as well, no stress because of one term end exam etc.)
\
61
Or
Complete the following conversation between you and your friend who’s recovering from a
fracture in the leg.
You:
Ravi:
You:
Ravi:
You:
Ravi:
You:
Ravi:
3
Hi Ravi! How are you now?
I’m fine. Thank you. But my left leg still pains at times.
Oh! Why don’t _____________________
I’ve tried that but _____________________
That’s sad. I hope _____________________
I hope so too. How
_____________________
Studies are fine. _____________________
I’m glad to hear that. I’ve to _____________________. I’ll see you later.
Bye. You: Bye. Take care.
SECTION C—Grammar (15)
Q7. Rearrange the jumbled phrases/words to make meaning sentences.
3
a. the most / most just / peace / than the / is better / disadvantageous / war
b. path of / non-violence / tread / Mahatma Gandhi / Swaraj / and gave / tread / the
c. violence / violence / believed / he / could only / that / beget
Q8. Complete the following sentences by filling in suitable words in the blanks.
3
a. The doctor advised the woman ________ be more cautious while taking ________ OTC
medicine.
b. Oil spill ________ cause irreparable damage ________ marine life.
c. On seeing the teacher ________ the corridor all the students sat ________ their desks
a. i. to, soe
b. i. may, in
c. in, on
ii. to, any
ii. has inside
ii. at, upon
iii. has, were
iii. will, to
iii. in, inside
iv. whether, all
iv. Can, to
iv. in, at
Q9. A conversation between two friends is given. Later, the conversation was reported by one of them
to another friend. However, some dialogues are missing. Complete it by reading the conversation
between the friends.
3
I:
Rimpy:
I:
Let us go to some hill station for a change.”
“Can you sing?”
What is the connection between the two?”
I suggested to Rimpy __________a_________ hill station for a change.
She asked me __________b_________ sing. I asked her __________
c_________ between the two.
a.
i.to go to some
iii. that we must go
ii. that he should go
iv. that we should go
b.
i. that I could
iii. if he could
ii. that he could
iv. if I could
62
c.
i. what was the connection
iii. if there was any connection
ii. what connection was
iv. that the connection was
Q 10. Complete the given sentences by using the suitable verb forms from the given options.
3
The rising Yamuna ______a_______ several parts of the capital on Saturday as the water level
climbed two metres above the danger mark, ______b______ to submerge more low-lying areas.
Haryana is expected ______c______ 30,000 cusecs of water in to the Yamuna on Saturday.
a.
i. will flood
iii. was flooded
ii. Was flood
iv. Flooded
b.
i. threatening
iii. had threatened
ii. was threatened
iv. threatened
c.
i. had released
iii. will release
ii. to release
iv. will be releasing
Q. 11 Raim’s father decided to get their home renovate. The decision was welcomed by all. He agree
to start the project in December.
3
a.
i. renovation
iii. redecorate
ii. renovated
iv. redress
b.
i. decide
iii. decision
ii. decisive
iv decided
c.
i. agreement
iii. agreed
ii. disagree
iv. Disagreement
SECTION D—Textbooks (35)
12. Read the extracts given below and answer the questions that follow.
A) THE young seagull was alone on his ledge. His two brothers and his sister had already flown
away the day before. He had been afraid to fly with them. Somehow when he had taken a little
run forward to the brink of the ledge and attempted to flap his wings he became afraid. The great
expanse of sea stretched down beneath, and it was such a long way down — miles down. He felt
certain that his wings would never support him; so he bent his head and ran away back to the little
hole under the ledge where he slept at night. Even when each of his brothers and his little sister,
whose wings were far shorter than his own, ran to the brink, flapped their wings, and flew away,
he failed to muster up courage to take that plunge which appeared to him so desperate.
a. What was the young seagull afraid of doing?
i. flying
ii. Running
iii. flapping his wings
iv. jumping
63
b. Where did he hide himself?
i. under the ledge
iii. behind the ledge
ii. on the ledge
iv. over the ledge
c. What was the young seagull afraid of?
i. he thought that his wings would never support him.
ii. he thought his mother and father would not help him.
iii. he was ashamed of his brother and sister.
iv. he thought that the sea would engulf him.
d. Find a word from the passage which means the same as “edge”.
i. expanse
ii. attempted
iii. brink
iv. desperate
B.) “Well, at least,” said Peggy gruffly, “I never did call her a foreigner or make fun of her name. I
never thought she had the sense to know we were making fun of her anyway. I thought she was
too dumb. And gee, look how she can draw!”
Maddie could say nothing. All she hoped was that they would find Wanda. She wanted to tell her
that they were sorry they had picked on her, and how wonderful the whole school thought she
was, and please, not to move away and everybody would be nice. She and Peggy would fight
anybody who was not nice.
a. Why does Maddie want to find Wanda?
i. to make her meet Peggy
iii. to apologise for her behaviour
ii. To tease her
iv. To give her the prize
b. Who would she fight with?
i. anybody who teased Wanda
ii. anybody who teased Maddie
ii. anybody who teased Peggy
iv. All of the above.
c. Why was Peggy impressed by Wanda?
i. because of her drawing.
iii. because of her faded blue dress.
ii. Because Wanda was a Polish.
iv. Because Maddie liked Wanda
d. Find a word from the passage which means the same as “hoarsely”.
i. wonderful
ii. gee
iii. gruffly
iv. dumb
13. Three stanzas have been given followed by questions. Attempt questions from any two extracts.
A. (There is a languid, emerald sea,
where the sole inhabitant is me—
a mermaid, drifting blissfully.)
i. Did you finish your homework, Amanda?
ii. Did you tidy your room, Amanda?
iii.I thought I told you to clean your shoes, Amanda!
a. The speaker in the first stanza is talking to:
i. a mermaid
ii. her mother
iii. her father
iv. herself
64
b. Why does the speaker want to be alone?
i. she wants to escape her parent’s nagging behaviour.
ii. she loves mermaids.
iii. she is scared because she hasn’t done her homework.
iv. she wants to tidy her room.
c. What is the tone of the speaker in the first stanza?
i. commanding
ii. appreciating
iii. loving
iv. soothing
B.
