Speech Writing Essay Example for Free

Speech Writing EssayASSESSMENT OF SPEAKING AND auditory modality SKILLS IN ENGLISH (ASL) CCE (Continuous and Comprehensive Evaluation) the flagship project of CBSE has clearly draw the signifi hoboce of verbalise and earshot skills as violate of co-scholastic beas of achievement by e very learner and as come up as stresses the clear integration of evaluation of talking and earr separately skills as a part of the curriculum transaction. The formative assessment of these two skills a wide with a nonher(prenominal) skills flip been nomin every last(predicate)y provisi geniusd under CCE .But in the absence of Summative perspicacity, we give birth non po taunti superstard the learners proficiency in language and compreh finis in that respectby leading to a wash back issue of very little or no importance condition to Speaking and see Skills in m any(prenominal) classrooms . As a result a vast-scale population of learners passes out of schools with inadequate competence in expressive communication skills. As dandy communication skills raise the self esteem of a learner, CBSE basic tout ensembley thirsts that the scholarly persons acquire proficiency in it by the time they leave the portals of the school.In the present day global markets, blabing and take cargoning be considered to be the substantial skills of real life. Since CBSE has the onerous responsibility of assessing scholastic and co-scholastic achievement levels of learners in over 12000 schools affiliated to it , it has been felt for a long time that CBSE must focus on assessing speaking and listening skills for qualification as Summative Evaluation as much for Formative sagacity . Considering this, CBSE proposes to give weightage in Formative and Summative assessments in ASL (Assessment of Speaking and seeing Skills).This weightage is clearly specified in the 2014 curriculum document uploaded in the CBSE Academic website. Guidelines for t apieceers to assess Speak ing and Listening Skills in the term-end examination LISTENING The Listening Comprehension section stresss the candidates ability to listen for basic interpersonal, instructional and academic purposes. A number of sub-skills pauperisation to be certain in the every day classroom transaction. Given on a lower floor ar rough of the sub-skills of listening which need to be assessed in the formative and summative assessments i. i. iii. iv. v. vi. vii. Listening for specific information Listening for general savvy Predictive listening Inferential listening Listening for pleasure Intensive listening Evaluative listening 1Page Role of Assessor An assessor is a person who is assigned the job of assessing a candidates performance in any of the skills that is to be assessed. For the purpose of the Summative Assessment, an assessor get out be a t separatelyer who would also be an examiner or an wholesaler who will admit the examination and do the assessment if skills.It is extremely i mportant to keep in mind the factors listed below as they can significantly influence the evaluate case of the Listening Test. on that pointfore, due c are and attention must be given to each of the following ? ? ? ? ? ? Size of the room Seating arrangements Acoustics of the room Equipment lend oneselfd role of the recording of the Listening Input Quality of the oral rendering of the Listening Input (in case it is to be read aloud by the Examiner), in harm of volume, clarity, enunciation, intonation, pace etc Test Administration For the Assessor (Teacher) 1 2 3 4 5 6.Select the time and date of the assessment. Plan the seating arrangements in advance. Decide exactly as to how much time is to be reserved for instructions or any possible interaction regarding clarifications etc and for the actual test. Make the contract giving General Instructions directed to the Candidate before the recording is played/before the reading of the text. Adhere strictly to the time specified for e ach of the three phases of the Test (Pre-listening, While Listening and Post-Listening) The general instruction given below should be followed while conducting the test. The Listening TestThe Listening test comprises of a variety of task. These tasks are graded according to the length of the task and the difficulty level. Schools whitethorn download the sample tasks and reorganize them in two parts transcripts and the mug scheme for the interlocutor or the assessor and the worksheets for the students on which student swill write attend tos. General Instructions for assimilators You are not allowed to ask questions or give away the Assessor at any point. 1 2 3 You are being tested on your Listening Skills. You will hear a rophy of recordings of the Listening Input or listen to a reading of the Listening Input.Each of the recording will be played twice. In case on that point is an oral rendering of the Listening Input, it shall take location twice. 2Page 4 5 6 7 8 9 10 You are required to answer a set of questions based on each of the Listening Inputs. The test consists of 4/sections. You are required to attempt all 4 sections of the test. Familiarize yourself with the questions on the employmentsheet. It will help you to answer them later on. After you have listened to the input, you will be given specified tenuouss to answer the questions on your worksheet You may answer the questions on your Worksheet while listening.Do not interact/comment until you have moved out of the Examination Room Assessment of Listening The marking key is raised before the test is administered. It will take to the highest degree a period of 30-35 minutes to conduct a listening test. At the end of the test, the answer scripts should be collected and marked. It is objectives type of marking. Hence, it is suggested that scripts may be marked on the analogous day. SPEAKING Speaking skill has acquired a very important place in the communication skills. Like listening skills a number of subskills of speaking need to be consciously developed amongst students.Some of the sub-skills are given below which can be assessed. 1. 2. 3. 4. 5. 6. 