ENGLISH (CORE)

Code No. 301

2023-24

Background

Students are expected to have acquired a reasonable degree of language proficiency in

English Language by the time they come to class XI, and the course aims, essentially, at
promoting the higher-order language skills.

For a large number of students, the higher secondary stage will be a preparation for the
university, where a fairly high degree of proficiency in English may be required.
Additionally, for another large group, the higher secondary stage may be a preparation
for entry into the professional domain. The Core Course caters to both groups by
promoting the language skills requiredfor academic study as well as the language skills
required for the workplace.

Competencies to be focused on:

The general objectives at this stage are to:

listen and comprehend live as well as recorded oral presentations on a variety of

topics
develop greater confidence and proficiency in the use of language skills necessary for
social and academic purpose to participate in group discussions and interviews, by
making short oral presentation on given topics
perceive the overall meaning and organisation of the text (i.e., correlation of the vital
portions of the text)
identify the central/main point and supporting details, etc., to build communicative
competence in various lexicons of English
promote advanced language skills with an aim to develop the skills of reasoning,
drawing inferences, etc. through meaningful activities
translate texts from mother tongue(s) into English and vice versa
develop ability and acquire knowledge required in order to engage in independent
reflection and enquiry
read and comprehend extended texts (prescribed and non-prescribed) in the following
genres: science fiction, drama, poetry, biography, autobiography, travel and sports
literature,etc.
text-based writing (i.e., writing in response to questions or tasks based on prescribed
or unseen texts), understand and respond to lectures, speeches, etc.
write expository / argumentative essays, explaining or developing a topic, arguing a
case, etc, write formal/informal letters and applications for different purposes
 make use of contextual clues to infer meanings of unfamiliar vocabulary
select, compile and collate information for an oral presentation
produce unified paragraphs with adequate details and support
use grammatical structures accurately and appropriately
write items related to the workplace (minutes, memoranda, notices, summaries, reports etc.
filling up of forms, preparing CV, e-mail messages., making notes from reference
materials,recorded talks etc.
The core course should draw upon the language items suggested for class IX-X and delve
deeper into their usage and functions. Particular attention may, however, be given to the
following areasof grammar:
The use of passive forms in scientific and innovative writings.
Convert one kind of sentence/clause into a different kind of structure as well as
other items to exemplify stylistic variations in different discourses modal auxiliaries-
uses based on semantic considerations.

A. Specific Objectives of Reading

Students are expected to develop the following study skills:

skim for main ideas and scan for details
refer to dictionaries, encyclopedia, thesaurus and academic reference
material inany format
select and extract relevant information, using reading skills of skimming and scanning
understand the writer's purpose and tone
comprehend the difference between the literal and the figurative
differentiate between claims and realities, facts and opinions, form business
opinionsonthe basis of latest trends available
comprehend technical language as required in computer related fields,
arrive atpersonal conclusion and logically comment on a given text.
Specifically develop the ability to be original and creative in interpreting opinion,
develop the ability to be logically persuasive in defending one's opinion and
making notes based on a text.

Develop literary skills as enumerated below:

respond to literary texts
appreciate and analyse special features of languages that differentiate
literary texts from non-literary ones, explore and evaluate features of character,
plot, setting, etc.
understand and appreciate the oral, mobile and visual elements of drama.
Identify the elements of style such as humour, pathos, satire and irony, etc.
make notes from various resources for the purpose of developing the
extracted ideas into sustained pieces of writing
 B. Listening and Speaking

Speaking needs a very strong emphasis and is an important objective leading to

professional competence. Hence, testing of oral skills must be made an important
component of the overall testing pattern. To this end, speaking and listening skills are
overtly built into the material to guide the teachers in actualization of the skills.

Specific Objectives of Listening & Speaking

Students are expected to develop the ability to:
take organized notes on lectures, talks and listening passages
listen to news bulletins and to develop the ability to discuss informally a wide
rangingissues like current national and international affairs, sports, business, etc.
respond in interviews and to participate in formal group discussions.
make enquiries meaningfully and adequately and to respond to enquiries for the
purposeof travelling within the country and abroad.
listen to business news and to be able to extract relevant important information.
to develop public speaking skills.

