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
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