7. speaking intelligibly using appropriate word stress, sentence stress and intonation patterns. narrating incidents and events, real or notional in a logical sequence. presenting oral names or summaries making announcements clearly and confidently. expressing and arguing a point of view clearly and effectively. taking active part in group discussions, showing ability to express agreement or disagreement, summarising ideas, eliciting the views of others, and presenting own ideas. expressing and responding to personal qualityings, opinions and attitudes. articipating in spontaneous spoken discourse in acquainted(predicate) social situations. General Instructions 1 The total administration time for the speaking test is approximately 10-12 minutes 2 3 4 The speaking test will be conducted for two students at a time. The re will be a single instructor to function as the wholesaler and Assessor. The wholesaler/ Assessor should be a qualified English Teacher The Speaking Test Role of Assessor 1. The (Assessor) should ensure that the room is quiet and has good acoustics. 3Page 2. The tone, manner and body language of the middleman should be relaxed, encouraging and pleasant.Care should be taken to make the candidates feel at ease. 3. Students must not be discouraged from making a fresh start in case they are un up to(p) to do so at the depression attempt. 4. The Assessor needs to be flexible, sympatric and reassuring in her/his demeanour. 5. The Assessor should also be a proficient utilizer of the language in fix to conduct the speaking test successfully. For e. g . the interlocutor should be skilled in Elicitation techniques. For e. g. Yes/No questions should generally be avoided. 6. Alter primally questions much(prenominal) as Explain how/why Tell me what you think of. 7.Ideally, the Assessor should award marks after the candidates have left the Examination Room. If necessary, notes can be made discreetly to be later in the scoring so that it does not make the candidates unduly tense and self-conscious. The Speaking test is divided into three sections as given below I General Introduction The Interlocutor converses with the two candidates. Simple warm up questions based on the candidates names, place of residence, leisure preferences etc are asked. II Mini Presentation In this section the Interlocutor gives each candidate the choice to pick up a Role Card or a Cue Card with a topic written on it.The candidates are given 1 minute to prepare. The assessor should be ready with sheets of story and pencil. Candidates may organize their thoughts and ideas. Prior to the day of the speaking test, as an assistance to students to prepare for the presentations, a teacher can give a choice of 20 to 30 topics in class to students so that they can prepare the topics and organise the ir ideas on each topic . Similar topics can be given in the formal testing . transport note that candidates are not allowed to write full length answers. They may jot down points only in the sheets given by the Interlocutor.Therefore, pencil and paper should be provided on the table. Students are not allowed to carry pen, paper or wide awake in the examination room. After one minute, each student will be given 2 minutes each to present his/her ideas. In case, a student is unable to speak during /for the allotted time, the (Assessor) may ask some round off questions. III Pair Interaction The third section of the test is for 3 minutes. Both candidates are given a verbal or visual stimulus and asked to respond to it Both the candidates are given a total of 3 minutes to interact.Both of them will confabulation together. culmination 4Page The closing is for 1 minute duration only. In case a student has not been able to speak or has been unable to speak owing to nervousness, the domi nance of the second candidate or any other factor, then, the (interlocutor) may use the 1 minute to give a fresh opportunity to that student. Note In the Summative II assessment it has been proposed to record the candidates performance in the MP 3 players/ recorders, so as to affirm and make the test reliable and fair. Assessment of SpeakingAssessors should familiarise themselves with the assessment scale of speaking. While the students are giving their presentation, assessors may refer to descriptors. It is they may percent these indicators with the students while formative assessment tasks are given. As the test will be conducted for two students at a time, it is advised that two to three teachers sit in separate rooms to conduct the assessment of students of one section at a time. Hence 48 students can be assessed simultaneously inside one and half hours, in three batches of 16 students each.Assessors are advised to pay due attention to and familiarize themselves with the desig n of the test items. The sample test items are given here as Annexures here. Similar test items can be framed according to the need and level of students. The descriptors are given below for reference Interaction ? 5. Can initiate logically develop simple conversation on familiar topics Can take turns appropriately ? 4. Interaction is adequately initiated and developed Can take turn unless needs little flyinging ? 3.Develops interactions adequately makes however minimal effort to initiate conversation stick onulate constant prompting to take turns ? 2. Contri preciselyions are very much unrelated to those of the other speaker ? 1. Contributions are mainly unrelated to those of other speaker Shows hardly any initiative in the development of conversation Very bound interaction 1 Insufficient accuracy in pronunciation many grammatically errors Communicatio n is severely impact ? ? ? ? ? Generally passive in the development of conversation ? Pronunciation ? Can pronounce correct ly articulate clearly ? 4 broadly ? correct pronunciation clear articulation Can be clearly understood ? most of the time very few phonological errors ? Is unceasingly comprehensibl e uses appropriate intonation ? 3 Largely correct ? pronunciation clear articulation except occasional ? errors Some expressions cause stress without compromising with understanding of spoken discourse. ? 