Instructions For The Paper setting
         (Activity Sheet  Std-Xll  English)

   Teachers and students  need to Know that the activity sheet of the revised format which is prepared/ designed in viewing with the following essential techniques and requirements. While setting up the activity sheet, the paper setter carefully follows the below instructions.

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

Q1. (A and B) and Q3.(A and B)

1. For Q1A (a seen passage from Units I to 4 in the Course book), for Q2.A (a seen passage from Units 5 to 8 in the Course book) and for Q3A (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 (Q2B, and 03.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 feeling  of any relation, 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 armory 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- answver drll. 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 s to be tested through each activity:

A1-ComplexFactual/Global Understanding. A2-Inference/Interpretation, A3-Conclusion/Guessing. A4-Vocabulary. A5-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 Q1.(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 Q1 (A). 2(A), and 3(A).

11.For Q.2 (B), the unseen passage for note-making should be about 150 to 00 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) Q3(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.

Q4. (Poetry)

1. An extract of about 12to l6 lines from a poem will be selected 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 flavor 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.

Q5. (Rapid Reading)-

1.  Select two separate extracts cach 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(1) and B(1), 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 (1) and B (2) () Add your own imaginative paragraph either before or after the extract (i) Convert dialogue into a story form or convert the e extra 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.

Q6.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 the 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 

1. Give a situation and ask students to frame a set of &-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, honors/ 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.

Compiled by-          Prof.D. S. Rathod                                                 (Moderator)

 

Source:-Teacher's..Awareness Programme

         

कायी गोरुरो राजकीय,सामाजिक अन सांस्कृतिक अस्तित्व धोकेम आवगो छ. ??

कायी गोरुरो राजकीय,सामाजिक अन सांस्कृतिक अस्तित्व धोकेम आवगो छ. ??

अनुवाद,संपादन,लेखन चळवळ ई गोरुर सवारेर उज्वल भवितव्येर  नांदी छ..!

       

                    वाते मुंगा मोलारी

आवो एकजागं भळा..अमीर उमराव बेसका करा..गोरुर गौरवशाली इतिहास हुबो करा...!!*

         गोरमाटी तांडेर मानवतावादी वाड;मयीन संस्कृती,गोरुर जीवनशैली,सौंदर्य संपन्न गोरबोली भाषा,मौखिक वाड;मयेर ओळख जगदनीयारी से भाषामं वेयेर नंजरेती साहित्य चळवळीमं अनुवादेरो मोल घणो मोटो रचं.आज गोरगणेर सायित्य चळवळीमं "अनुवाद क्रांतीरो" एक नवो पगला जयराम पवार उपजिल्हाधिकारी सायेब वटायो छ.इ नक्कीज गोरगणेर वेस अन हिंमाणीर ओळख मराठी भाषिक लोकून करन देयेवाळो एक क्रांतीकारी पगला ठरेवाळो छ.

           आसे पगलाती एक भाषिक समाजेर मूळ संस्कृती,विचारधारा,जीवनशैलीर ओळख दुसरे भाषिक लोकुताणू पुचती रचं.जसो महाकवी कालिदासेरो संस्कृत सायित्येर ओळख इंग्रजी भाषा अनुवादेती जगदनीयार लोकून हुयी.महकवी कालिदासेर साहित्येर इंग्रजी अनुवादेती भारतेर साहित्य जगभर प्रसिद्ध हुवो.

    आज गोर सायित्य चळवळीम संपादन,लेखन,अनुवाद चळवळीरो एक नवो पगला उपडरो छ.इ घण आणदेर वात छ. भीमणीपुत्र लिखित मराठी भाषा माईरो *गोरपान गोरबोलीतील भाषा सौंदर्य* ये सायित्यकृतीनं प्रा.दिनेश सेवा राठोड इंग्रजी भाषाम लाताणी गोरबोली भाषारो रुप सौंदर्येर ओळख सारी जगदनीयार लोकून करन दिनो.गोरबोली भाषा सायित्य अन गोरुर मानवतावादी वाड;मयीन संस्कृतीर ओळख आज जगेनं वेरी छ.