Or if some time when roaming round,
A noble wild beast greets you,
With black stripes on a yellow ground,
Just notice if he eats you.
This simple rule may help you learn
The Bengal Tiger to discern.
a. Which animal is being talked about in the above stanza?
i. leopard
ii. Elephant
iii. Tiger
Iv. Lion
b. What does the author want the readers to understand?
i. How to differentiate between animals
ii. How dangerous a “wild beast:” can be
iii. How to notice if an animal eats you.
iv. How beautiful an animal looks with black stripes?
c. A word that means the same as recognise is _______________
i. notice
ii recognise
iii. Noble
iv. Roaming
1.
He should be lurking in shadow,
Sliding through long grass
Near the water whole,
Where plum dear pass.
a. Name the poet
i. Robert Frost ii. Kamala Das
iii.Whitman
iv. Leslie Norris
b. Whom does the word ‘he’ refer to?
i. A tiger
ii. a cow
iii. a deer
iv. a lion
c. What does he hope to find there?
i. a deer
ii. a tiger
iii. a cow
65
iv. a zebra
14. Out of the given questions, attempt any three in about 30-40 words each:
2X3=6
a. In the chapter “A Letter to God”, what are the rain drops compared to and why?
b. Why did Maddie feel bad for Wanda?
c. How many times did Mr. Keesing ask Amanda to write an essay? Why?
d. Why was the author excited to land at the airport?
15. Answer any one of the following two questions in about 80 words.
5
a. Nelson Mandela says that it “drove a law abiding attorney to become a criminal. What does
‘it’
refer to? Was Nelson Mandela actually a criminal? Give your views.
b. The pilot of the Black Aeroplane was just the author’s imagination. Do you agree? Why or
why not?
16.
Give a brief character sketch of Horace Danby.
4
or
Mrs Pumphrey was right in sending Tricki to Dr. Herriot. Justify the statement by giving
examples from “A Triumph of Surgery”.
17. Answer any two questions in about 40-50 words each.
3X2=6
a. What is the role of the balcony in the story “The Midnight Visitor”?
b. How was Horace fooled by the lady in red?
c. How did Fowler’s perception of Ausable change during the course of the story?
Note: The questions have been taken from CBSE Question paper 2008 and modified into current
pattern.
------------------------------------------------------------------------------------------------------------------------
66
ENGLISH QUESTION PAPER
FOR CLASS IX 2010
(April to September)
(Language and Literature) Paper II
Time: 3 hrs
The question paper is divided into four sections:
Section A: Reading Comprehension
15 marks
Section B: Writing
15 marks
Section C: Grammar
15 marks
Section D: Literature
35 marks
Marks are indicated against each question.
SECTION A
Max. Marks: 80
(Reading-15 Marks)
Q.1. Read the passage given below and answer the questions that follow by writing the options
that you consider the most appropriate in your answer sheet.
(1X5=5 Marks)
There has been a boon in the alternative system of medicine in the last few decades. Ayurveda, Yoga,
Naturopathy and hydropathy are some of the systems prevalent. At a time when medicine has gone
beyond traditional forms of cure, oxygen therapy comes as a breath of fresh air. Supplemental oxygen
is one of the most widely used forms of therapy worldwide. It is also frequently used for patients with
chronic lung diseases. Besides, the importance of oxygen therapy for patients with heart and lung
diseases is now universally recognized. Defined as any modality which introduces oxygen and related
therapies as part of health regions, oxygen makes up 21 percent of the atmosphere we breathe, but it
was not discovered as a separate gas until the late 18th century. Although oxygen’s life supporting role
was understood early on, it took about 150 years for the gas to be used in a proper fashion for patients.
Questions:
(1) Which system does not form part of alternative system of medicine?
(a) Ayurveda
(b) Yoga
(c) Naturopathy
(d) Allopathy
(2) Which therapy has replaced medicinal treatment?
(a) Water
(b) Oxygen
(c) Carbon dioxide
(d) Herbals
(3) When it was discovered that oxygen covers 21 percent of atmosphere?
(a) C 16th
(b) C 17th
(c) C18th
(d) C19th
(4) How many years did it take to realize importance of oxygen gas?
(a) 100 years
(b) 110 years
(c) 120 years
(d) 150 years
67
(5) Find a word from the passage which means opposite to ‘modern’
(a) Boon
(b) Traditional
(c) Chronic
(d) Regimen
Q.2 Read the passage given below and write the option that you consider the most appropriate
in your answer sheets:
1. When television became widespread after World War II, some people thought that television
will replace reading. They believed that only a few people might still have any reason to read
and that television would become the number one educational tool.
2. We know now that this prediction was incorrect. There has been no decline in most people’s
need to read. In fact surveys show that more books than ever are being sold and the amount of
time the students spend in reading is greater than in the days before television. Unfortunately,
however, many students are doing little or no voluntary reading. Most of the readings that
they do are assigned to by their teachers.
3. Just think about how much you read every day in order to complete your school work? How
often can you finish an assignment or your home-work without doing any reading? Is there
any class in your school that does not require you to do some reading? You have to read in
home-economics, directions and recipes, if nothing else-in shop and auto-mechanic classes, in
the science lab and certainly in such courses as Social Studies and English. There is no
denying the fact that most academic and vocational courses rely heavily on textbooks.
4. Not too long ago, a group of teachers made a study of the students and learning problems. A
curious fact came out of this study. The teachers discovered that the students who did poorly
in subjects such as Maths or Art could still do very well in other subjects. But the students
who did poorly in reading, almost always did poorly in all other courses.
5. For a while the teachers who made the study were puzzled by this, but they soon had an
answer to this puzzle. The teachers looked at the subjects that the students were failing in and
discovered that even subjects like Maths and Science were based on reading.
6. Of course there were also other skills involved such as learning to add and subtract in Maths
class but most of the explanation of how to do things had to be read by the students. Much of
the home-work assignments required students to read long sets of directions and tests and,
problems in class often involved story problems that are explained in words and had to be
read and understood before they could be solved. Your success or failure in these classes will
depend
on
your
ability
to
read
the
required
material.