C. Specific Objectives of Writing

The students will be able to:
write letters to friends, relatives, etc. to write business and official letters.
open accounts in post offices and banks. To fill in railway/airline reservation forms.
draft notices, advertisements and design posters effectively and appropriately
write on various issues to institutions seeking relevant information, lodge
complaints,express gratitude or render apology.
write applications, fill in application forms, prepare a personal bio-data for
admission intocolleges, universities, entrance tests and jobs.
write informal reports as part of personal letters on functions,
programmes andactivities held in school (morning assembly, annual day,
sports day, etc.)
write formal reports for school magazines/events/processes/ or in local
newspapersabout events or occasions.
express opinions, facts, arguments in the form of speech or debates, using a
variety ofaccurate sentence structures
draft papers to be presented in symposia.
take down notes from talks and lectures.
write examination answers according to the requirement of various subjects.
summarise a text.

Note: The creative writing section shall assess the prescribed competencies for writing skills,
irrespective of any word limit.
D. More About Reading

Inculcating good reading habits in children has always been a concern for all stakeholders
in education. The purpose is to create independent thinking individuals with the ability to
not only create their own knowledge but also critically interpret, analyse and evaluate it
with objectivity and fairness. This will also help students in learning and acquiring better
language skills.

Creating learners for the 21st century involves making them independent learners who can
learn,unlearn and relearn. If our children are in the habit of reading, they will learn to
reinvent themselves and deal with the many challenges that lie ahead of them.

Reading is not merely decoding information or pronouncing words correctly. It is an

interactive dialogue between the author and the reader in which the reader and the author
share their experiences and knowledge with each other. Good readers are critical readers
with an ability to arrive at a deeper understanding of not only the world presented in the
book but also of the realworld around them.

Consequently, they become independent thinkers capable of taking their own decisions
in life rationally. Hence, a few activities are suggested below which teachers may use as
a part of the reading project.
Short review / dramatization of the story
Commentary on the characters
Critical evaluation of the plot, storyline and characters
Comparing and contrasting the characters within the story, with other characters
instories by the same author or by different authors
Extrapolating about the story read or life of characters after the story ends
defendingcharacters actions in the story
Making an audio story out of the novel/text to be read aloud.
Interacting with the author
Holding a literature fest where students role-play as various characters to
interact witheach other
Role playing as authors/poets/dramatists, to defend their works and characters
Symposiums and seminars for introducing a book, an author, or a theme
Creating graphic novels out of novel or short stories they read
Dramatizing incidents from a novel or a story
Creating their own stories
Books of one genre to be read by the whole class.

Teachers may select books and e-books suitable to the age and level of the
learners. Careought to be taken to choose books that are appropriate in terms of
language, theme andcontent and which do not hurt the sensibilities of a child.
Teachers may later suggest books from other languages by dealing with the same themes
as an extended activity. The Project should lead to independent learning/reading skills
and hence thechosen book should not be taught in class, but may be introduced through
activities and be leftfor the students to read at their own pace. Teachers may, however,
choose to assess a student's progress or success in reading the book by asking for verbal
or written progress reports, lookingat their diary entries, engaging in a discussion about
the book, giving a short quiz or a work sheetabout the book/short story. A befitting mode
of assessment may be chosen by the teacher.

Methods and Techniques

The techniques used for teaching should promote habits of self-learning and reduce
dependence on the teacher. In general, we recommend a multi-skill, learner-centred,
activity based approach,of which there can be many variations.
The core classroom activity is likely to be that of silent reading of prescribed/selected
texts for comprehension, which can lead to other forms of language learning activities
such as role-play, dramatization, group discussion, writing, etc., although many such
activities could be carried out without the preliminary use of textualmaterial.
It is important that students be trained to read independently and intelligently,
interacting actively with texts, with the use of reference materials (dictionary, thesaurus,
etc.) where necessary.
Some pre-reading activity will generally be required, and the course books should
suggest suitable activities, leaving teachers free to devise other activities when desired.
So also, the reading of texts should be followed by post reading activities.
It is important to remember that students should be encouraged to interpret texts in
different ways.
Group and pair activities can be resorted to, when desired, although many useful
language activities can be carried out individually. In general, teachers should
encourage students to interact actively with texts and with each other.
Oral activity (group discussion, etc.) should be encouraged.
 ENGLISH CORE
CODE NO. 301
CLASS XI
2023-24

Section A 26 Marks
Reading Skills

I Reading Comprehension through Unseen Passages (10+8=18 Marks)

1. One unseen passage to assess comprehension, interpretation, analysis, inference

and vocabulary. The passage may be factual, descriptive or literary.

