Manipur Board Class 12 Syllabus 2027 English

FOR MANIPUR CLASS 12 PREPARATION

Manipur Board Class
12 Syllabus 2027
English
EXAM YEAR TYPE SUBJECT

Manipur Class 12 2027 Syllabus English

Notes · Sample Papers · Previous Year Papers · Mock Tests

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ENGLISH
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CLASS-XII

One Paper 3 Hours 80 marks
Section Unit Mark

A. Reading : Unseen passage (1) Comprehension 12
Unseen passage (2) Case based Factual 6
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B. Writing : 3

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s e (Acceptance /refusal) / email
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4

g l a Poster/Dairy Entry
Report (Newspaper/Magazine)/Factual 5
a Description
5
Letter Writing (Official/Editor/Job Application)
Essay/Article 5
Grammar 4

C. Text Prose 16
Poetry 10
Supplementary reader 10
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SECTION –A

g la READING
UNSEEN PASSAGES (TWO)
Unit-I a Marks 18
Selected Pieces:
1. One Unseen passage of 400-450 words
a) Short Answer-III type questions to test local global and inferential
comprehension. 2x4=8
b) Vocabulary 1x2=2
c) MCQ
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1x2=2
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2. One unseen passage of about 300 words.
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a) One short answer type question
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Note: The passage will be of the following types:

a) Factual passages e.g. instructions, description, reports/Discursive passage involving
opinion e.g. argument, persuasive or interpretation.
b) Case based factual passage with data, facts, figures etc.

c) Descriptive & Literary
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SECTION – B
ADVANCED WRITING SKILLS
Unit-II Marks 26
a) One out of two (short compositions of not more than 50 words each) e.g. writing
formal and informal invitation, reply writing or email writing. 3
b) One out of two (short compositions of not more than 60 words) e.g. Poster or Dairy Entry. 4
c) Letter Writing (about 100 – 125 words): 5
i) Official letters (for making enquires, registering complaints, asking for and
giving information, placing orders and sending replies).
ii) Letter to the editor (giving suggestions on an issue)
iii) Application for a job.
d) Report (Newspaper/magazine)/Factual Description (100 – 125 words). 5
e) Essay/Articles (120-150 words) 5

f) Grammar Two VSA + Two MCQ 1 x 4 =4

SECTION – C
PROSE
Unit-III Marks 36
Selected Pieces
i) On the Conduct of Life - William Hazlitt
ii) Sinking of the Titanic - M. Geelan
iii) The Kite Maker - Ruskin Bond
iv) The Dear Departed - Stanley Houghton
v) The Scourge of HIV - L. Kamakhya Kumar Singh
Note:
a) One critical question out of two questions. (100 words) 5
b) One out of two Short Answer-I type questions based on text. 4
c) One out of two SA-II Type Question. 3
d) One out of two SA-III Type Question 2
e) Two MCQ 1x2=2

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POETRY Marks 10
Selected Pieces:

(i) To the Skylark - W. Wordsworth
(ii) Youth and Age - S.T. Coleridge
(iii) O Captain! My Captain! - Walt Whitman
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(iv) The Listeners
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The Seekers - John Masefield
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(vi) Snake - D.H. Lawrence

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a)
a One out of two extracts from poems from the text to test comprehension and
appreciation. 4

b) Two out of three Short Answer-III type questions from the poems to test local
and global comprehension of text (upto 30-40 words each). 2x2=4

c) Two MCQ 1x2=2

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SUPPLEMENTARY Marks 10
Selected Pieces:
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(i) Love Across the Salt Desert
l a - Keki, N. Daruwalla
(ii) The Gift of the Magi ag - O. Henry
(iii) The Judgement of Paris - Leonard Merrick
(iv) Human Rights in India - L. Kamakhya Kumar Singh,
M. Suresh Kumar,
Kh. Somola
Note:
a) One out of two long answer type questions based on Supplementary Reader to test

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comprehension of theme, character and incidents, etc. in about 100 words. 5

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One out of two SA-II Type Questions 3
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ag PRESCRIBED TEXTBOOKS:
1. An Anthology of English Prose and Poetry, Book-II for Class-XII.
Printed at: Samadon Press, Sagolband Moirang Hanuba Maning Leirak, Imphal for the
Council of Higher Secondary Education, Manipur.

