CCE Teachers Manual on Manual Assessment of Communicative Part 2

COMMUNICATIVE

Important note

It is recommended that teachers choose the formative tasks and number of tasks per unit or chapter judiciously so as to cover a variety of skills and learning objectives.

It is not necessary that all the tasks suggested for each chapter/unit be conducted in class and nor is it necessary for all tasks/activities to be assessed or marked. However, students should be aware of the activities/tasks which will be considered for assessment.

Activities should be built into the teaching-learning process and be a seamless part of the classroom process.

The Formative Assessments should be based on both the Literature Reader and Language skills (MCB/ Workbook).

The Formative tasks should take into account the four skills-Listening, Speaking, Reading and Writing.

The marks for each task may be decided by the teachers, however, the weightage for each Formative Assessment should be calculated for 10%.

The Summative 1 will cover all the Units taught in the First Term and the Summative 2 will cover all the Units taught in the Second Term.

1. Listening

The learners will

listen to a wide range of oral texts, summarize, record and respond to them.

be able to listen for information and enjoyment and respond appropriately and critically in a wide range of situations.

listen to and share ideas , viewpoints and reflect an understanding of concepts .

initiate ideas and continue communication in response to listening to a text.

exhibit comprehension of oral texts by recording main or supporting ideas.

listen critically for specific information.

follow instructions and directions.

distinguish between facts and opinions.

make inferences and judgements.

2. Speaking

The learners will

be able to communicate confidently and effectively in spoken language in a wide range of situations.

speak confidently in public and participate appropriately and effectively with others in a conversation.

exhibit skills of making oral presentations.

be able to prepare, organize and deliver an engaging oral presentation.

identify and use appropriate vocabulary.

use the appropriate tone, posture, gestures, pause and maintain eye contact while speaking.

3. Reading 

The learners will

read a variety of print texts including drama, poetry, fiction and non-fiction.

seek meaning in reading using a variety of strategies such as prior knowledge, inferring, predicting and confirming.

become accomplished and active readers who appreciate ambiguity and complexity.

be able to articulate their own interpretations with an awareness and curiosity for other perspectives.

be able to read fluently and view the given text for information and enjoyment.

respond critically to the aesthetic, cultural and emotional values in texts.

ask questions and make predictions.

skim the reading text to identify main ideas by reading titles, introductions and topic sentences.

scan texts for specific supporting details.

identify rhetorical devices ,figures of speech and explain them.

infer meaning of the ideas presented and of difficult /unfamiliar vocabulary from the context by using word attack skills.

summarize main and supporting ideas in the form of notes/points and make connections between them.

recognize the socio-political and cultural background of texts.

deduce the meaning of graphic texts.

evaluate ideas and information.

4. Writing

The learners will

be able to write different kinds of factual and imaginative texts for a wide range of purposes.

demonstrate planning skills for writing for a specific purpose, audience and context.

write in the appropriate style and format.

locate, access, select, organize and integrate relevant data from various sources.

interpret information presented in one form and transcribe it into written form.

develop coherent ideas and organize them into main and supporting ideas.

use a variety of sentence types and sentences of different lengths and structures appropriately.

present the written output coherently using a suitable introduction, logical progression and conclusion.

reflect on, analyse and evaluate own work and check it for spelling, stylistic or content - related errors.

prepare a final draft by proof-reading and editing.

present the final product in an appropriate style, free of grammatical and syntactical errors.

UNIT-1

LISTENING ACTIVITIES

LISTENING PASSAGE 1

You will listen to a passage on Mob Fury. As you listen, complete the worksheet by choosing the correct options.

Mob Fury

The crowd surged forward through the narrow streets of Paris. There was a clatter of shutters being closed hastily by trembling hands - the citizens of Paris knew that once the fury of thepeople was excited there was no telling what they might do. They came to an old house which had a workshop on the ground floor. A head popped out of the door to see what it was all about. "Get him! Get Thimonier! Smash his devilish machines!" yelled the crowd. They found the workshop without its owner. M.Thimonier had escaped by the back door. Now the fury of the demonstrators turned against the machines that were standing in the shop, ready to be delivered to buyers. They were systematically broken up and destroyed- dozens of them. Only when the last wheel and the spindle had been trampled under the foot did the infuriated crowd recover their senses. 

"That is the end of M'sieur Thimonier and his sewing machines", they said to one another and went home satisfied. Perhaps now they would find work, for they were all unemployed tailors and seamstresses who believed that their livelihood was threatened by that new invention.

PASSAGE 1: ANSWERS

1. how a well-meant invention can be misunderstood

2. the newly invented sewing machine

3. kill Thimonier

4. Thimonier was depriving them of their livelihood

5. were scared that their shops would be destroyed

 

Please refer to attached file for CCE Teachers Manual on Manual Assessment of Communicative Part 2

 


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