2. One unseen case-based factual passage with verbal/visual inputs like statistical data,
charts etc.to assess comprehension, interpretation, analysis, inference and evaluation.

Note: The combined word limit for both the passages will be 600-750.

Multiple Choice Questions / Objective Type Questions will be asked.

3. Note Making and Summarization based on a passage of approximately 200-250 words.

i. Note Making: 5 Marks

Title: 1
Numbering and indenting: 1
Key/glossary: 1
Notes: 2
ii. Summary (up to 50 words): 3 Marks
Content: 2
Expression: 1

Section B 23 Marks
Grammar and Creative Writing Skills
II Grammar 7 Marks

4. Questions on Gap filling (Tenses, Clauses)

5. Questions on re-ordering/transformation of sentences

(Total seven questions to be done out of the eight given).

III Creative Writing Skills 16 Marks

6. Short writing task Classified Advertisements, up to 50 words. One out of the two
givenquestions to be answered (3 Marks: Format : 1 / Content : 1 / Expression : 1)
7. Short writing task Poster up to 50 words. One out of the two given questions to be
answered.(3 marks:Format : 1 / Content : 1 / Expression : 1)
8. Long Writing task: Speech in 120-150 words based on verbal / visual cues related to
contemporary / age-appropriate topic. One out of the two given questions to be answered.
(5 Marks: Format: 1 / Content: 2 / Expression: 2)
9. Long Writing Task: Debate based on visual/verbal inputs in 120-150 words,
thematically related to contemporary, topical issues. One out of the two given questions
to be answered. (5 Marks: Format: 1 / Content: 2 / Expression: 2)

Section C 31 Marks
Literature Text Book and Supplementary Reading Text

This section will have variety of assessment items including Multiple Choice Questions,
Objective Type Questions, Short Answer Type Questions and Long Answer Type
Questions to assess comprehension, interpretation, analysis, evaluation and
extrapolation beyond the text.

10. One Poetry extract out of two, from the book Hornbill, to assess comprehension,
interpretation, analysis, inference and appreciation. (3x1=3 Marks)
11. One Prose extract out of two, from the book Hornbill, to assess
comprehension,interpretation, analysis, evaluation and appreciation. (3x1=3 Marks)
12. One prose extract out of two, from the book Snapshots, to assess comprehension,
interpretation, analysis, inference and appreciation. (4x1=4 Marks)
13. Two Short answer type questions (one from Prose and one from Poetry, from the
book Hornbill), outof four, to be answered in 40-50 words. Questions should elicit
inferential responses through critical thinking. (3x2=6 Marks)
14. One Short answer type question, from the book Snapshots, to be answered in 40- 50
words. Questions should elicit inferential responses through critical thinking. One out
of two questions to be done. (3x1=3 Marks)
15. One Long answer type question, from Prose/Poetry of Hornbill, to be answered in
120-150 words. Questions can be based on incident / theme / passage / extract /
event, as reference points to assess extrapolation beyond and across the text. The
question will elicit analytical and evaluative response from the student. Any one out
of two questions to be done. (1x6=6 Marks)
16. One Long answer type question, based on the chapters from the book Snapshots,
to be answered in 120-150 words, to assess global comprehension and
extrapolation beyond the text. Questions toprovide analytical and evaluative
responses, using incidents, events, themes, as reference points. Any one out of two
questions to be done. (1x6=6 Marks)
Prescribed Books
Hornbill: English Reader published by National Council of Education Research
and Training,New Delhi
The Portrait of a Lady (Prose)
A Photograph (Poem)
Not Afraid to if We Can be Together
Discovering Tut: the Saga Continues
The Laburnum Top (Poem)
The Voice of the Rain (Poem)
Childhood (Poem)
The Adventure
Silk Road (Prose)
Father to Son
Snapshots: Supplementary Reader published by National Council of Education
Researchand Training, New Delhi
The Summer of the Beautiful White Horse (Prose)
The Address (Prose)
Day (Play)
Birth ( Prose)
The Tale of Melon City

INTERNAL ASSESSMENT

Assessment of Listening Skills - 05 marks.