         डाॅ.जे.जे.रायबर्मन बांगलादेश इ प्रख्यात इंग्रजी लेखक मार घरं १५ मुक्काम करन मार *गोरमाटी संस्कृती आणि संकेत* येर संदर्भेर आधार लेन *इथनाग्राफी ऑफ ए डिनोटीफाईड ट्राईब द लमाण बंजारा* ये इंग्रजी पुस्तकेर माध्यमेती गोरुर नवलक मौखिक वाड;मयीन संस्कृतीर ओळख जगदनीयार लोकून किदो छ.

          आदिवासी लेखिका माता स्वेतादेवी ये आत्माराम कनिराम राठोडेर *तांडा* आत्मचरित्रेर भाषांतर करन तांडा सायित्येर, जीवनशैलीर ओळख जगभर प्रसिद्ध करमेली छ.

         "फन्डामेंटल रिसर्च सेंटरेर टिम मार मुलाखत लेन तांडा जीवनशैलीर ओळख डिजिटल उपस्थितीमंडळ लान जगप्रसिद्ध करमेले छ.

       प्रा.रविंद्र ब.राठोड नागपूर येथे सोशल मिडिया परेर विकरायी हुवी मार *वाते मुंगा मोलारी* My swan song ये सायिय सदरेर संपादन करन सेनं वाचेसारु उपलब्ध करमेले छ.सुनील राठोड मेघावत बदलापूर मुंबई ये आर्थिक हातभार लगान संपादन चळवळीनं गती देयेर प्रयत्न कररो छ.

       राजकारणे पेक्षा सायित्य चळवळीर ताकत घण प्रभावी रचं येरो भान आज गोर वचारी,उद्योगपती अन शब्द सैनिकेऊनं आवगो छ.इ गोरगणेर सवारेर उज्वल भवितव्येर नांदी छ.

            एकेवडी गोरबोली भाषा सायित्य अन तांडा जीवनशैलीर नवलाई जगदनीयार अभ्यासकेनं नवलक वाटरी छ तोपर दुसरीवडी  गोरुर संघटना माईर मतमतातंर,राजकीय चळवळी माईर गोर नेताऊर पक्षबाजी धोरण ये से वातेती गोरुरो राजकीय,सामाजिक अन सांस्कृतिक अस्तित्व धोकेम आवगो छ.येनं कू आवरतू आये ? येर चिंतन डायसाण पातळीपं वेणू गरजेर छ.

        डावोसाणो वचारी मिलिंद पवार सायेबेरो केणो भी धेनेम लेणू लागेवाळो छ. ओनेर केणी छ क, "एक जमानेमं गोर भी गडपती रं! ये गडपतीऊर वारसेन आज कोरीकोर जू नचारे जू नाचरे छ.न्यावेर भागा मांगरे छा ऊ भी मळरो कोनी छ." ये वघमेपं आबं एकज इलाज छ,सोतार ताकत बडाणू पडीये...गोर बंजारारी आची वाते कोरुताणू पुचाणू पडीये...आपणो गौरवशाली इतिहास वजाळेम लाणू लागीये इ काळेर गरज छ".मिलिंद पवारेर इ वचार वाजवी छ..!

*आवो एकजागं भळा..अमीर उमराव बेसका करा...तांडेरो सवारेरो भविष्य उजळ करा!!*

                भीमणीपुत्र

          मोहन गणुजी नायक

Std-11/12 English Activity Sheet: Frequently Raised Queries, Doubts And Questions

Frequently Raised Queries, Doubts And Questions About  Activity  Sheet

                          Std-11/12

                        Sub-English

******************************************

  Whenever we confrom something different or new it is possible that we are vexed with numerous queries, doubts and probiems Having these is a sign of our ing inquisitive about the changes that are brought in. Getting our slightest doubts regarding these innovations solved is essential for helping our students get the best. Our misunderstanding might result into the poor performance of the students, Therefore, we should have a good understanding about the questions and their answers. Here, are some of the doubts anticipated and some actually posed by the teachers after the declaration of the format of the question paper.

1. Why to shift to activity based testing?

@  To continue with the changes ushered in through the evaluation pattern at the earlier stage.