2. Supplementary Reader for Classes XI & XII.
Printed at: Samadon Press, Sagolband Moirang HanubaManing Leirak, Imphal for the
Council of Higher Secondary Education, Manipur.
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REFERENCE BOOKS:

1. Writing with a Purpose
By: Champa Tickoo and Jaya Sasikumar
Published by: Oxford University Press
2. Oxford English Grammar for Class XII
Published by: Oxford University Press
3. Communicative English for Class XII
By: Renu Anand and Gayatri Khanna
Published by: Oxford University Press
4. A Remedial English Grammar for Foreign Students by F.T. Wood.
5. A Practical English Grammar by A.J. Thomson and A. V. Martinet.
6. Oxford Advanced Learners Dictionary of Current English by A.S.

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CLASS-XII
SECTION-A
Reading Skills

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I. Reading Comprehensive through unseen passage. 12+6=18 marks
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One unseen passage to assess comprehensive, interpretation, analysis and inference.
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Vocabulary will also be assessed. The passage may be factutal, descriptive or literary
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charts etc. to assess comprehension, interpretation, analysis, evaluation etc. (about 300
words) Forms of question : 2(1) + 2(2) VSA + 2(2) MCQ

SECTION-B
Writing Skills
II. Writing Skills
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3. Invitation (formal/informal)/Reply (Acceptance/refusal) / e-mail (50 words)

One out of two given questionsatosbe answered.
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(3 marks) format : 1 Content:

4. Poster (Thematic) / Dairy Entry (60 words). One out of the two given questions to be
answered. (4 marks) format:1, Content:2, Expression:1

5. Letter Writing : Application for a job/to the Editor giving suggestions/Official.

One out of the two given questions to be answered in about 120 words (5 marks)
Format:1, Content 2, Expression:2
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6. Report Writing: (News Report/ Magazine report) / Factual Description in about 120

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words. One out of the two given questions to be answered. (5 marks) Format: 1, Content:

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appropriate topics in about 150
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8. Grammar-Antonyms/Synonyms, idioms/phrases, re-ordering/structure of sentence, one
word substitution, error correction and replace.

(4 marks) 2(2) VSA + 2(2) MCQ.

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III. SECTION – C (TEXT)
PROSE
This section will have variety of competency assessment items including Multiple Choice Questions,
Objective Type Questions, Short Answer Type Questions and Long Answer Type Questions to
assess comprehensive, interpretation, analysis, evaluation and extrapolation.
9. One Long Answer Type Question (Critical) to be answered out of the two
given questions from the text in about 100 words to assess comprehension,
interpretation, analysis, evaluation and appreciation. 5x1 = 5 marks

10. One Short Answer I Type Question out of the two given from the text in
about 60 words questions elicit inferential responses through critical
thinking. 4x1 = 4 marks

11. One Short Answer II Type Question in about 50 words each to be answered
out of the two given questions. 3x1 = 3 marks

12. One Short Answer III Type Question out of the two given questions to be
answered in about 40 words. 2x1 = 2 marks

13. Two Multiple choice Questions 1x2 = 2marks

IV. POETRY
14. One poetry extract out of two to be answered to assess comprehension,
interpretation, analysis, evaluation and appreciation. 1x4 = 4 marks

14. Two Short Answer III Type Questions in about 40 words each out of three
given questions. 2x2 = 4 marks

15. Two Multiple Choice Questions. 1x2 = 2 marks

V. SUPPLEMENTARY READERS
16. One Long Answer Type Question to be answered in about 100 words
out of the two given questions. Questions to provide analytical and evaluative,
responses, using incidents, events, themes, as reference points. 5x1 = 5marks

17. One Short Answer II Type Question out of the two given questions in
about 50 words. 3x1 = 3marks

17. Two Multiple Choice Questions 1x2 = 2marks

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DESIGN OF
QUESTION PAPER
Subject : English
Class : XII
Full Mark: 100 (80 marks Written Examination+20 marks Internal assessment)
Time: 3 Hours (80 MARKS WRITTEN EXAMINATION)
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WEIGHTAGE TO OBJECTIVES
Objectives
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I
Knowledge (K)