Assessment of Speaking Skills 05 Marks
Project Work - 10 Marks
 Question Paper Design

English CORE XI (Code No. 301)

2023-24

Section Competencies Total

marks

Reading Skills Conceptual understanding, decoding,

Analyzing, inferring, interpreting,
appreciating, literary, conventions and 26
vocabulary, summarizing and using
appropriate format/s.

Grammar and Creative Conceptual Understanding, application of

Writing Skills rules, Analysis, Reasoning, appropriacy of
style and tone, using appropriate format and 23
fluency, inference, analysis, evaluation and
creativity.

Literature Text Book Recalling, reasoning, appreciating literary

and Supplementary convention, inference, analysis, creativity
ReadingText withfluency, Critical Thinking. 31

80
TOTAL
Internal Assessment Assessment of Listening and Speaking Skills 10

Listening 5+5
Speaking

Project Work 10

GRAND TOTAL 100

 ENGLISH CORE
CODE NO. 301
CLASS XII
2023-24

Section A 22 Marks
Reading Skills

I Reading Comprehension through Unseen Passage (12+10 = 22 Marks)

1. One unseen passage to assess comprehension, interpretation, analysis and inference.

Vocabulary assessment will also be assessed via inference. The passage may be
factual, descriptive or literary.
2. One unseen case-based factual passage with verbal/visual inputs like statistical data,
charts etc. to assess comprehension, interpretation, analysis, inference and evaluation.

Note: The combined word limit for both the passages will be 700-750 words.

Multiple Choice Questions / Objective Type Questions and Short Answer type Questions
(to be answered in 40-50 words) will be asked.

Section B 18 Marks
Creative Writing Skills
II. Creative Writing Skills
3.Notice, up to 50 words. One out of the two given questions to be answered.(4 Marks:
Format :1 / Content : 2 / Accuracy of Spelling and Grammar : 1 ).
4. Formal/Informal Invitation and Reply, up to 50 words. One out of the two given questions to
be answered. (4 Marks: Format : 1 / Content : 2 / Accuracy of Spellingand Grammar :1 ).
5. Letters based on verbal/visual input, to be answered in approximately 120-150 words.
Lettertypes include application for a job with bio data or resume. Letters to the editor (giving
suggestions or opinion on issues of public interest) . One out of the two given questions to
be answered . (5 Marks: Format : 1 / Organisation of Ideas: 1/Content : 2 / Accuracy of
Spelling and Grammar :1 ).
6. Article/ Report Writing, descriptive and analytical in nature, based on verbal inputs, to be
answered in 120-150 words. One out of the two given questions to be answered . (5 Marks:
Format : 1 /Organisation of Ideas: 1/Content : 2 / Accuracy of Spelling and Grammar :1 ).

Section C 40 Marks
Literature Text Book and Supplementary Reading Text

This section will have variety of assessment items including Multiple Choice
Questions, Objective Type Questions, Short Answer Type Questions and Long
Answer Type Questions to assess comprehension, interpretation, analysis, evaluation
and extrapolation beyond the text.
7. One Poetry extract out of two, from the book Flamingo, to assess comprehension,
interpretation, analysis, inference and appreciation. (6x1=6 Marks)

8. One Prose extract out of two, from the book Vistas, to assess comprehension,
interpretation,analysis, evaluation and appreciation. (4x1=4 Marks)

9. One prose extract out of two from the book Flamingo, to assess comprehension,
interpretation, analysis, inference and evaluation. (6x1=6Marks)

10. Short answer type questions (from Prose and Poetry from the book Flamingo), to
be answered in 40-50 words each. Questions should elicit inferential responses
through critical thinking. Five questions out of the six given, are to be answered.
(5x2=10 Marks)

11. Short answer type questions, from Prose (Vistas), to be answered in 40- 50 words
each. Questions should elicit inferential responses through critical thinking. Any two
out of three questions to be done. (2x2=4 Marks)

12. One Long answer type question, from Prose/Poetry (Flamingo), to be answered in
120-150 words. Questions can be based on incident / theme / passage / extract / event
as reference points to assess extrapolation beyond and across the text. The question
will elicit analytical and evaluative response from the student. Any one out of two
questions to be done. (1x5=5 Marks)

13. One Long answer type question, based on the chapters from the book Vistas, to be
answered in 120-150 words, to assess global comprehension and extrapolation beyond
the text. Questions to provide analytical and evaluative responses using incidents,
events, themes, as reference points. Any one out of two questions to be done.
(1x5=5 Marks)
 Question Paper Design
Code No. 301
2023-24

English CORE XII

Section Competencies Total marks

Reading Skills Conceptual understanding, decoding, Analyzing,

inferring, interpreting, appreciating, literary,
conventionsand vocabulary, summarizing and using 22
appropriate format/s.