(1X5= 5 Marks)
Questions:
(1) Which kind of reading is gaining importance?
(a) Voluntary readings
(b) Comics
(c) Novels
(d) Forced readings
(2) Which subject does not completely rely on reading?
(a) Maths
(b) Social Studies
(c) Science
(d) Hindi
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(3) What was thought to replace reading?
(a) Sports
(b) Badminton
(c) Television
(d) Movies
(4) Teachers had to answer this puzzle. What was this puzzle?
(a) Why students performed badly in Science
(b) Why students performed badly in Maths
(c) Why students performed badly in Social Studies
(d) Why students performed badly in Home Science
(5) Choose a word from stanza III which means ‘home-work’
(a) Direction’s
(b) Recipes
(c) Assignment
(d) Academic
Q.3 Read the passage given below and write the option that you consider the most
appropriate in your answer sheets:
(1X5=5 Marks)
Proper food is the basic requirement of health. Health does not mean absence of disease; it
rather means the presence of energy and vitality. Most of the food we eat daily does not
contain essential nutrients needed for the preservation of health and prevention of disease.
There are various kinds of food. Protective foods are essential for protection of disease and
are needed both by the healthy and the sick. They are rich in proteins, vitamins and minerals.
Energy giving foods are rich in carbohydrates, and are needed by those who are engaged in
hard physical labor. Body building foods are rich in proteins. Diet of growing studentren,
adolescents and nursing mothers should contain sufficient quantity of protein for growth and
for repair and maintenance of body tissues.
Questions:
(1) …………. Is the basic requirement of health
(a) Food
(b) Exercise
(c) Rest
(d) Disease
(2) Health means presence of ………….
(a) Energy
(b) Disease
(c) Nutrition
(d) Protection
(3) Energy giving foods are rich in ………….
(a) Proteins
(b) Carbohydrates
(c) Fats
(d) Vitamins
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(4) Body building foods are rich in ……………….
(a) Fats
(b) Vitamins
(c) Carbohydrates
(d) Proteins
(5) Which group of people does not necessarily require protein in rich diet?
(a) Growing studentren
(b) Adolescents
(c) Nursing mothers
(d) Grown up males
(6) Those who do hard physical labor must be given ……………..
(a) Proteins
(b) Fats
(c) Carbohydrates
(d) Vitamins
(7) Which word means the same as ‘period of growing youth”
(a) Studentren
(b) Adolescents
(c) Growing studentren
(d) Body builders
SECTION B (Writing- 15 Marks)
Q.4. Your grandpa has presented a book to you on your 14th birthday. It is a book titled ‘Art of
Living’. Pointing out the usefulness of the book, write a letter to him in not more than 100 words
thanking him on the choice of the present. You are Shivani/Shivam living at 281-A, Shyam Park,
Delhi.
OR
You are Suraj/Radhika, monitor in class IX B in the Sarvodya Vidalaya, Janakpuri, New Delhi.
Write a letter to the Principal asking him/her to arrange special coaching classes in Maths. Give
(6 marks)
reasons why this is necessary. (100 words)
Q.5. You are required to write an article for your School Magazine on “Importance of Music in
Life”. Write it in your answer sheets using not more than 120 words with the help of these notes.
Fine arts - vocal - instrumental - all age groups - natural gift - food for soul - great
musicians - western - oriental - classical - pop - light - concerts - competitions suggestions - school to provide facilities.
OR
ABC Survey took out a survey on school studentren of a locality. They found that the
students remained glued to T.V most of the time. Their progress cards and performances
in the sports and other extra - curricular activities were also evaluated. These presented a
sad aspect. Their behavior also had strange effects. Based on these findings together with
your own ideas, write an article in not more than 120 words on the topic “Cable T.V and
Studentren”.(6 Marks)
70
Q.6. Last week a health check-up programme was organized in your school for the students of class
IXth and Xth. The doctors of AIMS were invited with a team. Write a report in about 60 words on
various activities that took place. You are Gaurav/Garima of class IXth.
OR
Ritesh decided to write a story about a frightening incident. He had started it but could not complete
it. Complete the story on the basis of the beginning given below.
The doctor was living in a rented house, which was without electricity. He was a bachelor and his
practice was not yet established. After taking his meals, he ………….(3 Marks)
SECTION C (Grammar-15 Marks)
Q.7. Choose the most appropriate option from the ones given below to complete the following
sentence. Write the answers in your answer sheet against the correct blank number. Do not copy
the whole sentence
(1X3= 3 Marks)
1) There are (a)……… reasons why studentren have to work.
2) …(b)…….. help their family make a livelihood.
3) Others …(c)…… run away from unhappy homes.
(a) (i) some (ii) many
(b) (i) all
(ii) much
(c) (i) who (ii) which
(iii) few (iv) more
(iii) any (iv) some
(iii) that (iv) whose
Q 8 The underlined words in the following passage have not been used appropriately. Replace them
by choosing the most appropriate option from the ones given below the passage. Write your answers
in your answer sheet with the correct number. Do not copy the whole passage.
(1x3= 3 Marks)
Raman is feeling proud of his father because he ……….(a) (elect) president of welfare association. It
seems he is not aware of the unfair means that ………(b) (use) for his success. In reality, he
…………(c) (not like) by the people because of his impolite manners.
(a) i) was elected ii) had been elected iii) has been elected
(b) i) were used
ii) was used
iii) have been used
(c) i) was not liked ii) is not liked
iii) would not like
iv) have been elected
iv) had used
iv) had not liked
Q 9 The underlined words in the following passage have not been used appropriately. Replace them
by choosing the most appropriate option from the ones given below the passage. Write your answers
in your answer sheet with the correct number. Do not copy the whole passage.
(1x3= 3 Marks)
Deepak: Where are you going?
Ramesh: To the airport
Deepak: Why are you going there?