2 Frequently unintelligible articulations Frequent phonological errors Major communication problems ? ? 5PageFluency Coherence 5 ? Speaks fluently arisely with no repetition minimal hesitation ? Develops topic fully coherently ? 4 Speaks without noticeable effort, with a little repetition Demonstrates hesitation to find dustup or use correct grammatical structures and/or self correction Topics not fully developed to merit Can express with some flexibleness and appropriacy on most of the topics Demonstrates ability to use complex forms and sentence structures most of the time expresses with ad equate vocabulary to express 3 Is willing to speak at length, however repetition is noticeable Hesitates and/or self corrects occasionally loses coherence Topics mainly developed, but usually not logically concluded Communicates with limited tractableness and appropriacy on most of the topics Sometimes uses complex forms and sentence structures has limited vocabulary to/describe/exp ress new points ? ? 2 Usually fluent produces simple actors line fluently, but loses coherence in complex communication Often hesitates and/or resorts to slow speech Topics partly developed not always concluded logically Communicates with limited flexibility and appropriacy on some of the topics Complex forms and sentence structures are rare exhibits limited vocabulary to express new ideas ? Noticeably/lon g pauses rate of speech is slow Frequent repetition and/or self correction Links only basic sentences breakdown of coherence evident Demonstrates almost no flexibility, and loosely struggles for app ropriate words Uses very basic vocabulary to express viewpoints. ? ? ? ? ? ? Vocabulary Grammar ? Can express with some flexibility and appropriacy on a variety of topics such as family, hobbies, work, travel and current events frequently uses complex forms and sentence structures has enough vocabulary to express himself/herself ? ? ? ? ? ? ? ? ? 6Page ASSESSMENT Grand Total senior No.Name of Student Interaction Pronunciation Fluency Coherence Vocabulary and Grammar Total 20 ? can we just write (5) 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10 11 12 13 7Page 14 15 16 17 18 19 20 21 22 23 24 25 26 Signature of the Assessor 8Page Set I Assessment of Listening Skills try on Tasks Class IX LISTENING Instructions a) There are 10 questions in this set. autonomic nervous systemwer all the questions b) In the graduation part you will listen to five short extracts. As you listen to each one, answer the questions in your answer sheet. c) Before you begin to listen, read the questions quickly and get familiar with the questions. 0 tag Part I 1. counterpart of the guard announcement here is an announcement by a police officer on a local city channel. This is regarding an alleged criminal who is evading the arrest. Anyone who has a cue can come forward and inform the police at 100. So, here is the descriptionThe criminal has a broad face with a thick moustache and a beard. Which one of the following faces are they describing? A B C D Tick the correct answer A. B. C. D. Ans C ____ ____ ____ ____ 2. here is another situation, listen to it carefully. This is slightly the garden of Suresh. replicaSuresh does not inadequacy spate fliping around in his vegetable garden that he has nurtured with great care. What sign mature should he put up? 9Page B C D Tick the correct answer A. B. C. D. Ans C ____ ____ ____ ____ 3. Monu wants a penpal. Listen to his description of himself and fill in the columns given below Transcript Hi My name is Monu and Im from India. I have it off in Raipur near a lake. Since I have always lived here, I love water sports. I am twelve years old and love reading active plants and animals that live in the water. My box number is P. O. Box 002200. Fill in the blanks Age Nationality . Here is the dialogue between Amit and Anand who have just completed their schooling. They are let the cat out of the baging to of the town about some of the organizations which offer scholarships to students for different purposes. Amit is research minded and keen to take up a course in agriculture, which organization of the world would he apply to? Transcript Listen to the dialogue and write your answer Amit I heard about a Tall Clubs International that gives a scholarship of molarity/- per month to men above 6 feet and women above 5 feet 10 tall. Interesting.. Anand Oh really, my height is only 5 so I am not eligible.Jokes apart, I have found a society CV Raman caller that awards scholarships to students who have i nterest in Science Technology. Amit No, I dont have any interest in Science Technology. I want to pursue a career in agro industry. Anand So, in that case, The National Paotato Council has a number of scholarships for students who want to work for agro industries. Amit But does it award scholarships to undergraduates? 10 P a g e Anand Yes, it does. There is another one that gives 500/- per mother to graduates or undergraduates, I will have to find out the field for which it gives.Amit Thank you, please let me k at a time which organizations award the scholarships. Ans Amit will opt for___________________ Transcript 5. feel wants to live in a village near the city. It should be a small house with low doors and ceilings. He would prefer it to be located near the sea. Which house would you recommend for him? A B C D Tick the correct answer A. B. C. D. Ans B ____ ____ ____ ____ Part II Instructions a) You will now listen to the talk by Dr. Praveen Chawla on healthy foods. b) There are five questions to be answered. Read the questions quickly before you listen to the talk c) Now listen to the talk nd write your answers Nature has given us everything that our body needs. If we take care we can avoid pills. Did you know that Mushrooms not only make tasty dishes but are a well-heeled source of Vitamin D so essential for healthy bones? Regular role of mushrooms aids in better hearing power too. You must have heard of the Banana smile. Believe it or not this fruit can in reality put a smile on your face. It contains tryptophan, a protein which once digested converts into a chemic neurotransmitter called serotonin which is a very important mood regulating chemical and works like an antidepressant. 