Creative Writing Sills Conceptual Understanding, application of rules,

Analysis,Reasoning, appropriacy of style and tone,
using appropriate format and fluency, inference, 18
analysis, evaluation and creativity.

Literature Text Book Recalling, reasoning, critical thinking, appreciating

and Supplementary literary convention, inference, analysis, creativity
Reading Text with fluency. 40

80
TOTAL
Internal Assessment Assessment of Listening and Speaking Skills 10

Listening 5+5
Speaking
Project Work 10

GRAND TOTAL 100

 Annexure I
Guidelines for Internal Assessment
Classes XI-XII
ALS must be seen as an integrated component of all four language skills rather than a compartment
of two. Suggested activities, therefore, take into consideration an integration of the four language skills
but during assessment, emphasis willbe given to speaking and listening, since reading and writing are
already being assessed in the written exam.
Classes XI-XII Total Marks: 20
Assessment of Listening and Speaking Skills: (5+5=10 Marks)
i. Activities:
Subject teachers must refer to books prescribed in the syllabus.
In addition to the above, teachers may plan their own activities and create their own
material for assessingthe listening and speaking skills.
ii. Parameters for Assessment: The listening and speaking skills are to be assessed on the
following parameters:
a. Interactive competence (Initiation & turn taking, relevance to the topic)
b. Fluency (cohesion, coherence and speed of delivery)
c. Pronunciation
d. Language (grammar and vocabulary)

A suggestive rubric is given below:

1. 2. 3. 4. 5.
Interaction
Contributions aremainly Contributions are Develops Interaction is Initiates &
unrelatedto those of oftenunrelated interaction adequately logically
otherspeakers to those of the adequately, initiated develops simple
Shows hardly any other speaker makes however and developed conversation on
initiative in the Generally passive minimal effortto Takes turnbut familiar topics
development of in the initiate needs some Takes turns
conversation development of conversation prompting appropriately
Very limitedinteraction conversation Needs constant
prompting totake
turns

Noticeably/ long Usually fluent; Is willing to Speaks without Speaks fluently

Fluency & pauses; rate of produces simple speak at length, noticeable almost with no
Coherence speech is slow speech fluently, however effort, with a repetition &
Frequent repetition but loses repetition is little repetition minimal
and/orself- coherence in noticeable Demonstrates hesitation
correction this is all complex Hesitates and/or hesitation to Develops topic
right in informal communication self corrects; find words or fully &
conversation Often hesitates occasionally use correct coherently
Links only basic and/or resorts to loses coherence grammatical
sentences; slow speech Topics structures
breakdown of Topics partly developed, but and/or self-
coherence evident. developed; not usually not correction
always logically Topics not fully
concluded concluded developed to
logically merit.
 Frequent Frequently Largely correct Mostly correct Pronounces
Pronunciation inaccurate unintelligible pronunciation pronunciation& correctly &
pronunciation articulation &clear clear articulation articulates clearly
Communicationis Frequent articulation Is clearly Is always
severely affected phonological except understood most comprehensible
errors occasional of the time; very uses appropriate
Major errors fewphonological intonation
communication errors
problems
Vocabulary & Demonstrates Is able to Is able to Is able to Is able to
Grammar almost no communicate communicate communicate communicate on
flexibility, and on some of the on most of on most of the most of the
mostly topics, with the topics, topics with topics using a
struggles for limited with limited appropriate wide range of
appropriate vocabulary. vocabulary. vocabulary appropriate
words Frequent A few Minor errors vocabulary,
Many errors, but self- grammatical that do not using new words
corrects errors
Grammatical hamper and expressions
errors communication No grammatical
impacting errors
communication

iii. Schedule:
The practice of listening and speaking skills should be done throughout the academic year.
The final assessment of the skills is to be done as per the convenience and schedule of the
school.
Project Work + Viva: 10 Marks
Out of ten marks, 5 marks will be allotted for the project report/script /essay etc. and 5 marks for the viva.
I. Schedule:
Schools may refer to the suggestive timeline given in these guidelines for the planning,
preparation and viva-voceof ALS based projects.