@ To increase the level of comprehension and thinking skill

@    To introduce variety in question patterns

@    To break the monotony of the Wh' questions To increase the unpredictability of question types.

@  To eradicate the fear of examination from the students' mind.

@  To encourage the learners to apply their minds to do activities.

@  To make the examination more authentici.e. relevant, realistic and meaningful,

@  To test as suited to the form of literature.

@  To break the monotony and avoid mechanicalness in the evaluation pattern.

@  To prepare students for the life skills

@  To ignite and develop creativity of thought and language.

@ To develop constructivist approach to life.

2. What is the difference in interrogative based testing and activity based testing?

  Interrogative words are limited while as there is a more variety in framing activities. The purpose of Interrogative testing is limited. Interrogative may encourage rote learning and dependency on the ready made notes while as activities tend encourage self thinking. In interrogation there is fear of insistence on answers in full sentence whereas in activities only the pointed answers are expected. Answers given to interrogation may force the examiner to point out the students mistakes in tense and structure of answers. While solving activities this kind of change in focus is not done and the skill is focussed.

3.  Is the new format diluting the expectations of the students?

  There is no dilution but the exactness of the responses is insisted upon. While checking the comprehension ability of the students the focus is only the comprehension and not any other Skills Dilution is not there because the language learning abilities are given priority over just Cramming of the answers. Questions on creativity, personal response and all the activities in the writing skill section pose sufficient challenge for the students. The appearance of the activities may be easy but the learning process that the child is expected to undergo is certainly more Complex.

4. Why an activity is introduced before the passage?

  This is to provide a definite purpose for a student should read the passage. It is to promote the right kind of skills of reading amongst the students. Students should not read the passage for the sake of reading but set an aim for reading it. Reading will be purposeful and quick. The activity here is expected to be testing students' skill in understanding the factual knowledge. Activities are set on the given passage only because it is a kind of open book test and language ability testing needs to be stressed.

5. Why Personal Response type question?

   Activity 5 for the comprehension question is set to encourage children in presenting their own thinking and imagination. Whatever that we read creates impact on our mind We just don't read and stop there, but whatever that we have read creates impressions on our mind and we are tend to take certain action. This will encourage children to respond to what they read Understanding of the question, forming self opinion, decision making and then expressing all in the own words of the students is considered to be important. Students need to know the importance of going beyond and having own views on the different issues. Personal response type questions would give scope for expressing what they have read. Individual opinions are important and they need to be respected. What the writer has stated might be one side of the problem but the students' opinions would present the other side.

6. Why activities on creativity are introduced?

  Instead of testing content based questions which are likely to test memory rather than language abilities, creativity based activities. Students have tremendous power of creativity and very itle scope to encourage that. The activities on aresativity are deliberately introduced to encourage the literary abilities of our students. There is always little writer hidden in the students in the form of a poet or a story writer or a playwright, the activities on creativity aim at that. It is improper to underestimate our children. They have a hidden talent in them which they can face in these challenge posing activities.

7. Why interview questions? They can be stupid at times.

  Framing really intelligent question is challenging. It is not expected that the students should only make use of various wh-words to frame their questons, The skill of framing questions is important in real life. Most of the time of our life we spend in just giving answers to the questions but very rarely we are expected to pose questions.Asking questions,encourages,inquisitivenes among the students. Therefore, the initial question is expected to be asking for something Personal. The other questions may be Content questions. Major questions should be probing questions in nature. The last few questions should be closing questions. The stupidity in questions should be discouraged by the teachers by guiding the students in framing really interesting questions.

8. Whether the new format will improve the language performance of the students.

  It is believed that the students will have to express acquisition of language abilities. Each activity is based on different language abilities. The activities expect the students to make use language more inteligently There are actiwities testing comprehension ability, creativity and imagination, grammar, vocabulary and writing. More than testing just testing the basic skills of reading and writing, the format aims at testing thinking and mental abilities of the students. The students will be able to answer as expected only if they have acquired desired language proficiency.