Ramesh: To receive my uncle who is coming from London
Deepak asked Ramesh……… (a). Ramesh told him that he was going to the airport. Deepak
further asked him……….. (b). Ramesh told him that………..(c) to receive his uncle who was
coming from London
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(a) i) where you are going
ii) where he is going
iii) Where he was going
iv) Where you were going
(b) i) why you are going there
ii) Why you were going there
iii) Why he was going there
iv) Why he is going there
(c) i) he is going there
ii) He was going there
iii) If he was going there
iv) I am going there
Q.10. Complete the following passage by choosing the correct passive form of the verbs given in
brackets from the alternatives given. Write your answers in the answer sheet against the correct blank
(1X3=3 Marks)
number.
As soon as I saw the..….(a)(dance) girl, I rushed to her ……(b)(inform) her about the ….(c)(come) of
another dancer who was anxious to show great dancing skill.
(a) (i) danced (ii) dancing (iii) to dance (iv) has been dancing
(b) (i) to inform (ii) informing (iii) had been informed (iv) had to be informed
(c) (i) coming (ii) to come (iii) had to come (iv) will be coming
Q.11. Complete the dialogue by choosing the correct alternative from those given below. Write your
answers in the answer sheet against the correct blank number.
(1X3=3 Marks)
The teacher asked his student about (a)_______________ on extra reading. The student said that he
read for at least two hours everyday. The teacher enquired (b)______________. The student told him
that he was interested in comics. The teacher advised him to read the newspapers also but the student
said that he did not know (c)______________ since it contained many items.
(a) (i) how much time do you spend?
(iii) how much time he spent
(ii) what time you spend
(iv) which time he spent
(b) (i) which books did interest most.
(iii) which are books interested in
(ii) which books interested him most
(iv) what books interested him the most
(c) (i) what to do with it
(iii) where to read in a newspaper
(ii) what he read in the newspaper
(iv) what to read in a newspaper
SECTION D (TEXTBOOK- 35 Marks)
Q.12.A. Read the extract given below and answer the questions that follow by choosing the most
appropriate alternative from those given below:
(1X4=4 mark
s)
The Inspector had smiled after he was finished and patted Margie’s head. He said to her
mother, “it’s not the little girl’s fault, Mrs. Jones; I think geography sector was geared a little
72
too quickly. Those things happen sometimes. I’ve slowed it up to an average ten-year’s level.
Actually, the overall pattern of her progress is quite satisfactory.” And he patted Margie’s
head again. Margie was disappointed. She had hoped, they would take the teacher away
altogether. They had once taken Tommy’s teacher away for nearly a month, because the
History sector had blanked out completely.
Questions:
(1) What work had the Inspector finished?
(a) Had reviewed the progress of Margie
(b) Had set the mechanical teacher right
(c) Had taken apart the mechanical teacher
(d) None of the above
(2) What was the problem with Margie’s mechanical teacher?
(a) History sector was geared a little too quickly
(b) Geography sector was geared up too fast
(c) Geography sector had blanked out
(d) None of the above
(3) Why was Margie disappointed?
(a) She had hoped that country Inspector would not be able to set it right
(b) She had hoped that country Inspector would take away the mechanical teacher for repair
(c) That she would be exempted from Geography test
(d) None of the above
(4) According to the Country Inspector”
(a) Margie’s overall progress was not good
(b) Margie’s overall progress was quite satisfactory
(c) Margie’s overall progress in Geography was bad
(d) She did not study properly
B. Read the extract given below and answer the questions that follow by choosing the most
appropriate alternative from those given below:
(1X4=4 marks)
But Albert Einstein was not a bad pupil. He went to High School in Munich, where Einstein’s family
had moved when he was 15 months old, and scored good marks in almost every subject. Einstein
hated the school’s regimentation and often clashed with his teachers. At the age of 15, Einstein felt so
stifled there, that he left the school forever. The previous year, Albert’s parents had moved to Milan,
and left their son with relations.
Questions:
(1) How old was Albert when his family moved to Munich?
(a) 11 years
(b) 15 years
(c) 15 months
(d) 11 months
(2) How did Albert fare in studied at the High School?
(a) Scored good marks in Science and Maths
(b) Scored good marks in Physics
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(c) Scored good marks in all the subjects
(d) Did fairly well
(3) Why did he hate and leave the school?
(a)
(b)
(c)
(d)
He did not like the strict regimentation and felt suffocated.
He did not like the attitude of the principal.
He was in disciplined and clashed with the teachers
He did not like the teaching process there
(4) Find the word in the passage which means order or discipline taken to an extreme.
(a) Stifled
(b) Regimentation
(c) Regulations
(d) None of the above
Q.13. .Read the extracts given below and answer the questions that follow by choosing the most
(3x2=6marks)
appropriate alternatives from those given below (any two)
You are very clever at poking fun at weaklings
Frail crumbling houses, crumbling doors, crumbling
Rafters, crumbling wood, crumbling bodies, crumbling
Lives, crumbling hearts The wind god winnows and crushes them all
1) The poet of the above poem is
(a) William Wordsworth
(b) Phoebes Carry
(b) Subramania Bharti
(d) Robert Frost
2) How does the wind poke fun at the weaklings
(a) By not obeying the poet`s request to blow slowly
(b) By scattering papers and breaking shutters
(c) By destroying all that is weak and frail
(d) By crushing in winnows.
3) What do you understand by ‘winnows’ in the lines above
(a) Weak and crumbling
(b) Strong
(c) Powers of separating weak from the strong
(d) By blowing storm and rain
A.
B.
When the humid shadows hover
Over all the starry spheres
And the melancholy darkness
Gently weeps in rainy tears
(a) What does the word ‘humid shadows’ stand for?
i)
Shadows of the night
ii)
Darkness of the night
iii)
Darkness caused by the clouds
iv)
Water laden clouds
(b) Why is the sky sad?
i)
The gay brightness of the sky with its twinkling stars has been covered
by clouds
ii)
The sky is sad because there is no moon
iii)
The sky appears to be dark to the poet as he is in a depressing mood
74
iv)
None of the above
(c) What does the author feels when it rains?
i)
Feels the bliss
ii)
Feel sad
iii)
Day dreams about his past life
iv)
None of the above
C.