The final assessment of the skills may be done on the basis of parameters suggested by the
Board. Language teachers, however, have the option to adopt/ modify these parameters
according to their school specificrequirements.
II. Suggestions for Project Work:
The Project can be inter-disciplinary in theme. The ideas/issues highlighted in the chapters/
poems/ drama given the prescribed books can also be developed in the form of a project.
Students can also take up any relevant andage-appropriate theme.
Such topics may be taken up that provide students with opportunities for listening
and speaking.Some suggestions are as follows:

a) Interview-Based research:

Example:
Students can choose a topic on which to do their research/ interview, e.g. a student can choose

literature.
The student then conducts interviews with a few neighbours on the topic. For an interview, with
the help of the teacher, student will frame questions based on the preliminary
research/background.
 The student will then write an essay/ write up / report etc. up to 1000 words on his/her research
and submit it. He
/ She will then take a viva on the research project. The project can be done in individually or in
pairs/ groups
b) Students listen to podcasts/ interviews/radio or TV documentary on a topic and prepare a report
countering or agreeing with the speakers. Write an 800 - 1000 words report and submit. Take a
viva on the report.
c) Students create their own video/ Audio, after writing a script. Before they decide a format, the
following elements canbe taken into consideration:

Theme/topic of the audio / video. Would the child like to pick a current issue or something artistic
like theatre?
What are the elements that need to be part of the script?
Will the video/audio have an interview with one or more guests?
Would they prefer to improvise while chatting with guests, or work from a script?
What would be the duration?
How would they present the script/report to the teacher, e.g. Can it be in the form of a narrative?

d) Students write, direct and present a theatrical production, /One act play
This will be a project which will be done as a team. It will involve planning, preparation and
presentation. In short, various language skills will be utilised. There will be researching, discussion,
writing the script, auditioning and ultimately producing the play. The project will end with a
presentation and subsequently a viva. Teachers will be ableto assess the core language skills of
the students and help them grow as 21st century critical thinkers.
III. Instructions for the Teachers:-
1. Properly orient students about the Project work, as per the present Guidelines.
2. Facilitate the students in the selection of theme and topic.
3. Create a rubric for assessment and share with the students before they start so that they
know the parameters ofassessment:

Teachers need to familiarize themselves with the method of assessing students with
the rubric-- a tablewith different criteria and a grading scale.
Choose the criteria on which you will grade students and list them along the left side of the
page.
Create an even number of columns along the top of the page. These columns will
represent potential skilllevels of the students.
Assessing students on four/five criteria is an easy way to begin. For each criterion,
define the ability thata student would exhibit at each of the levels.
The more detailed you make your criteria, the easier it will be to evaluate each
student and define the level atwhich the student is presenting.

{Sample Rubric is attached at the end for reference}

IV. Parameters for Overall Assessment:-
1. Pronunciation:
When evaluating the pronunciation of the students, teachers must listen for clearly articulated
words, pronunciationof unusual spellings and intonation.
Assess the students for the pronunciation skills and determine at which level the student needs
improvement.
 2. Vocabulary:
After noting their pronunciation levels, evaluate the students on the use of extensive and
appropriate vocabulary during the viva. Check if students are using vocabulary appropriate to
the context about which they are speaking.

3. Accuracy:
Grammar has always been an important component of language skills. As students speak/
answer the questions during the viva, listen to their grammatical structures. Are they
competent enough to use multiple tenses? Is their word order correct in a given sentence? An
effective speaker will automatically use the correct grammaticalstructures of his language.
4. Communication:
Assessing the communication skills of the students means looking at more than language.
Look at how creatively students use the language to make their points understood. Students
with a low level of vocabulary andgrammar may still have good communication skills if they are
able to make the teacher understand their point of view.
5. Interaction:
During the viva teachers need to ask the students some questions. Questions need to be based
on the projectsthat have been suggested or chosen by the students.
It is imperative for a teacher to read the essays/project reports before they can be ready to ask
questions.