9. Whether activity based testing assess language skills/competence

 Global understanding, complex factual understanding, inference, interpretation,conclusion, evaluatin guessing and responding are all the different language skills and competence that the activities aim at. This is done through the activities on the prose passages, poetry extracts and rapid reading extracts. Also, ability to express creatively and imaginatively is expected to be tested from the activities on the personal response type and the activities set on rapid reading extracts and through all the activities under the writing skill section. Even there are varied kind of activities testing vocabulary and grammar. All these activities intend to test mainly the language skills and abilitie Only the form of asking them is not the traditional one.

10. How will activity based testing ensure transparency ?

   Considering the criterion set for marking each activity the percentage of subjectivity element is controlled The exactness of the responses expected will be given through the model answer sheet. However, students are not likely to use exactly the same language, therefore any slightiy different use of language should be considered as correct. 

   Answers to Personal Response type questions are provided deliberately because once the answers or the points for the answer are not given it is likely that the examiners valuate only if those points are seen. This is injustice on the students and they are likely to suffer.

11. Will the change make the classroom management easier?

 Managing activities in the class is going to make it more interesting and enjoyable. There will be lot of involvement of the students in conducting the activities which would reduce their stress and tension. Teaching in groups and pairs often make the students feel relaxed. Teacher will have leave the comfortable position near the BB or on a platform but mix up with the students. know them in a better way Since, the -students are expected to use language there would be different discipline problems but that would be constructive and meaningful. A teacher having good class control would not find it difficult to handle the class with full of activities.

12. Will it be possible to cover the portion with the change suggested?

    There need to be a change in our methodology of dealing with the prose or poetry from our coursebook. This change is from the point of view of the learner therefore, the pace of activities will based on the ability of your students to handle The students wealk in comprehending guage would take more time while students having more exposure would finish them faster. The creeative teacher would plan the lesson considering this variety in students. Time management is something that teachers should consider before entering the class. Once the students follow what is expected from them they will not pass more time in one activity. They need to go ahead with their own involvement. The skill is the matter of practice and they will develop that only if the teachers make them sit in a class and do the activities on their own.

13. If the course book is not activity based, how is the evaluation pattern Activity based?

   Students appearing for Std. XI from the year 2017-18 have already started learning it in activity based form from their school days. This year feb.2019, Std-12 students appeared the examination and soved activity sheet. Now, students need to find the continuation of the similar sort of procedure of teaching and testing. Otherwise, these children would be deprived of the method that they have already started with. The Coursebook of Std. XI is activity based, still the exercises in English are closer to activities expected. Moreover, it is expected that the teachers should convert maximum exercises in the form of activities in place of interrogations. Teachers own experience and skills provides sufficient examples and guidelines for developing activity based exerccises for teaching as well as testing.

15. Why is the term question used even though the question paper is activity based?

  The term question paper is deliberately avoided since students enjoy learning more through doing or through activities. Instead of series of interrogations now the Activity Sheet contains number of different kinds of activities. The term question is maintained since, the marks computerised for the further process in the making of resuilt. To avoid complications in the EDP work the word question is maintained. Further, Activity and sub-activities would create a problem for the students so within Question we have number of activities

 These were just representative questions, however if you have any further inquiry in any of the matter of the changes introduced, feel free to ask the resource persons or write to the Board with your pin pointed question.

   All activities in the  Activities are closer to real life situation rather than asking on one side which the learmer on the other side of the table is expected to answer. The memory of the learner to reproduce or copy paste.

 Lastly the physical appearance of the Activity Sheet is more student-friendly than the traditional question paper. So the changes that are being brought about are to make the teachers and students more creative and give them liberty to innovate with activities and to go beyond the nine wh-questions.

   Wish you all the best.....

 Compiled by:- Prof.D.S.Rathod

                        (Moderator)

  Source- Teacher's Awareness programme. 

       (Resouce Persons' Training 

Section ll : Poetry Activity Sheet For Exercise

Unit-Wise Specimen Activities for Exercise
                        Activity No: 1
             
                         Unit One: Self
                       Section ll : Poetry
        1.1 The Person I am Looking For

 Q.4 - Read the extract and do the activities that follow:                 [8-Marks]

If you crave not for praise when you win
And look not for sympathy while you lose
1f cheers let not your head toss or spin
And after a set-back you offer no excuse
You may be the person I am looking for.