11 P a g eBroccoli has also come to be called a disease busting vegetable. It can interrupt cancer. About 2000 years ago the curative powers of Ginger for all stomach related problems were discovered. It helps digestion, cures nausea and prevents bowel tumours Chedda r cheese is a very rich source of calcium and phosphate. These strengthen bones and muscles and reduce risk of exposure of osteoporosis. Grapes, which look so much like the lobules in the lungs, are rich in proanthocyanidin a chemical which helps circulate fresh oxygen to the blood flow rate thereby reducing the risk of cancer and also reduce the severity of asthma.If you cut a tomato into half, you will notice that it has four chambers just like our shopping centre. Tomatoes are a great source of lycopene, a plant chemical that reduces the risk of heart disease and several cancers. This also helps lower the unhealthy effects of LDL cholesterol. The gnarled look of a walnut, mimicking the appearance of a human brain, is perhaps the only fruit rich in Omega -3 and fatty acids tends to ward off dementia and to some extent Alzheimers disease. (286 words) I. Fill in the blanks with a word or phrase 6. are rich in Vitamin D and help in good hearing. 7. .. ood regulating chemical can make you feel happy. Ans Banana 8. Broccoli keeps away Ans 1. Mushrooms 2. Banana 3. Cancer II. Tick the most appropriate answer from the choices given below 9. The food containing lycopene which reduces heart attack risk is A. grape B. tomato C. cheese D. walnut Ans B. tomato 10. In the talk, Dr is advising people to A. eat a balanced diet B. be happy live healthy C. live close to nature D. eat healthy food Ans D. eat healthy food Closing This is the end of your listening skill assessment. Check your answers. (2 minutes) Hand over your answer sheet to the assessor. 12 P a g eSet II Assessment of Listening Skills Sample Tasks Class IX LISTENING Instructions a) There are ten questions in this test. b) Answer the questions as you listen to the scripts. c) you will listen to four shorts extracts. As you listen to each one, answer the questions. I. Now listen to the news report and write correct answer 10 Marks Transcript 1. Kathmandu, may 14 Thirteen Indians were among the 15 peo ple killed when their 20-seater aircraft slammed into a cliff in western Nepal, less than seven months after 10 Indian tourists were killed in an air accident. Six people miraculously survived the crash. A. B. C. D.Ans. B There was an explosion before the crash The crash was a consequence of collision with a cliff There have been several air crashes in the recent past Indians always die in the air crashes in and around Nepal Transcript 2. E mailing has enabled us to communicate messages to one another at a very fast pace. However, there are times when we have to post important letters and documents by surface or air mail. The postal department is very slow. Listen to the comment by an officer to his colleague. What option do you think the speaker would NOT opt for? A. B. C. D. Ans. C e-mail air mail postal department surface mailTranscript 3. City dwellers often depend on cars, buses or metros to travel from one place to another. Bicycles used to be a popular mode of travel once. I think we need to popularise them once again if we need to tackle the pollution problem. The speaker advocates the use of Now listen to an environment activist who is talking to one of his friends. A. cars B. buses C. bicycles D. metros Ans. C 13 P a g e Transcript 4. The damage rover Curiosity landed on the Martian surface to begin a two-year mission, seeking evidence that the Red Planet once hosted ingredients for life, Nasa said.Mission controllers at the Jet Propulsion Laboratory near Los Angeles burst into applause and cheered as they received signals relayed by a Mars orbiter confirming that the rover had survived a make-or-break descent and touched down within its landing zone. What is the news report about? A. B. C. D. Ans. B invention of Curiosity landing of Curiosity happiness at the Jet Propulsion Laboratory possibility of living on Mars Transcript 5. A V-chip has been developed. In addition to spelling out the age-based ratings, letters will be displayed to warn parent s if a show contains violence or other objectionable content.A group of major networks and producers have agreed to go along with the system, but NBC will not. What does the V-chip do? A. B. C. D. It allows the cable company to monitor what TV programs you watch It turns your TV into a virtual reality computer. It allows parents to block out certain programs, so their children cannot watch them. It reduces the use of the remote control device Ans. C II Now you will listen to a long text a) Before you listen to the talk, read the questions for 1 minute. b) Your will listen to a talk about Tigers. Transcript Tigers are being loved to death.Tourists desperate for a glimpse of a tiger are damaging habitat and harassing tigers. This by no means decides that tiger touristry or wildlife tourism is a bad thing. Wildlife tourism has a lot of advantages. Wildlife tourism helps people of the area who get prosecute in tourism. In this way, wildlife is evaluated, rather than poached, or encro ached upon. Wildlife also inspires the people who see it. For many, a dramatic view of one of the worlds great beasts a tiger, a leopard, a whale is a life-changing experience. Such a sighting makes people aware of the fragility of the planet and the folly of our short-term thinking.Above all, it prompts people to step back from our traditional species chauvinism. Wildlife tourism is similarly equivocal. When carried out with wisdom and responsibility, it is the outperform possible news for the creatures and the people of the area, and for the people doing the touring. Wildlife tourism can sometimes, with the best of intentions, be stupid, greedy and destructive. 