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Understanding/Comprehension (U/C)
16
40
20%
50%
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Application (A)/ Expression 24
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30%

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WEIGHTAGE TO FORMS OF QUESTIONS:
Form of Questions No. of Question
Time
Marks Percentage
(in minute)
Essay/Long Answer (E/LA) 05 65 25 32
Short Answer (SA-I) 02 35 08 10
II Short Answer (SA-II) 03 25 09 11
Short Answer (SA-III) 08 20 16 20
Very Short Answer (VSA) 10 18 10 12
MCQ 12 17 12 15
Total: 40 180 80 100
WEIGHTAGE TO CONTENT:
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UNIT CONTENTS
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Unseen Passage (Comprehension)
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A 8(4) + 2(2) VSA + 2(2) MCQ
18(13)
2(1) + 2(2) VSA + 2(2) MCQ
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(READING) Unseen Passage (case based factual)

Invitation (Formal/Informal) / Reply to Invitation
6(5)
3(1)
(Acceptance/Refusal) / Email Writing
III Poster/ Diary Entry 4(1)
B
Letter Writing (Official/Editor/ Job Application) 5(1) 26(9)
(WRITING)
Report (Newspaper/ Magazine)/ Factual Description 5(1)
Essay/ Article 5(1)
Grammar- 2(2) VSA + 2(2) MCQ 4(4)
Prose 5(1) + 4(1) + 3(1) + 2(1) + 2(2) MCQ 16 (6)
C
Poetry 4(2) + Extract 4(4) VSA + 2(2) MCQ 10(8) 36(18)
(TEXT)
Supplementary 5(1) + 3(1) + 2(2) MCQ 10(4)
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IV SCHEME OF SECTIONS : A, B, & C
Total :

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80 (40) 80

m . V SCHEME OF OPTIONS : LA/E, SA-I, SA-II, SA-III
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Difficult : 30% of total mark

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Average : 50% of total mark a
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Project Work (7marks) :
1. Selection & Relevance of the
Periodic tests Topic: 1 mark Viva-Voce
VII 20 Marks for Internal Assessment 2. Content: 2 marks
(10 marks) (3 marks)
3. Language use: 2 marks
4. Creativity & Originality: 2marks
Special Instruction: 1) Two questions of MCQ will be assertion-reason type question from prescribed texts
based on a comparative study of the lessons.
Abbreviation : K(Knowledge),U(Understanding),C(Comprehension), Exp.(Expression), Skill(S),

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E(Essay Type), SA (Short Answer Type), VSA (Very Short Answer Type),
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MCQ(Multiple Choice Question)

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GUIDELINES FOR INTERNAL ASSESSMENT
Classes XI-XII
Total Marks: 20
For Class XI-XII (English) Internal Assessment, activities should be aligned with the
objective of the NEP 2020, emphasizing communication skills, critical thinking, creativity
,collaboration, and real-life language use. Suggested activities, therefore, take into
consideration an integration of the four language skills i.e Listening, Speaking, Reading,
Writing, and Project work with Viva.
Assessment of Listening and Speaking Skills

1.Listening Activities:
* Listening to a speech and summarizing
* Note-taking from audio lecture
* Listening to poetry recitation, song and interpretation
2. Speaking Activities:
* Group Discussion on current issues
* Debate ( formal/informal)
* Extempore Speech
* Seminar Presentation
* News Reading and Analysis
* Story Telling

-For the above activities subject teachers may refer to books prescribed in the syllabus.
- In addition to the above, teachers may plan their own activities and create their own
material for assessing the listening and speaking skills.
Parameters for Assessment: The listening and speaking skills are to be assessed on the
following parameters:

a. Interactive competence (Initiation & turn taking, relevance to the topic)
b. Fluency (cohesion, coherence and speed of delivery)
c. Pronunciation
d. Language (grammar and vocabulary)

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SUGGESTIVE RUBRICS FOR LISTENING AND SPEAKING
1 2 3 4 5
Interaction Contributions Contributions are Develops Interaction is Initiates
are often interaction adequately initiated &
mainly Unrelated to those adequately, and developed. logically
unrelated to of the other makes Takes turn but develops
those of speaker. however needs simple
other speakers. Generally passive minimal some prompting. conversation
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any initiative in the development initiate familiar topics.
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development of Needs appropriately.