If you accept counsel without getting sore

And-assess yourself in the light thereof

If you pledge not to be obstinate any more

And meet others without any frown or scoff

You may be the person I am looking for.

If you have the will to live and courage to die

You are a beacon -light for people far and wide

If you ignore the jeers and, thus, expose the lie

That virtue and success do not go side by side'

You are the person I am looking for.

Al. web :
Complete the web by listing things that inspire vou to ive in spite of
failures.                                         (2)

                            --------------
        ------------                               ________
                              Things 
                        that help you to
          ------------      succeed      _________
                            ________

A2. Poetic Device : Figure of Speech (2)

If you have the will to live and courage to die
(Name the figure of speech in the above line and find out anotheer example of  same from the extract and write down.

 A3 Personal Response                      (2)

Give reasons to justify that you are the person the poet is really looking for.

A4. Creativity                             (2)

Complete the following stanza to rhyme with the given lines
If you are brave,
_________________

In the life's journey long.
_________________

*****************************
            Specimen Answer Sheet 

Q. 4                                             8 Marks
Answers:-

A1 Web :                                           (2)

Things that help you to succeed 
1. not to offer excuse after failure.
2. not to be proud.
3.have firm believe that virtues  make you successful.
4.ignore jees.
5. have courage to stickk to your principles/virtues 
6. accept Counsel without getting sore.


A 2: Figure of speech: Antithesis: (2)
Another Example:

If you crave not for praise when you win
And look not for sympathy while you lose

A3. Personal Respons                 (2)

Accept any reasonably correct answer                                              

A4. Poetic Creativity                   (2)

     If you are brave,
   Your path you'll pave.
   In the life's journey long,
 You'll sing the merry song.

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Marking Scheme For Written Communication Q. 6 and 7

                          Section - IV

                    MARKING SCHEME 

              For the Question 6 and 7 

  The answers to these  questions to be written while considered the following marking scheme and the answers are assessed accordingly. Students should write the appropriate answers in view of the following issues.           

Written Communication [12 Marks]

Q.6. (A) Leter Writig (for I and 2)

Content                           2

Accuracy of language  1

Appropriacy                  1

___________________________

                         Total-     4  marks

(B) (1)  Leaflet           

Content                             2

Accuracy of language    1

Appropriacy                    1
____________________________

                       Total-         4

    OR

   2)  News writing    

Date line                            1

Intro                                   1

Continuing Paragraph    1

Style, Grammar, and Punctuation    1
_______________________________________
                           Total-      4   marks

C)   View-Counterview           

Appropriate Counter argument   2

Language, Style and Grammar     1

Presentation                                     1
                ------------------------------------------ 
                Total-                                 4 marks

      OR

2) Information Transfer             

Language, Grammar, Spelling       2

Covering Essential Points               1

Presentation                                      1

                              ______________________

                                       Total-            4

Q. 7 Interview Questions    

Ouestions Relevant to situation  2

Proper sequence                            1

Accuracy of language                    1
               ------------------------------------------ 
                              Total-                 4 marks

B) Speech Drafting      

Proper beginning and ending    1

Thought Content                           1

Proper explanation of ideas       1

            _______________________________

                                Total-               3

Format Of The Activity Sheet: Std- 12 English

Maharashtra State Board of Secondary and Higher Secondary Education, Pune
  
                 Format of Activity Sheet
                      Subject : English
                            Std. XII
Three hours                                  Marks: 80
____________________________________________
    (Reading skill, Vocabulary, Grammar, 
           Note-making and Summary)

Section- 1
-----------------
Ql. (A) Read the first activity, read the extract and then do all the activities. (2)
(A Seen Prose Extract from Units 1 to 4: between 250 and 300 words)   (12)

Al. Activity testing Complex Factual/Global understanding                                      (2)

A2. Activity testing Inference/Interpretation                    (2)
A3. Activity testing Conclusion/Guessing (2)
A4. Activity testing Vocabulary         (2)
A5 . Personal Response                       (2)
A6. Contextual Grammar                    (2)

(B) Grammar (Non-textual)