14 P a g e An adjustment of practice in Indias wildlife tourism is a good thing. It is not tourists that are killing off tigers it is, above all, the worlds ever-increasing human population, and its incontinent need for room to live in. 231 words) A. State whether the following statements are professedly (T) or false ( F) 6. Peoples fascination with the tigers is causing them harm. 7. Wildlife tourism should be banned. 8. Tigers tourists are pulverizeing their living places. Ans TRUE Ans FALSE Ans TRUE B. Fill in the blanks with a word or phrase. 9. Wildlife tourism helps in . 10. Ans employing people/ generating employment Wise and responsible behaviour is expected from tourists who go for wild life sightings Ans human population. 15 P a g e Set I Assessment of Speaking Skills Sample Tasks Class IX SPEAKING Instructions ) The speaking test will be conducted for two students at a time. b) Students should not have pen, paper, mobile telecommunicate etc. c) The teacher will be an interlocutor and an assessor both. I. GENERAL INTRODUCTION (1 min) (The Interlocutor makes the students feel comfortable) Interlocutor Good morning, I am -. hold you are looking forward to this brief interaction. Student A Yes -/ I am Interlocutor And what about your? (Looking at student B) Student B Interlocutor Wha t do you do in your spare time? To Student B) Student B Interlocutor And how about you? (To student A) Student A -Interlocutor What makes you special? (To student A) Student A -Interlocutor What about you? (To Student B) Student B -Interlocutor What do admire in other people? (To student A) Student A -Interlocutor How about you? (To Student B) Student B Interlocutor Thank you, this is the end of the first part of the test. II MINI video display (1 min Preparation+ 2 each min each for the students= 5 min) 0 Marks Now, in this part of the test, candidates are given a topic with some points. They have a minute to prepare on the given topic and two minutes for the presentation. 16 P a g e Students are given the following sets of inputs on cards or papers. Three options are given. Only one option has to be used at a time. Interlocutor (To both A and B) Here is your topic. Both of you prepare your presentation on it. You are given one minute for preparation. Please use pencil and paper for writing points. After one minute I am going to ask you to present your views on the topic.I can ask anyone of you first. So be prepared and get ready. (Interlocutor turn over over one card with cues to both A B) I. 1. 2. 3. Mobile mobilizes in school Security Multiple uses Distraction If the student is not able to speak at length the teacher could ask rounding error off questions ? Do you think mobile phones should be allowed in school? ? Give two advantages of carrying a mobile phone to school. ? Do you think advantages outbalance the disadvantages? II. Changing Concepts and Methodologies of Teaching-learning in India 1. Examination Pattern 2. Variety of Subjects 3.Assessment Parameters If the student is not able to speak at length the teacher could ask rounding off questions ? Do you like this present system of evaluation? ? Do you learn better when you are stress free? ? Do you think some students take this system very casually? III. An incident/person/ record that chang ed my life. 1. What it is 2. What it is about 3. How it affected me If the student is not able to speak at length the teacher could ask rounding off questions ? What was that specific quality that remained with you? ? What did you learn? ? How would you like to be now? III PAIR INTERACTION (3 mins)Interlocutor In this part of the test the candidates A and B will discuss the given topic together . The interlocutor can refer to the assessment scale while the candidates are discussing together. Students respond to visual/ verbal stimulus. 1. Changing roles of women- a multitasker, works in office, answers phone calls, always under pressure of work. Working at home additional. 17 P a g e 2. Growing Pollution, all kind-hearteds of pollution water, air and tourism pollution. 3. Discipline issues in schools are now becoming a serious concern. As responsible citizens discuss i. ii. iii.Kinds of indiscipline issues Reasons for growing indiscipline Advice / solutions to your fellow students . Closing (1 min) Thank you very much. That was the end of your test. The interlocutor retrieves the pencil and paper . 18 P a g e Set II Assessment of Speaking Skills Sample Tasks Class IX SPEAKING Instructions a) The speaking test will be conducted for two students at a time. b) Students should not have pen, paper, mobile etc. c) The teacher will act as an interlocutor (who is involved in a conversation) as well as an assessor who will also give marks to the candidates. 10 Marks I GENERAL INTRODUCTION (1 min) The Interlocutor makes the students feel comfortable) Interlocutor Hello Good morning, I am -. May I know your name please? Student A My name is -/ I am Interlocutor And yours? (Looking at student B) Student B Interlocutor Where do you live? (To student B) Student B Interlocutor How about you? (To student A) Student A -Interlocutor What do you do in your leisure? (To student A) Student A Interlocutor And what do you do in your free time? To student B) Student B Interlocutor What hobby would you like to groom? (To student A) Student A -Interlocutor How about you? (To student B) Student B 19 P a g e II MINI PRESENTATION In this part of the test teacher will give 1 minute to prepare and 2 minutes each to both students to present (5 min) spontaneous examiner can frame any inputs the following two frames are suggested (1) To student B, describe something that you own and you value it tremendously. You have 1 minute to prepare and 2 minutes to present. ? ? ? Where did you get it from? How long have you had it? What do you use it for? Why is it so important for you? If the student is not able to speak at length the teacher could ask rounding off questions ? ? ? Did you buy it/ was it a gift? Would it be easy to replace it? Is it valuable in term of notes? (2) To student A You will be given one minute to prepare on your most memorable journey you will have 