The Indian High School, Dubai

Project- Guidelines
Grades 11

Internal Assessment: 20 Marks: Listening + Project Work + Viva

Voce(Speaking)
Out of twenty marks allotted,
Listening- 5
Viva Voce (Speaking)- 5
Project – 10 (project report/script/essay)

1. 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 age-appropriate theme. Such topics may be taken up that province students with
opportunities for listening and speaking. Some suggestions are as follows:
i. Interview-Based Research:
Example:
Students can choose a topic on which to do their research/ interview.
e.g., a student can choose the topic: ‘Evolving Food Tastes in my Neighborhood’ or "Explore students'
interests, passions, and potential career aspirations." Read the available literature.

The student then conducts interviews with a few immediate neighbors on the topic. For an interview,
with the help of the teacher, students will frame questions based on the preliminary
research/background. The student will then write an essay/ write up / report etc.in 500 to 800 words
essay on his/her research and submit it. He / She will then take a viva on the research project. This
project can be done individually or in pairs/groups.

Some Topics:
1. Interview a famous author in your locality/city (Portrait of a Lady)
2. Interview an adventurous traveler (We’re Not Afraid to Die..)
3. Interview your mother on status of mother in the house and society (Mother’s Day)

ii. Listen to podcasts/ interviews/radio or a TV documentary on a topic and prepare a report

countering or agreeing with the speakers. Write a 500 to 800 words essay and submit it. Take a viva on
the report.

Some Topics:
1. Documentary on Gender Equality
 2. Documentary on Linguistic Chauvinism
3. Documentary on Travel and Adventures (Silk Road/ We’re Not Afraid to Dies …)

iii. Students create their own Video/Audio, after writing a script. Before they decide on a format, the
following elements can be taken into consideration:

 Theme/topic of the audio / video. Would the student like to pick a current issue or something
artistic like theatre?
 Would they like to include distinct segments within their show? If so, what kind?
 What are the elements that need to be part of the script for the podcast?
 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 of the podcast?
 How would they present the script/report to the teacher?
e.g. Can it be in the form of a narrative?

This can be based on the real life situations at the same time linking with the themes of the
lessons
iv. 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 utilized. There will be researching, discussion,
writing the script, auditioning and ultimately producing the play.

The project will end with a presentation and subsequently a viva. Teachers will be able to assess the
core language skills of the students and help them grow as 21st century critical thinkers.
This can be based on the real-life situations at the same time linking with the themes of the
lessons

3. Parameters for Overall Assessment

i. Pronunciation:
When evaluating the pronunciation of the students, teachers must listen for clearly articulated
words, pronunciation of unusual spellings and intonation. Assess the students for pronunciation
skills and determine at which level the student needs improvement.

ii. 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.

iii. Accuracy
Grammar has always been an important component of language skills. As students speak/ answer the
questions during the viva, listen to their grammatical structures.
Are they competent enough to use multiple tenses? Is their word order correct in a given sentence?
An effective speaker will automatically use the correct grammatical structures of his language.

iv. Communication
Assessing the communication skills of the students means looking at more than language. Look at how
creatively students use the language to make their points understood. Students with a low level of
vocabulary and grammar may still have good communication skills if they are able to make the teacher
understand their point of view.

v. Interaction
During the viva teachers need to ask the students some questions. Questions need to be based on the
projects that have been suggested or chosen by the students. It is imperative for a teacher to read the
essays/project reports before they can be ready to ask questions. Teachers need to observe how
students answer the questions that are posed to them: Are they able to understand and answer
questions independently or can they answer only when the questions are translated into simple words
or repeated? Are they able to give appropriate responses in a conversation? These elements of
interaction are necessary for clear and effective communication. A student with effective interaction
skills will be able to answer questions with relative ease and follow the flow of conversation.

vi. Fluency
Fluency may be the easiest quality to judge in the students’ speech: How comfortable are they as they
speak and express themselves? How easily do the words come out? Are there inappropriate pauses and
gaps in the way a student speaks?
Fluency is a judgement of this communication and is an important criterion when evaluating speaking
skills. These criteria: pronunciation, vocabulary, accuracy, interaction and fluency are all the
hallmarks of a student & overall speaking abilities
Teachers must also remember that some students may excel in one area and struggle in another.
Helping the students understand these issues will enable them to become effective speakers in future.
Let your students know that you will be assessing them in these various areas when you evaluate their
progress and encourage them to work and improve in these areas. Finally, teachers must remember
that a proper evaluation of the students will take
into consideration more than just one oral interview on the final ASL project. Teachers must take note
of a student’s progress throughout the academic year.

4. Project-Portfolio/ Project Report

The Project-Portfolio/Project Report is a compilation of the work that the students produce during the
process of working on their ALS Project.
The Project-Portfolio may include the following:
 Cover page, with the title of the project, school details/details of students.
 Statement of purpose/objectives/goals
 Certificate of completion under the guidance of the teacher.
 The 500 to 800 words essay/Script/Report.
  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

Submission Date: 8 January 2025