Articles, prepositions and one item not covered in Ql A6, Q2. A6 and Q3. A6)

Q2. (A) Read the first activity, read the extract and then do all the activities.[12]

Al. Activity testing Complex Factual/Global understanding (2)

(A Seen Prose Extract from Units 5 to 8: between 250 and 300 words)
A2. tivity testing Inference/Interpretation(2)
A3. Activity testing Conclusion/Guessing(2)
A4. Activity testing Vocabulary (2)
A5. Personal Response             (2)
A6. Contextual Grammar          (2)

(B) Note-making. [3]

An unseen prose extract selected to form the basis for note-making (around 200 words) (completion exercise)

Q3. (A) Read the first activity, read the extract and then do all the activities.

Al. Activity testing Complex Factual/Global understanding    (2)

(Unseen Prose Extract: between 250 and 300 words)


A2 Activity testing Inference /lnterpretation   (2)

A 3Ativity testing Conclusion/Ciuessing (2)

A4. Activity testing Vocabulary  (2)

A5 Personal Response  (2)

A6 Contextual Grammar   (2)

(B) Summary
(Based on the extract in Q.3 (A)
(Completion exercise)              (3)

Section-II Poetry

Q,4. Read the extract and do the activities that follow:  [8]

(One Seen extract 12 to 16 1lines)
Al. Activity testing Factual understanding(2)
A2. Activity testing Interpretation/understanding of Poetic Devices  (2)
A3. Activity testing Appreciation or Personal response       (2)
A4. Poetic Creativity    (2)

Section- III

(Rapid Reading and Composition)  [8]

Q.5. (A) Read the extract and do the activities that follow:     (4)

(One seen extract 200 to 250 words)

1- Activity testing global understanding based on (i) Plot (ii) Character
(iii) Setting (iv) Theme (v) Language
Activity: (Activity Testing creativity) (2)

 2- Add your own imaginative       
paragraph either before or after the extract (i) Convert dialogue into a story
orm / convert the extract into a dialogue form 111 Provide a diferent
ending in about 50 words. (iv) Give gist of the extract in your own words.  (2)
(Any One)

(B) Read the extract and do the activities that follow:
(One seen extract 200 to 250 words)

1- Activity testing global understanding based on (i) Plot (ii) Character
111 Setting (iv) Theme () Language  (2)

2) Activity: (Activity Testing creativity) (i) Add your own imaginative paragraph
either before or after the extract (ii) Convert dialogu into a story torm
convert the extract into a dialogue form (iii) Provide a different ending
about 50 words. (iv) Give gist of the extract in your own words. (Any One) (2)

(Note Activity type used for the extract (a) will be repeated for the extract (b)

Section - IV
(Written Communication)

Activities testing application / expression           [12)

Q6. (A) Letter-Writing
Write any ONE of the following letters :
Application leave of absence, bona-fide certificate, scholarship,
concessions, job, etc.     (4)

OR

Complaint city planning, traffic, garbage, pollution, stray dogs, grievances,
etc. to authorities or a letter to the editor

(B) Write on any ONE of the following items: (Activity testing expression (4)

Leaflet: donation, tourism, yoga/computer class, camps, holiday book club, etc.

OR

News drafting/ Report writing

(C) Write on any ONE of the following items (Activity testing expression) (4)

(1)  View--counter view

OR

(2) Information Transfer (Non-verbal to Verbal)

Q7. (A) Framing questions for an
interview  [4]

(Set 8 10 questions to have an interview)
1.Introductory question
2. Content questions
3. Probing questions
4)Closing question


(B) Drafting Speech (Activity testing expression)         (3)

Preparing a speech (about 100 words)

       ---------------------------------------------------

               Weightage by Section
 Section            Marks          Percentage

                                           

Prose                         30                    37.5%
Poetry                        8                     10%           Vocab./Grammar   15                    18.75
Rapid Reading         8                      10%
Writing skill             19                   23.75%              ----------------------------------------------------         
          Total:               80                   100%       
____________________________________________                     
                Weightage by Objectives

Objectives         Marks             Percentage

Knowledge              40                    50%
Understanding 

Skill                           19                   23.75%

Application              15                 18.75%

Creativity                  6                  7.5%
___________________________________________
          Total  -              80                  100%



Compiled By- Prof. D.S.Rathod
                          [ Moderator ]

                         

Grammar Topics Feb-2019

        Grammatical questions ( topics) asked in
        February 2019- Std-12 Board Examination.