2 minute to describe your journey. (Each student is given 2 minutes to present) For student A ? ? ? ? Where did you travel to? What was the highlight of your visit? monument/temple/park/relatives) Which place would you like to visit next? Why are journeys relaxing? If the student is not able to speak at length the teacher could ask rounding off questions ? Was it a trip organized by the school? ? Did you go with the family? ? Was it a place you had never seen before? ? What fascinated you? Ask student B to ask a question. To student A (Repeat) (2) Qualities that I value in a friend For student B ? ? ? ? Qualities I like in a friend Why do I consider these qualities important How many of these qualities do I have What is that one quality that I would like to transfuseIf the student is not able to speak at length the teacher could ask rounding off questions ? Do you have a lot of friends? ? Why did you pick on them? ? Why do your friends care for you? Ask student A to ask a question 20 P a g e (3) Changing role of women ? ? ? ? Varied jobs Working mothers Financial security Econom icsocial independence If the student is not able to speak at length the teacher could ask rounding off questions ? ? ? Do women in your family work outside the house? Do you appreciate women working? Why? Do you think the advantages outweigh the disadvantages? IIIPAIR INTERACTION (3 mins) Instructions a) Teacher to both students A and B Look at the visual carefully. Talk together for 2 minutes. Students are given 1 minute to think and prepare. And then their respond to visual/ verbal stimulus. (1) Child Marriage (2) Growing Obesity 21 P a g e Verbal Stimulus (3) How do you imagine life in cities in the future? The interlocutor can give the following hints ? Work ? Leisure/Entertainment ? Travel (4) What responsibilities do you think individuals have towards the environment? The interlocutor can give the following hints ? Life style ? Shopping ? financeIV Closing (1 min) Thank you very much. That was the end of your test. The interlocutor retrieves the pencil and paper. 22 P a g e Set I Assessment of Listening Skills Sample Tasks Class XI LISTENING Instructions a) You will listen to the librarian of a new town library talking to a group of people who are visiting the library b) Before you listen to the talk, look at the plan of the Town Library given in your answer sheet. 1. As you listen, answer questions 1 5 in not more than one or two words. 20 Marks Transcript Good morning, undecomposed students. Now we are at the entrance to the town library.My name is Anita, and Im the chief librarian here, and youll usually find me at the desk just by the main entrance here. So Id like to tell you about the way the library is organized, and what you will find where. All of you have a plan in front of you. Well, as you see my desk is just on the sort out as you enter, and opposite this the first room on your left has an clarified collection of reference books. Here is the place where people can read or study peacefully. Just beyond the librarians desk on the right is a room where we have an up- to- date periodicals section.This houses the newspapers and magazines. This room also has a photocopier in case you want to photocopy any of the articles. If you carry straight on youll come into a large room and this is the main library area. There is fiction in the shelves on the left, and non-fiction materials on your right, and on the shelves on the far paries there is an excellent collection of books relating to local history. We hope to add a section on local tourist attractions too, later in the year. As you walk through the far door in the library just past the fiction shelves, there is a seminar room.This room can be schedule for coming together or talks. The next door leads to that is the childrens library, which has a good collection of stories and picture books for youngster below eleven. Then theres a large room to the right of the library area thats the multimedia collection, where you can browse through and borrow videos and DVDs. We also have CD-Roms you can borrow to use on your computer at home. It was originally the art collection but thats been moved to another building. And thats about it oh, yes before I halt theres also the Library Office, on the left of the librarians desk.Ok, now I hope you all are fairly well acquainted with the layout of the library. (360 words) 23 P a g e Instructions You will listen to two short extracts. As you listen, tick the correct answer. Transcript 11. The tiger population has dipped from thousands to few hundreds. Look at the graph depicting the tiger world population which is very dismal. It reflects a dramatic pass on in the tiger population. Identify the graph. Tick your answer. A. B. C. D. A Ans D B C D 1 mark 12. Now look at the Pie chart of populations of English native speakers. The pie chart reveals that the USA by far had an overwhelming majority.This was followed by the United Kingdom. Australia seemed to have the least numbers of English native speakers. Cho ose the pie chart which reflects the situation of native speakers of English. B A C D A B C D Ans D 24 P a g e 4 Marks 1. Before listening to the narration by one of the camp outers please read the question 1 4 given in your answer sheet. Listen to the narration and with the words that you hear. Transcript One day in 1924, five of us who were camping in the Cascade Mountains of Washington saw a group of huge apelike creatures coming out of the woods. We retreated in terror and locked urselves in our cabin. The creatures pelted rocks against the walls of the cabin. All of us inside were quaking in our shoes. 8. 9. 10. 