Teachers need to observe how students answer the questions that are posed to them: Are they
able to understand and answer questions independently or can they answer only when the
questions are translated into simpler words or repeated? Are they able to give appropriate
responses in a conversation?
These elements of interaction are necessary for clear and effective communication. A
student with effectiveinteraction skills will be able to answer questions with relative ease and
follow the flow of conversation.
6. Fluency:
Fluency may be the easiest quality to judge in the speech: How comfortable are they
as they speak and express themselves? How easily do the words come out? Are there
inappropriate pauses and gaps in the way a student speaks?

Fluency is a judgement of this communication and is an important criterion when evaluating

speaking skills. These criteria: pronunciation, vocabulary, accuracy, interaction and fluency are
all the hallmarks of a student's overall speaking abilities.
Teachers must also remember that some students may excel in one area and struggle in
another. Helping thestudents understand these issues will enable them to become effective
speakers in future. Let your students knowthat you will be assessing them in these various
areas when you evaluate their progress and encourage them to work and improve in these
areas.
Finally, teachers must remember that a proper evaluation of the students will take into
consideration more than just one oral interview on the final ASL project. Teachers must
the academic year.
V. Project-Portfolio/ Project Report
The Project-Portfolio/Project Report is a compilation of the work that the students produce during the
process of workingon their ALS Project.

The Project-Portfolio may include the following:

Cover page, with title of project, school details/details of students.
 Statement of purpose/objectives/goals
Certificate of completion under the guidance of the teacher.
Students Action Plan for the completion of assigned tasks.
Materials such as scripts for the theatre/role play, questionnaires for interview, written
assignments, essays,survey-reports and other material evidence of learning progress and
academic accomplishment.
The 800-1000 words essay/Script/Report.
Student/group reflections.
If possible, Photographs that capture the positive learning experiences of the student(s).
List of resources/bibliography.

The following points must be kept for consideration while assessing the project portfolios:
Quality of content of the project
Accuracy of information
Adherence to the specified timeline
Content in respect of (spellings, grammar ,punctuation)
Clarity of thoughts and ideas
Creativity
Contributions by group members
Knowledge and experience gained
 SAMPLE RUBRIC FOR ALS Project Work
(For Theatre/Role Play/Oral
presentation/Interview/Podcast)

CATEGORY 1 2 3 4 5
TIME LIMIT Presentation is Presentation Presentation Presentation Student/ group
less than or more exceeded or less exceeded or exceeded or adhered to the
than 5 minutes than specified lessthan lessthan given time limit
long time limit by 4 to specifiedtime specified time
5minutes limit by 3 to 4 limit by 2 to 3
minutes minutes
CONTENT/SCRIPT/ Script is not Well written Well written Well written Well written
QUESTIONNAIRE related to topic or script/content script/content script/content script/ content
issue showslittle showsgood shows agood shows full
understanding of understanding understanding understanding
parts of topic ofparts of topic ofsubject topic ofsubject topic

CREATIVITY No Some work Well organized Logical use of Suitable props

props/costumes/ done,average presentation, props , /honest effort
stage stage could have reasonable work seen/
presentation set- up and improved done,creative considerable
lack-lustre costumes work done/
Creative and
relevant
costumes
PREPAREDNESS Student /group Some Somewhat Good Complete
seems to be preparedness prepared, preparedness , preparedness/
unprepared visible, but rehearsal is but need better rehearsed
Rehearsal is lacking rehearsal presentation
lacking
CLARITY OF Lack of clarity in Speaks clearly, Speaks clearly Speaks clearly Speaks clearly
SPEECH presentation some words are 90% of the and distinctly distinctly 95% of
many words mispronounced time/ afew 95% of time/ time/ fluency in
mispronounced mispronounced few pronunciation
words mispronounced
words
USE OF PROPS Only 1/no 1 to 2 relevant 2 to 3 relevant 3 to 4 relevant 4 to 5 relevant
( Theatre/Role Play) relevantprops props used props used props used props used
used
EXPRESSION/ Very little use of Little Use of Facial Facial Facial
BODY facial facial expressions expression and expressionand
LANGUAGE expressions/ expressions and and body body body
body language, body language languageare language language
doesnot used to try to sometimes generate strong
generatemuch generate some generate strong enthusiasm with
interest enthusiasm enthusiasm with the topic
the topic
PORTFOLIO- Inadequate & Somewhat Adequate & Interesting, Brilliant,
PRESENTATION unimpressive suitable & relevant enjoyable & creative&
convincing relevant exceptional