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interaction. take turns.
Fluency and Noticeably/ Usually fluent; Is willing to Speaks without Speaks fluently
coherence long pauses; produces speak noticeable almost
rate Simple speech at effort, with a little with
of speech slow. fluently, but loses length, repetition. no repetition
Frequent coherence in however Demonstrates &
repetition complex repetition is hesitation to find minimal
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and/or communication. noticeable. words or use hesitation
self- Often hesitates
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correction this and/or resorts
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to slow speech.
Topics partly
corrects;
self
structures and/or
self-
coherently

right informal developed; not occasionally correction.
in always concluded loses Topics
conversation. logically. coherence. not
Links Topics fully developed to
Only basic developed, merit.
sentences; but usually
breakdown of not logically
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coherence concluded.
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evident.
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Mostly correct Pronounces

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pronunciation correctly
a pronunciation. articulation. pronunciation & clear &
Communication Frequent & clear articulation. articulates
is severely phonological articulation Is clearly clearly.
affected. errors. except understood Is
Major occasional most of the time; always
Communication errors. very few comprehensible
problems. phonological appropriate
errors. intonation.
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Vocabulary Demonstrate Is able to Is able to Is able to Is able to
and grammars communicate on communicate communicate on communicate
almost no some of the topics, on most of most of the topics on most of the
Grammar flexibility, and with limited the topics, with appropriate topics using a
mostly vocabulary. with limited vocabulary. wide range
struggles for Frequent errors, vocabulary. Minor errors that of appropriate
appropriate but A few do not hamper vocabulary,
words. self- corrects. grammatical communication. words
Many errors. new words and
grammatical expression.
errors No
impacting grammatical
communication. errors.

Assessment of Reading and Writing
3. Reading Activities
* Reading unseen passages.
* critical review of newspaper editorials.
* Comparative study of two texts .
* Literary appreciation of poems and prose prescribed in syllabus.
* Reading journal.
* Character analysis from prescribed texts.
4.Writing Activities
* Article Writing.
* Report Writing.
* Letter Writing.
* Speech/Debate/Essay Writing.
* Creative/Script Writing.
* Notice/Diary Writing etc.
Parameters for Assessment: The Reading and writing skills are to be assessed on the following parameters:
* Reading Fluency ( pronunciation, pace, expression )
* Reading Comprehension and understanding.
* Identification of main ideas, details, and inference.
* Content relevance and Creativity in writing.
* Organisation and Coherence of Ideas.
* Language Accuracy.

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SUGGESTIVE RUBRICS FOR READING AND WRITING
Descriptor
Level

1 2 3 4 5
Unable to Limited reading Demonstrates Demonstrates Demonstrates
demonstrates fluency and basic reading good reading excellent reading
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the expected comprehension;
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reading and
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difficulty identifies some understanding; comprehension;
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writing
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competencies. key ideas; identifies key a
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and contains contains coherent with inferences;
frequent errors. noticeable minor language writing is well
organisational errors. organised,
and language creative, and
errors. accurate.

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Project Work + Viva: 10 Marks
laWork and Viva:
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Note:- Components of the Project
a
For Class XI:
 i) Introduction-1 Mark ii) Profile/Content/Component-3 Marks iii) Conclusion-1
Mark = 5 Marks
 Viva - 5 Marks.
For Class XII:
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c
mi) Selection & Relevance of the Topic: 1 mark. ii) Content: 2 marks. iii) Language
c. o use: 2 marks. iv) Creativity & Originality: 2marks = 7 Marks sem.
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5) The following points must be kept for consideration while assessing the project
work/Project-Portfolio
* Preparation/submission of Project Report (800-1000 words).
* Process and Methodology.
* Quality of the content of the Project.
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* Accuracy of information.
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* Clarity of thoughts and ideas.
* Creativity and Originality.
* Knowledge and experience gained.
* Presentation.
Suggestions for Project Work:
 For Class XI more emphasis shall be given to listening and speaking skills.
 For Class XII more emphasis shall be given to reading and writing skills.
* The Project can be inter-disciplinary in theme. The ideas/issues highlighted in the
chapters/ poems/ drama given the prescribed books can also be developed in the
form of a project. Students can also take up any relevant and age-appropriate
theme.
* Students listen to podcasts/ interviews/radio or TV documentary on a topic and
prepare a report countering or agreeing with the speakers.
* Report on a visit to public places- Historical Sites, Zoological Parks, Museum,
Market Places etc.
* Language use in social media.
* Local language and dialect survey.
* Documentation of folk tales and oral tradition.
* Translation project (Local language to English)
* Study of advertisement and persuasive language etc.