11. The number of campers Place of camping.. Intimidated by.. Method of attack 4. pelted rocks Ans 1. Five 2. Cascade Mountains 3. huge apelike creatures 2. Here is a dialogue between Neetu Kumar and the receptionist. Neetu Kumar is fixing a doctors appointment. Listen to this dialogue and answer the questions given in your sheet. Transcript Receptionist Good morning , KVG Hospital. How can I help you? Neetu I am Neetu Kumar.Id like an appointment with your cardiologist, Dr Suresh Reddy, please. R For when would you like the appointment? N For tomorrow? R Please hold the line. Ill check if I can fit you in tomorrow. N Sure, thanks. R Thanks for holding. Im afraid Dr Suresh is fully booked tomorrow. Would you like to see our other cardiologist Dr Dinesh Mehra instead? N Im sorry, but wed prefer to see Dr Reddy. R Thats all right. In that case, would you like an appointment with him for the day after? N Thatd be fine. R Would 12 noon suit you, Ms Kumar? N Sure. R Could I have the patients name and age?N Its Mrs Prema Kumar. Shes 65. R Is this her first visit to KVG? 25 P a g e N Yes. R Are you consulting Dr Reddy on your physicians advice? N No, a friend of mine suggested we see him. R OK, Ive put you down for 12 noon, Friday, 15 September. Please be here by 11. 30. N Thanks R Youre welcome. Can I have your phone number, please? N 9940109932 R Th ank you, Ms Kumar, have a nice day Task Fill in the information in the appointment book. 12. 13. 14. 15. 16. 17. 18. 19. 20. Doctor ________________________ Day and date __________________________ Time ________________________________ Name of atient _________________________ Age _______________________ Referral Yes/No If Yes, doctors name ____________________________ Contact person __________________________ Contact phone number ___________________________ 26 P a g e Set I Assessment of Speaking Skill Sample Task Class XI I GENERAL INTRODUCTION (1 min) 10 Marks (The Interlocutor makes the students feel comfortable) Interlocutor Good morning, I am -. Student A My name is -/ I am Interlocutor And yours? (looking at student B) Student BInterlocutor How would you describe yourself? to student B) Student B Interlocutor What about you? (to student A) Student A Interlocutor What is that one thing that you would like to change in yourself? (to student A) Student A-(The interlocutor/asses sor gives instructions for the mini presentation. ) II MINI PRESENTATION In the mini presentation, students are expected to speak for two minutes on a given topic. The interlocutor gives them pencil and paper to write points. They are not supposed to write complete answers. (1 min Preparation+ 2 each min for students= 5 min) The input cards are given to the students.Any one out of the four can be given to the pair. The Interlocutor may ask any student A or B begin first. After one student has finished his or her presentation, the student should be asked to ask a question on the mini presentation. The same process should be repeated with the other student also. a. What skill would you like to learn most in the future? Why? (1) My choice of a career ? ? ? Why is it important? How do you hope to achieve your goal? How do you think would you be a productive fraction of the society? If the student is not able to speak at length the teacher could ask rounding off questions 27 P a g e ? How did you decide on your choice? Do you have other options? (2) What would you preferlife in Rural or Urban area? ? ? ? Choice Three reasons Difference If the student is not able to speak at length the teacher could ask rounding off questions ? Have you been exposed to both the life styles? ? How is it different? (3) Advantages of co education ? ? ? Society consists of men and women Rapport is built Helps in adult life If the student is not able to speak at length the teacher could ask rounding off questions ? ? What do you prefer? Why? Does it add to your comfort? (4) A book that I enjoyed reading ? ? Why did you pick up the book? How long did you take to read it? Genre of the book If the student is not able to speak at length the teacher could ask rounding off questions ? What kind of books do you enjoy? ? Have you heard or of seen a book that has been filmed? III PAIR INTERACTION (3 mins) Students respond to visual/ verbal stimulus. Students AB look at the picture and talk toge ther to describe it. (1) Rag Pickers 28 P a g e Teacher could ask prompt question 1. 2. What are the environmental hazards if the waste is not managed in time and properly? What kind of a holiday would you prefer?Students look at the pictures and take away one, then talk together? Teacher could ask a prompt question. 3. ? ? ? Studying abroad High cut offs Easy money from parents Brand value and status symbol 4. Changing Values ? things that give status to people in your country ? changes since your parents time ? Reasons for changes IV Closing (1 min) 29 P a g e Assessment of Listening Skills Class XI Set II 20 Marks Instructions a) Before listening to the passage on Tsunami read the questions. (1 min) b) Listen to the passage on Tsunami that caused devastation in Japan. While you listening complete the blanks.Transcript The tsunami that hit Japan on March 11, 2011 has been labeled the countrys worst tragedy since World War II. The 8. 9-magnitude quake that hit north-eastern Ja pan and the 23-feet tsunami it triggered has left a trail of devastation in its wake. After the Ferocious Friday some numbers continue to haunt tens of thousand dead even more missing 4,50,000 rendered homeless. The Japanese are familiar with natural disasters and are trained in handling a calamity and ways of evacuation. Statistics speak of a tremor occurring somewhere in the country about every five minutes with every year there being up to 2,000 quakes.But no amount of preparation proved enough for the recent calamity of colossal proportion. Natures fury swept deflexion every safeguard in place. Many perished in split seconds and those who escaped the wrath pleaded for aid in every possible way. The catastrophe has lead to an electric arc of grief from around the world. The quake-tsunami double blow wrecked parts of a beautiful country and scarred lives. It couldnt, however, crack the inherent willpower or destroy the strength of acknowledgment of its beautiful people the peo ple who have stayed admirably calm under chaos and begun regrouping forces to rebuild what they have lost.Most eyewitness accounts from the affected zones spoke about residents experiencing power outages, shortage of drinking