               Set-wise questions and answers

SET : A

Q.1.(A)


A6. Grammar                 (2)
Rewrite the following sentences in the way instructed

(i) The paddy is ripe enough to harvest.
(Remove ‘enough’ and rewrite the sentence.)

(ii) How beautiful the sight was!
(Rewrite as an assertive sentence)

A6. Answer

(i) The paddy is so ripe that anyone can harvest it.
                        OR
(i) The paddy is so ripe that I/he/she/we/you/they/farmers can/should harvest.
it.
                         OR
(i) The pady is so ripe that it can/will/should be harvested.

(ii) The sight was very beautiful.

SET: A, B , C, D

Q.1.(B) Grammar      (3)

Do as directed

(1) When earthquake strikes, world trembles.
(Insert appropriate articles wherever necessary and rewrite it.)

(2) I spent my holiday _______ some friends ________ a wooden house.

(Fill in the blanks with appropriate prepositions.)

(3) Radha said to the teacher, “I feel very happy to help my mother at home.”

(Change it into indirect speech.)

(B) Answers

(1) When an earthquake strikes, the world trembles.

(2) I spent my holiday with some friends in a wooden house.

(3) Radha told the teacher that she felt very happy to help her mother at home.


SET: A, B , C, D

Q.2.(A)
A6. Grammar           (2)
Rewrite the following sentences in the ways instructed.

(i) India and Maharashtra can progress only when there is oneness of interest.
( Use -Unless )

(ii) This state of Maharashtra will work for the betterment of the common people of Maharashtra.
(Rewrite it using modal auxiliary showing ‘obligation’

A6. Answer

(i) Unless there is oneness of interest, India and Maharashtra cannot progress.
                             OR
(i) India and Maharashtra cannot progress, unless there is oneness of interest.


(ii) This state of Maharashtra must work for the betterment of the common people of Maharashtra.


SET: A, B , C, D

Q.3.(A)

A6. Grammar         (2)

Rewrite the following sentences in the ways instructed.

(i) They have only one pair of wings.

(Make it negative without changing the meaning)

(ii) Insects have already adopted the tactic of disguise to escape from the clutches of their predators.
(Replace infinitive with gerund and rewrite)

A6. Answer

(i) They do not have more than one pair of wings.
                  OR
(i) They  have none but one pair of wings.
                  OR
(i) They have nothing but one pair of wings.

(ii) Insects have already adopted the tactic of disguise for escaping from the clutches of their predators.

 Set-B

A6. Grammar          (2)

Rewrite the following sentences in the ways instructed 


(i) He had won his laurels in athletic events and the silver medal in a running race.
(Rewrite the sentence using ‘not only...but also’)

(ii) When I saw the prizes, I was stupefied.

(Rewrite the sentence using ‘No sooner.... than’)

A6. Answer

(i) He had not only won his laurels in athletic events but alsoreceived a silver medal in running race.

(ii) No sooner did I see the prizes than I was stupefied.


Set-C

Q.1(A)

Grammar   (2)

Rewrite the following sentences in the ways instructed.



(i) He had learnt enough Green and Latin to read the classics in the original.

(Rewrite using ‘as well as’)


(ii) Doting parents often stunt the natural growth of their children through excessive adulation.

(Rewrite the sentence changing it into passive voice)

  Answers

(i) He had learnt enough Greek as well as Latin to read the classics in the original.

(ii) The natural growth of their children is often stunted through excessive adulation by the doting parents.

SET D

Q.1(A)

A6. Grammar    (2)

Rewrite the following sentences in the ways instructed.


(i) Seeing the hungry market, Dell placed local advertisement.

(Make it a compound sentence)


(ii) He added features to improve performance.

(Frame ‘Wh’ question to get the underlined part as an answer)

Answers:-

(i) Dell saw the hungry market and placed local advertisement.

(ii) Why did he add features?


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