6) Steps of Assessment by Viva Voce :
* Introduction: Ask the student to briefly introduce the project/topic. Assess clarity,
confidence, and communication skills.
* Understanding of the project/topic: Ask 3-4 questions related to the project’s
objectives, theme, or content. Assess the student’s comprehension and depth of
knowledge.
* Analysis and Interpretation: Ask the student to explain key findings, observations,
or conclusions. Assess critical thinking and analytical ability.
* Personal Learning and Reflection: Ask what the student learned from the project
and how it was useful. Assess reflection, insight, and application of learning.
* Research and Methodology: Ask the student how information was collected and
organised. Assess originality, effort, and research skills.

Instructions for the Teachers: -
1. Properly orient students about the Project work.
2. Facilitate the students in the selection of theme and topic.

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Create a rubric for assessment and share with the studentsla
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know the parameters of assessment.

Parameters for Overall Assessment: -
1. Pronunciation:
* When evaluating the pronunciation of the students, teachers must listen for clearly
articulated words, pronunciation of unusual spellings and intonation.

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* Assess the students for the pronunciation skills and determine at which level the student
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needs improvement.

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2. Vocabulary:
After as e g l a
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noting their pronunciation levels, evaluate the students on the use of extensive and

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appropriate
to the context about which they are speaking.
3. Accuracy:
Grammar has always been an important component of language skills. As students
speak/answer the questions during the viva, listen to their grammatical structures. Are they
competent enough to use multiple tenses? Is their word order correct in a given sentence?
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An effective speaker will automatically use the correct grammatical structures of his

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language.
4. Communication: s
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Assessing the communication skills
Look at how creatively students use the language to make their points understood.
Students with a low level of vocabulary and grammar may still have good communication
skills if they are able to make the teacher understand their point of view.
5. Interaction:
* During the viva teachers need to ask the students some questions. Questions need to be

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based on the projects that have been suggested or chosen by the students.
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only when the questions are translated into simpler words or repeated? Are they able
to give appropriate responses in a conversation?

* These elements of interaction are necessary for clear and effective communication. A
student with effective interaction skills will be able to answer questions with relative

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6. Fluency:
* Fluency may be the easiest quality to judge in the students' speech: How comfortable
are they as they speak and express themselves? How easily do the words come out? Are
there inappropriate pauses and gaps in the way a student speaks?

* Fluency is a judgment of this communication and is an important criterion when
evaluating speaking skills. These criteria: pronunciation, vocabulary, accuracy,
interaction and fluency are all the hallmarks of a student's overall speaking abilities.

* Teachers must also remember that some students may excel in one area and struggle in
another. Helping the students understand these issues will enable them to become
effective speakers in future. Let your students know that you will be assessing them in
these various areas when you evaluate their progress and encourage them to work and
improve in these areas.

* Finally, teachers must remember that a proper evaluation of the students will take into
consideration more than just one oral interview on the final ASL project. Teachers must
take note of a student's progress throughout the academic year

N.B- 1. Three (3) Periodic Test shall be conducted during an academic session.
2. Contents of the Periodic Test should be Listening, Speaking, Reading, Writing,
and Project work with Viva .
3. The best two of three Periodic Test scores shall be considered and scaled down to
10 marks for the final periodic assessment i.e 10 marks shall be allotted to the
periodic test, while the remaining 10 marks shall be allotted for Project Work
with Viva.
4. All materials/records for the conduct of Internal Assessment should be retained
by the school until the end of the academic session.
5. For Internal Assessment, students may be provided with audio-visual aids to assess
their listening and speaking skills.
6. External Examiners may be appointed to conduct and evaluate the Internal
Assessment as per CoHSEM regulations and norms. However, Internal Examiners
shall be appointed by the respective Institution.
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