And every country school boy
Has seen her in the woods
Where she lives in the trees
Boring and boring for food
(a) Who is ‘she’ in the above lines?
i)
the old greedy lady
ii)
young lady
iii)
wood pecker
iv)
crow
(b) ‘She’ lives now in
i)
her house
ii)
the pond
iii)
dense forest
iv)
the trees
(c) How does she get her food now?
i)
by begging door to door
ii)
by boring the cake
iii)
by boring into dry hardwood
iv)
by searching for food
Q.14. Answer any two of the following questions in 40-50 words in your answer sheet (2X3=6
Marks)
1) What things about the book did Margie find strange?
2) Why was the instrument named Shenai?
3) Why did Kezia always stutter talking to her father?
4) How did the doctor feel when the snake coiled itself round his arm?
Q15.
Answer the following question in about 80 words
Describe the incident that changed Kezia`s opinion about her father.
(5 Marks)
OR
Is there a similarity between the doctor and the snake? If so, what is it?
Q.16. Answer the following question in about 80 words.
(4 Marks)
What was the merchant accused of? Describe his trial in the court of the king.
OR
Compare the attitude of the student before an after his separation from his parents.
Q.17. Answer the following questions in about 40-50 words. Attempt any two.
1) Give a brief description of Toto, the monkey in 30 40 words.
2) How does Iswaran describe the uprooted tree on the highway?
3) To whom the prince send his great ruby and why?
75
(3X2=6 Marks)
Sample Paper – 2011
Class – IX
Subject - ENGLISH
(Language and Literature)
SUMMATIVE ASSESSMENT - I
The question paper is divided into four sections:
Section A: Reading Comprehension
15 marks
Section B: Writing
15 marks
Section C: Grammar
15 marks
Section D: Literature
35 marks
Marks are indicated against each question.
SECTION A
(Reading-15 Marks)
Q.1. Read the passage given below and answer the questions that follow by writing the
options that you consider the most appropriate in your answer sheet.
(5 Marks)
Imagine 100 people walking on a beach in the middle of the night, stopping every once in a
while to search for turtle eggs and hatchlings! I was a part of this walk recently in the heart of
Chennai in Tamil Nadu! Our aim was to take them to the safety of a ‘hatchery’.
As we trudged along the beach, we came across the tractor-like tracts of a turtle that must
have come ashore to lay her eggs. The tracks are unmistakable. These are caused by the feet
and back flippers of the turtle as it drags itself across the sand. But try as we might, we could
not locate the nest that the turtle must have dug to drop its eggs. An hour later, we came
across another set of tracts, and this time located the nest.
As our expert guides dug, a wave of excitement went through the group…one by one, turtle
hatchlings emerged from the hole. They began walking and we guided them to the sea so they
could swim off. We found and released 87!
This night exercise has been a part of the unique “turtle walk” organized by conservationists
in Chennai for the last 20 years! Every year when the nesting season of the Olive Ridley
turtles comes around, people gather to patrol the beach every night. They ensure that no one
76
digs up the eggs or hatchlings to eat them, and when they find eggs, they transfer them to a
safe enclosed hatchery.
Why do they need to do this? Because the Chennai beach is visited by thousands of people,
and by dogs, and the turtles could easily be disturbed or dug up.
Another threat faced by the hatchling is the lighting across the beach. When they emerge
from the nest, these turtles look for the brightest part of the horizon and head there. In natural
conditions, this would be the sea. In Chennai, however, it is now brighter inland than at the
sea! Chennai’s turtle volunteers spend hours every night to ensure that this does not happen
1. The Olive Ridley turtles come ashore
(a) to lay eggs in nests
(b) to enjoy the sand on the shore
(c) to save themselves from bigger sea animals
(d) to take rest
2. The author and others were looking for turtle eggs to
(a) dig up the eggs and to eat them
(b) keep them in show cases
(c) transfer them to a safe enclosed hatchery
(d) transfer them to a safe cage
3. Turtle eggs and hatchlings are in danger of
(a) being dug up and eaten by people and dogs
(b) being destroyed by children
(c) being disturbed by bright light
(d) being crushed by walkers on the beach
4. The hatchlings do not head towards the sea on their own because
(a) they are too young to know the direction
(b) they are attracted towards the bright lights inland
(c) they are afraid of going to the sea
(d) the sea waves are very strong
5. the word in the passage which means the same as “people engaged in protection of
valued resources” is
a. guides
b. conservationists
c. volunteers
d. flippers
77
Q.2. Read the following passage and write the options that you consider the most appropriate
in your answer sheet.
(5
Marks)
Ever wondered about those tall structures that are landmarks along every shore all over the
world? Lighthouses. We see them in pictures and in movies and along every seashore. Tall,
stately structures looking out to sea, warning the incoming ships of approaching land.
Did you know what served as a lighthouse in the early years? The locals from the area would
light a fire at a height to warn boats of any impending dangers like rocks or even land. The
early constructors of lighthouse included the Greeks, Romans and Phoenicians.
How do you think these lighthouses showed the way to incoming ships? Those were the days
when technology had not taken over the world. The lighthouses used lamps to guide the
ships. However, these lamps could throw light only as far as a few miles into the sea. It was
only much later that mirrors, prisms, electricity and the automatic working of a lighthouse
came to be. It is indeed amazing what these stately structures out in lonely locations across
the world mean to the sailors as they near land after days out at sea.
Did you know that the Lighthouse of Alexandria is one of the Seven Wonders of the Ancient
World? It was located on the island of Pharos in Egypt and it was built in 290 BC. The
lighthouse used fire at night and reflected the sunrays during the day to warn sailors of land.
This monument is a legacy in the world today although it was destroyed by several
earthquakes that hit it in the 1300s.
Today, in its place stands a fort built in 1480 using the marble and stones from the lighthouse,
a breathtaking structure that came down ravaged by nature.