water and food but there being no panic, arson or emotional breakdown, as reported from other countries where similar disasters have struck. Its temperament reflecting a society that cares for its neighbour. It was not the countrys technical competence which endeared, it was its people. They displayed dignity, discipline and a genuine desire to assist. (274 words) While you listen to the passage, tick the correct option 1. The tsunami of 2011 has been labelled the .. . the countrys worst tragedy since World War II. b. the countrys worst natural calamity c. the countrys worst earthquake d. the countrys worst economic disaster Ans b. the countrys worst natural calamity 30 P a g e 2. The Japanese are familiar with natural disasters because.. a. there is a tremor in the country about every five minutes b. they have nerves of nerve and presence of mind c. they are technologically advanced and can cope with disasters d. they are used to being hit by a tsunami Ans a. there is a tremor in the country about every five minutes B. Fill in the blanks 3.The quake-tsunami wrecked the beautiful country and scarred lives but it couldnt destroy .. 4. The Japanese experienced shortage of drinking water and food but they did not resort to.. 5. What endears the Japanese to the world is their .. Ans 3. the strength of character/ the will power 4. unlawful means/ panic, arson or emotional breakdown 5. dignity, and discipline II. 1. Listen to James talk about his routine, and fill in the blanks given in your answer sheet Transcript I guess I should tell you about what I do everyday. First, everyone has to get up at 530 A. M. The silly old rooster amed Harry loves to wake us up. Next, we have to make our beds and tidy up the cabin before our camp counsellor, J eff, comes to inspect the place. Then, we have breakfast around 630 A. M. After that, we have some free time, so Ive been going down to the nearby stream to fish for a couple of hours. But yesterday, the only thing I caught was an old shoe and a tree branch. Great catch, huh? Then when I was essay to swat a mosquito buzzing around my head, I slipped and fell in the stream and lost my fishing pole. That ended my fishing career. 6. 7. 8. 9. James is woken up by.The first thing that James does is He eats breakfast at about James talks of two mishaps when he went 2. Listen to the town planner describes the road. Which one is he talking about. Transcript Many types of road exist around the world. We are looking for well laid out thoroughfare which will be aesthetically laid out with a canopy of trees. 31 P a g e A B C D Ans. C 3. Match the graphs to the correct definitions Transcript 10. 11. 12. 13. Ans 1. 2. 3. 4. sales fell steadily through over the year. Sales rose steadily over t he year Sales increased sharply from June. Sales bottomed out in May C A B DA B C D 32 P a g e 4. Match the images with the correct descriptions B C D Transcript 14. 15. 16. 17. Ans a. b. c. d. 5. Youngman with dark glasses and a happy face Good-looking young man with black eyes Young man with glasses and a beard Old man with curled hair and glasses D A B C Listen to the telephonic conversation and fill in the blanks Transcript F Hello Mrunal, Mira here. M Hi Mira, how are you doing? F Im good but busy as always. Actually, Im completing a project with Wipro. In fact I cute to talk to you as Im looking for an assistant any ideas? M Is it the database project?F No, its about developing our brand. M I see. Do you know what kind of person you are trying to find? F The person needs excellent qualifications its more the creative side of things. Moreover we need the person to be involved in. M You could give Neera a call. Shell help you as shes doing all kinds of consultancy work. Cur rently shes an advisor to a couple of large companies I believe. I can email you her details if you like. F Great, thanks Ans a. b. c. d. 33 P a g e a project an assistant creative / involved neera 18. Mrunal was busy completing 19. Mrunal wanted to Mira to help him find 20.Mrunal wanted the person who was.. and Closing 34 P a g e Assessment of Speaking Skill Set II Class XI 10 Marks I GENERAL INTRODUCTION (1 min) (The Interlocutor makes the students feel comfortable) Interlocutor Good morning, I am -. Student A My name is -/ I am Interlocutor And yours? (looking at student B) Student B Interlocutor What do you do in your leisure time (To student B) Student B -Interlocutor What other hobby would you like to develop? To student A) Student A -Interlocutor what would you like to develop? (To student B) Student B Interlocutor who is your favourite actor? (To student A) Student A -Interlocutor And yours? (To student B) Student B II MINI PRESENTATION (1 min Preparation + 2 each m in for both the students= 5 min) 1. Your school is planning to organize an adventure camp during summer vacations. The Secretary of the School Adventure Club has offered the following three choices. As a member of the club which place would you prefer?Give reasons for your choice. (Interlocutor gives different input card to both students. Four samples are given) ? ? ? Seven day swimming camp at lake Bhimtal Four day trekking camp at Pehalgam, Srinagar Five day river rafting camp at Rishikesh 35 P a g e 2. Talk about a book you have read recently ? ? ? Why did you decided to read that book? How long did it take to finish the book? What genre of book it was? 3. Talk about your favourite news channel. ? ? ? 4. ? ? ? ? III How often you use this news source Why do you use this channel What other sources you use E-learning.Autonomous learning Adds variety Gives choices Clarifies concepts PAIR INTERACTION (3 mins) Students respond to visual/ verbal stimulus. Students look at the pictures and talk together for three minutes 1. hoary sad and lonely, neglected by their family members. Dependent on others for their physical needs. Money not adequate to meet the expenses of medicines. 36 P a g e 2. E-revolution in India. Awareness in villages about computers. Government has brought out e-tablets which are cost-effective Energy Saving devices in new computers. Closing 37 P a g e