Important Instructions for Paper Setters to set an Activity Sheet

Important Instructions for Paper Setters to set an Activity Sheet

It is essential for the paper setters to know the 'What', 'Why' and 'How' of designing various activities for developing the activity sheet on the revised format.

Q.l. (A and B), Q.2. (A and B) and Q.3. (A and B)

I)   For QI.A (a seen passage from Units I to 4 in the Course book), for Q2.A (a seen passage from Units5 to 8 in the Course book) and for Q3.A (an unseen passage), the word limit for each of the selected passage should be about 250 to 300 words.

2)    The selected extracts should be thematically, contextually, semantically and syntactically complete in themselves.

3)      The unseen passages (Q.2.B. and Q3.A) should not be taken from books of reading comprehension exercises or bazaar notes, but should be from authentic sources. They should be unbiased in nature. They should not at all harm feelings of any religion, caste, creed, sect, colour, race, gender, language, province, beliefs, cultural traditions, etc.

4)      The content of unseen/non-textual passages should not have any character assassination, controversial political issues, deliberately distorted historical anecdotes, etc.

5)     In any way the content of the unseen passages, directly or indirectly, should not deflect social harmony by causing any threat to the law and order situation in society.

6)     As far as possible, the unseen passages should be related to the themes dealt with in the course book. They should be attuned to students' age and learning level.

7)    Make use of a variety of activities and avoid the repetition of similar activities across the activity sheet. Keep it in mind that we propose to test students' linguistic competence by applying thinking skills. Therefore, activities should not be the monotonous question answer drill. Activities should make students feel free from exam stress .They can deal with each activity like a joyful exercise considering it as a language game.

8)      Every activity should have a purpose and objective. Be sure about the skills to be tested through each activity: Al-Complex Factual/Global Understanding. A2-Inference/ Interpretation, A3-Conclusion/Guessing. A4-Vocabulary. AS-Personal Response.

A6-Grammar.

9)    The designs like web, table, matching, diagrams, etc. should be properly used. The difficulty level and the time management will have to be taken into consideration.
10)  Q.I (B) is for testing students' knowledge of using articles and prepositions. In addition to that it also allows testing grammar items in the syllabus which are not covered in the grammar questions in QI (A). 2(A) and 3(A).

11)  For Q.2 (B), the unseen passage for note-making should be about 150 to 200 words. It is the completion type activity which includes tabular information, tree diagram, flow chart note-completion, etc. It should demonstrate skills in recognizing classification, Similarities and contrasts.

12)  Q.3 (B) is for cultivating the skill of summary-writing. It is the exercise to be completed with the help of the given points. It is based on the passage in Q3 (A). The summary has to be precise with a suitable title.

Q.4. (Poetry)

I)      Select an extract of about 12 to 16 lines from a poem which is not from the same units selected for the prose seen passages.

2)    Select an extract which is complete in theme. There should be no break-up of lines in the stanzas as it may hamper the meaning.

3)     Use variety of activities to test the       flavour of literary language.

4)   While framing activity that is based on creativity, give optimum scope for the open-ended thinking/expression.

5)    Creativity-based activity should be varied in nature.

6)    The one given in specimen activity sheet is just an example.

Q.5. (Rapid Reading)

1.    Select two separate extracts each of about 200 to 250 words for Q5 (A)and (B).

2.    The selected passages should be complete in theme.

3.    Consider the variety of activities for both Q 5 A(I) and B(l), that are on (i) Plot (ii) Character (iii) Setting (iv) Theme (v) Language. The activity should be based on the global .understanding of the given passage.

4.    Keep variety in framing activities for both Q5 A (l) and B (2) : (i) Add your own imaginative paragraph either before or after the extract (ii) Convert dialogue into a story form or convert the extract into a dialogue form. (iii) Provide a different ending in about 50 words. (iv) Write the gist of the extract in your own words.

5.      Avoid any activity in which the student will merely have to change the personal pronouns and reproduce the extract.

Q.6. Written Communication

1. Consider variety of framing kinds of applications: leave of absence, bona-fide certificate,  

    scholarship, concessions, jobs, etc.

2. Instead of just giving instructions, provide some kind of purpose/points/ hints/ clues to help 

    students.

3. Appropriate presentation of the content along with the required layout should be given more 

    importance.

4. Give instructions with pinpoint accuracy to make all the expectations clear.

5. The topics should be attuned to students' experience, age and learning level.

Q7. (A) Framing questions for an interview

l.  Give a situation and ask students to frame a set of 8-10 questions to be asked to the interviewee.

    It should have a definite purpose.

2. The questions should be intelligent enough to focus on the person's childhood, academic

    achievements, spectacular career, odds or adversities faced, honours / awards received / future 

   plan of activities, message, etc.

(B) Preparing a speech

1.  Set a topic for developing a speech related to students' real life experience. The topic should 

     be relevant to the thematic concepts in the course book.

2.  The topic selected should not affect the social balance. It should be unbiased.

Curtesy:- Teachers’ Awareness Programme HSC Board, Pune