1. Lighthouses are built
(a) to show direction to the ships
(b) to warn the ships of approaching land or rocks
(c) to show technological development
(d) to keep a check on the ships at the sea
2. Lighthouses used only fire in the early years because
78
(a) electricity was yet to be discovered
(b) technology was not used
(c) automatic lighthouses had stopped working
(d) sailors wanted only fire to be used
3. The fort built in 1480 is unique because
(a) it is a legacy in the world today
(b) it was destroyed by several earthquakes
(c) it is a breathtaking structure savaged by nature
(d) it was built with the marble and stones from the destroyed lighthouse
4. The lighthouse of Alexandria
(a) is located on the island of Pharos in Egypt
(b) was destroyed in the 1300’s
(c) helps sailors today
(d) used electricity at night
5. An important building/ structure that is easy to recognize is called a
(a) stately structure
(b) tall structure
(c) beacon
(d) landmark
Q.3. Read the poem given below and answer the questions by writing the options that you
consider the most appropriate in your answer sheet.
marks)
In London Town
It was a bird of paradise
Over the roofs he flew
Children clapped their hands and cried:” How nice!
79
(5
Look- his wings are blue!”
His body was of ruby red
His eyes were burning gold
All the grown-up people said
“What a pity the creature is not dead,
For then it could be sold”
One was braver than the rest,
He took a loaded gun
Aiming at the emerald chest
He shot the creature through the breast,
Down it fell in the sun.
It was not heavy, it was not fat
And folk began to stare
“We cannot eat it, that is flat!
And such outlandish feathers as that
Why, who could ever wear?”
They flung it in to the river brown
“A pity the creature died!”
Thus they said in London town
But all the children cried.
1) “Children clapped and cried” shows that
(a) they were celebrating
(b) they were happy and excited
(c) they were very sad and emotional
(d) they were shouting at each other
80
2) The grown ups were materialistic as
(a) they wanted to eat the bird and sell its feathers
(b) they wanted to throw the bird into the river
(c) they wanted to sell the bird for a huge sum
(d) they wanted to kill the bird to save their town
3) The adults do not have
(a) the innocence of children
(b) the wealth of the world
(c) peace of mind
(d) cruel feelings
4) The children were different from the grown ups as the children
(a) were kind and liked the bird just as it was
(b) they liked the bird for its colourful feathers
(c) wept when the bird died
(d) they stared at the outlandish bird in distaste
5) The word ‘outlandish’ here means
(a) Out of land
(b) Unusual and strange
(c) Ordinary
(d) Colourful
SECTION B
(Writing- 15 Marks)
Q.4. Your younger brother Sahil spends time and money on the latest electronic gadgets like
I- pods, playstations, mobiles, DVD’sets. He also spends most of his time playing games on
these gadgets. Write a letter advising him against the wastage of money and also the risk he
81
is running to his health due to too much indulgence with these gadgets. Also ask him to play
outdoor games (100 words)
OR
You are Sumit Arora, living at 315, F-Block, Happy Gardens, New Colony, Delhi. This is a
residential colony but has become a thoroughfare for speeding vehicles. Many cases of
accidents have been reported. Write a letter to the President, RWA of the Colony to construct
speed breakers in the colony for safety
(100 words).
Q.5. Children are the future of the nation. Schools and parents play a very important role in
the development of the all-round personality of a child. Write an article on the topic “Role of
School in a Child’s Life”. (120 words)
(6 marks)
Hints: Importance of school for a child—Shaping of physical & mental healthdevelopment of right attitude—character building—providing opportunities to develop
talents in each child.
OR
Delhi is hosting the Common Wealth Games, 2010. You, as a student, want to make Delhi a
better city so that the foreign delegates enjoy being in your city and take back pleasant
memories of their stay in the city. Prepare a speech encouraging your school mates to follow
certain guidelines for the event in 120 words.
Hints: Follow the tradition of “Atithi Devo Bhava” – accord warm welcome – always
eager to guide – act as volunteers to guide people and traffic – spread awareness about
keeping city clean.
Q.6. Your school organised a cultural programme with the help of the local artists for raising
funds to help an association for disabled children of your city. Write a report in 60 words for
your school magazine.
(3 Marks)
OR
Here is a story that is to be published in the school magazine. Unfortunately it has been left
unfinished. Complete the story by adding a few points of your own:-
82
Pooja was coming out of her history class. She saw Ms. Mary, her teacher, walking in the
corridor. Suddenly two boys came running and pushed Ms. Mary and……….
SECTION C
(Grammar-15 Marks)
Q.7. Choose the most appropriate option from the ones given below to complete the
following passage. Write the answers in your answer sheet against the correct blank
number.
Do
not
copy
the
whole
passage.
(1X3= 3 Marks)
We (a) _________ not be anxious about our life, food (b)______________ clothing, because
heavenly father takes care (c)_____________ everybody’s necessities.
This, (d)____________ , does not mean (e)________________ we stop working and
(f)____________ that He will provide for us.
a) i)
can
ii) should
iii)could
iv) would
b) i) but
ii) and
iii) though
iv) yet
c) i) in
ii) for
iii) of
iv) to
d) i) therefore
ii) however
iii) rather
iv) but
e) i) if
ii) whether
iii) what
f) i) hope
ii) hoping
iii) hoped
iv) that
iv) hopes
Q.8. The underlined words in the following passage have not been used appropriately.
Replace them by choosing the most appropriate option from the ones given below the
passage. Write your answers in your answer sheet with the correct number. Do not copy the
whole passage.
(1x3= 3 Marks)
Residents of neighbouring colonies could be seen (a) packed their valuables and moving out
to safer areas. As an (b) emergent measure, five companies of police were posted in the
adjoining colonies for the (c) protect of the life and property of the residents.
83
(1X3= 3 Marks)
(a) (i) pack
(ii) packing
(iii) packet
(iv) packer
(b) (i) emergence
(ii) emergency
(iii) emerged
(iv) emerging
(c) (i) protection
(ii) protected
(iii) protecting
(iv) protector
Q.9. Read the following dialogue and then complete the report by choosing the correct
options given below. Write your answers in your answer sheet with correct blank number. Do
not copy the dialogue and the report.
(1X3= 3 Marks)
Shylock: I am unwell.
Duke: What can I do for you, Sir?
Shylock: Will you take me to the doctor?
Duke: Yes, Sir.
Shylock told the Duke (a)______________. The Duke asked respectfully (b)___________.
Shylock asked the Duke (c)___________________.The Duke replied in the affirmative.
(a) (i) that he is unwell
(ii) that I am unwell
(iii) that he was unwell
(iv) If he was unwell
(b) (i) what he could do for him
(ii) what could he do for him
(iii) what he can do for him
(iv) if he could do for him
(c) (i) would he take him to the doctor
(ii) if he would take him to the doctor
(iii) that he could take him to the doctor
(iv) if he would take me to the doctor
84
Q.10. Complete the following passage by choosing the correct passive form of the verbs
given in brackets from the alternatives given. Write your answers in the answer sheet against
the correct blank number.
(1X3=3 Marks)
People of Delhi (a)___________(loot) and massacred by the soldiers of Nadir Shah in 1739.
It
(b)____________
(write)
in
history
that
many
important
buildings
(c)____________(destroy) by him.
(a) (i) are looted
(ii) were looted
(iii) had been looted (iv)
have
been
(iv)
had
looted
(b) (i) is written
(ii) were written
(iii) have written
written
(c) (i) had destroyed (ii) have destroyed
(iii) were destroyed
(iv) was destroyed
Q.11. Complete the dialogue by choosing the correct alternative from those given below.
Write your answers in the answer sheet against the correct blank number.
(1X3=3 Marks)
The teacher asked his student about (a)_______________ on extra reading. The student said
that he read for at least two hours everyday. The teacher enquired (b)______________. The
student told him that he was interested in comics. The teacher advised him to read the
newspapers also but the student said that he did not know (c)______________ since it
contained many items.
(a) (i) how much time do you spend?
(ii) what time you spend
(iii) how much time he spent
(b) (i) which books did interest most.
(iii) which are books interested in
(iv) which time he spent
(ii) which books interested him most
(iv) what books interested him the most
(c) (i) what to do with it
(iii) where to read in a newspaper
(ii) what he read in the newspaper
(iv) what to read in a newspaper
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SECTION D
(TEXTBOOK-35 Marks)
Beehive (Prose)
Q.12. A. Read the extract given below and answer the questions that follow by choosing the
most appropriate alternative from those given below:
“They called her name and she didn’t move. I suddenly realized she hadn’t heard.” Says
Isabel Glennie. For quite a while Evelyn managed to conceal her growing deafness from
friends and teachers. But by the time she was eleven her marks had deteriorated and her
headmistress urged her parents to take her to a specialist. It was then discovered that her
hearing was severely impaired as a result of gradual nerve damage. They were advised that
she should be fitted with hearing aids and sent to a school for the deaf. “Everything suddenly
looked black.” says Evelyn.
(1X4= 4marks)
1) Evelyn concealed her growing deafness because:
(a) she wanted to learn music
(b) she felt her marks would increase
(c) she did not want to disturb her parents
(d) she was probably too proud to reveal her defect
2) Evelyn’s mother discovered her growing deafness when:
(a) Evelyn was playing the piano
(b) Evelyn’s marks deteriorated
(c) Evelyn did not respond to her name being called
(d) Evelyn was taken to a specialist
3) “Everything suddenly looked black” because
(a) It was confirmed that Evelyn had become deaf
(b) she had to use hearing aids and attend a school for the deaf
(c) the doctor discovered that she had nerve damage
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(d) Evelyn’s parents were advised to remove her from her school
4) Evelyn’s hearing was ‘impaired’ means:
(a) her hearing was weakened
(b) she needed hearing aids
(c) she could not talk properly
(d) she could hear only some words
B. Read the extract given below and answer the questions that follow by choosing the most
appropriate alternative from those given below:
He was a round little man with a red face and a whole box of tools with dials and wires. He
smiled at Margie and gave her an apple, then took the teacher apart. Margie had hoped he
wouldn’t know how to put it together again, but he knew how all right, and after an hour or
so, there it was again, large and black and ugly, with a big screen on which all the lessons
were shown and the questions were asked.
(1X4=4 Marks)
1) ‘Took the teacher apart’ means:
(a) took the teacher to one side
(b) opened up the machine
(c) broke the computer
(d) sliced open the teacher
2) How do you know the inspector was a friendly man?
(a) He was a round little man with a red face
(b) He had a whole box of tools with dials and wires
(c) He took the teacher apart
(d) He smiled at Margie and gave her an apple
3) What had Margie hoped for?
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(a) The inspector would give her a bag of dials and wires
(b) The inspector would not know how to repair the computer
(c) The inspector would repair the computer
(d) The inspector would remove the geography sector completely
4) Find a word from the above passage which is the opposite of beautiful:
(a) large
(b) black
(c) ugly
(d) screen
Q.13. Read the extracts given below and answer the questions that follow by choosing the
most appropriate alternatives from those given below (Attempt any two)
(3x2=6marks)
(A)
Now in memory comes my mother,
As she used in years agone,
To regard the darling dreamers
Ere she left them till the dawn:
O! I feel her fond look on me
As I list to this refrain
Which is played upon the shingles
By the patter of the rain.
1) The mother is not with the poet because
(a) She is in the poet’s memory
(b) She is dead
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(c) She lives somewhere else
(d) She has gone to sleep
2) ‘Refrain’ means:
(a) repeated part of a poem or a song
(b) a beautiful sound
(c) a sound made by an animal
(d) a sound made by stones
3) “I feel her fond look on me” means
(a) The mother disliked him
(b) The mother loved him
(c) The mother did not care for him
(d) The mother looked at him
(B) I will arise and go now, for always night and day
I hear the lake water lapping with low sounds by the shore;
While I stand on the roadway, or on the pavement grey,
I hear it in the deep heart’s core.
1) The poet wants to go to Innisfree
(a) to spend his holidays
(b) to do a lot of work there
(c) to enjoy the peace and beauty of the place
(d) to look after his crops
(2) In the ‘deep heart’s core’ means:
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(a) the poet believes that his heart is deep
(b) the poet has a strong heart
(c) the poet feels deeply about going to Innisfree
(e) the poet is very upset
(3) The poet standing on “pavements grey” means that he is:
(a) standing on a city road
(b) in a boat
(c) visiting a temple
(d) standing near a harbour
(C)
I shall be telling this with a sigh
Somewhere ages and ages hence
Two roads diverged in a wood
And I took the one less traveled by
And that has made all the difference.
(1) The Roads stand for
(a) highways and important paths
(b) trails in the wood
(c) opportunities and choices
(d) difficulties in life
(2) What does the poet mean by “has made all the difference” ?
(a) he has become successful
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(b) he regrets his decision
(c) he has been unsuccessful
(d) choice often shapes our lives
(3) The poet’s sigh expresses his:
(a) sadness
(b) happiness and relief
(c) helplessness
(d) regret and anger
Q.14. Answer any two of the following questions in 40-50 words in your answer sheet
(2X3=6 Marks)
(1) What did the country inspector do to improve Margie’s performance in Geography?
(2) Bismillah Khan loved India and Benaras the most. Justify it by giving two instances from
the text.
(3) Kezia made a birthday present for her father but it proved to be a disaster for her? How?
Explain.
(4) What two ‘important’ and ‘earth shaking’ decisions did the doctor take while he was
looking into the mirror?
Q.15. Answer the following question in about 80 words
(5
Marks)
Albert Einstein is called a scientific genius. Write down his achievements and comment on
his genius.
OR
Do you agree with Margie that schools today are better than the schools in the chapter ‘The
fun they had’ Give proper arguments in favour of your answer.
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Q.16. Answer the following question in about 80 words.
(4 Marks)
Toto was an adventurous monkey. How did he almost boil himself alive? How was he saved?
OR
How did the little swallow carry out the wishes of the Happy Prince?
Q.17. Answer the following questions in about 40-50 words. Attempt any two.
(3X2=6 Marks)
(1)How was the Kingdom of Fools different from other places?
(2) What happened to Mahendra during the full moon night?
(3) How was the child lost in the fair?
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To Prepare a good Question Paper (Pattern of the Question Paper)
SECTION A: READING
15 Marks
30 periods
Qs 1-3 Three unseen passages of total 500 words followed by 15 marks Multiple Choice
Questions of 1 mark each. Out of the 15 marks, 3 marks will be for vocabulary. The
questions will test inference, evaluation and analysis. The passages may be extracts
from poetry/ factual/ literary/ discursive texts.
Section B: WRITING
15 Marks
40 periods
Q 4 Letter Writing: One out of two letters (formal/informal/email) in not more than 100
words
based on verbal stimulus and context provided.
Types of letter: Informal – personal, such as to family and friends.
Formal – letters to the Editor.
Email – formal letters to prince[pal of the school or to the editor of a Newspaper or a
Magazine.
6 Marks
Q 5 Writing an article, speech or debate based in visual or verbal stimulus in not more than
120 words (One out of two).
6 Marks
Q 6 Writing a short composition in the form of dialogue writing/story or report of
minimum 80 words (One out of two).
3 Marks
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Section C: GRAMMAR
15 Marks
45 periods
This section will assess Grammar items in context for 5 marks. It will carry 5 questions
of 3 marks each.
Qs 7-11. A variety of short questions involving the use of particular structures within a
context. Text types used will include gap – filling, sentence-completion, sentence-reordering,
dialogue-completion and sentence-transformation (including combining sentences). The
Grammar syllabus will include the following areas in class IX:
1.
2.
3.
4.
5.
(i).
Tenses
Modals (have to/had to, must, should, need, ought to and their negative forms)
Use of passive voice
Subject – verb concord
Reporting
Commands and requests
(ii). Statements
(iii). Questions
6. Clauses:
(i)
Noun clauses
(ii)
Adverb clauses of condition and time
(iii) Relative clauses
7. Determiners, and
8. Prepositions
Note: No separate marks are allotted for any of the grammatical items listed above.
All questions will be multiple choice questions. The questions will be based on a sample of
grammar items taught in class IX.
Section D: TEXT BOOKS
35 Marks
95 periods
Beehive-NCERT Text Book for Class IX
25 Marks
Q 12 Two reference to context Multiple Choice Questions from Prose or Play.
Up to one mark in each extract will be for vocabulary, at least one question will be used for
testing local and global comprehension and one question will be in interpretation.
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(20-30 words)
4x2= 8 Marks
Q 13 Two out of three reference to context stanza from a poem followed by 3 Multiple
Choice Questions to test local and global comprehension of the set text.) (20-30 words)
3x2=6 Marks
Q 14 Three out of four Short Answer questions based on Prose or Play to test local and
global comprehension of theme and ideas. (40-50 words)
2x3=6
Marks
Q 15 One out of two Long Answer questions extrapolative in nature based on prose or
Play.
(Upto 80 words)
5 Marks
Moments: NCERT Supplementary Reader for Class IX
10 Marks
Q 16 One out of Two Long Answer Questions from Supplementary Reader to interpret,
evaluate and analyse character, plot or situations occurring in the lessons to be answered in
about 80 words.
4 Marks
Q 17 Two out of three Short Answer Type Questions based on factual aspects,
interpretation or evaluation of a lesson. (40-50 words)
3x2=6 Marks
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Suggestion/Feedback Form
To
The Editor
District Institute of Education and Training
Ansari road, Daryaganj
New Delhi
Dear Madam,
Suggestions:
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From:
Name: ------------------------------------------------------------------------------Address: ------------------------------------------------------------------------------------------------------------------------------------------------------------E-mail id: ------------------------------------------------------------------------------Phone/Fax: ------------------------------------------------------------------------------Note: You may detatch this sheet and send the Feedback of the Manual for
Teachers on the above mentioned address.
Your Suggestions and feedback are very valuable for us.
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NOTES
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