Sunday 1 March 2020
On Sunday, March 01, 2020 by minus blue 2 comments
I still remember that i use to forget my textbook at the classroom and it was so thick and heavy. I didn't even want to carry that heavy book.
But now, i got the soft-copy of the textbook so finally you don't have to carry that textbook and you will be able to use the textbook in your phone or pc.πππ
Thursday 18 February 2016
On Thursday, February 18, 2016 by minus blue 15 comments
CLICK HERE FOR MORE DETAILED NOTES(this website is especially for class 12 so if you have friends or siblings studying in class 12 inform them.
ππClick above link for nature of language notes and Grammar
Thursday 11 February 2016
On Thursday, February 11, 2016 by minus blue No comments
The Giver - Guide
This Guide is from www.lilcharts.com
On Thursday, February 11, 2016 by minus blue 1 comment
English I Question Papers
- English I Question 2006
- English I Question 2007
- English I Question 2008
- English I Question 2009
- English I Question 2010
- English I Question 2011
- English I Question 2012
- English I Question 2013
- English I Question 2014
- English I Question 2015(Coming Soon)
On Thursday, February 11, 2016 by minus blue No comments
English Syllabus for Class X
READING
& LITERATURE STRAND
Rationale
Literature embodies an experience of life expressed in a
language that appeals. Literature reflects and expresses the human imagination.
It brings understanding and enrichment to readers’ lives. Through the study of
literature, students learn to respond to ideas, issues, perspectives and
actions of others more critically and analytically. It also enables students to
understand the structure and intent of a variety of literary forms. At this
level, students must learn to explore the techniques used by authors to convey
messages, persuade and influence, evoke responses and feelings and connect
literature to their own lives and daily experiences.
The literature in the syllabus provides the material to
teach students how to read, while at the same time permitting them to read some
of the best literature available in English.
Students have to learn how to make meaning by themselves and to have met
some of the best writers and their works in the course of their studies. If we
can build classroom communities where that can be arranged, our readers will be
drawn to travel through new worlds of experience whose horizons keep expanding.
Aims
The English literature course aims to help students to:
1.
Read a wide range of texts with fluency and confidence
using a full complement of reading strategies.
2.
Show an understanding of the ways in which meaning and
information are conveyed in a range of texts.
3.
Articulate personal and critical responses to the
literature they are reading showing an understanding of thematic, structural
and linguistic features.
4.
Select and synthesize a range of appropriate
information to support their views.
5.
Demonstrate some knowledge of major writers and their
works.
6.
Understand the effects that the writer is striving to
achieve when she/he alters the standard form, plays with points of view and
builds image patterns.
7.
Share the feelings of characters in a story or play, or
the speaker in a poem or an essay.
8.
Evaluate the great ideas expressed in the literature
texts they are studying and draw inspiration from them.
Learning Experiences
Through the study of literature, students will:
1.
Gain exposure to different types of literary texts.
2.
Prepare speeches for public performance; stage plays;
and produces radio scripts and computer presentations.
3.
Continue to use the reading strategies learned at each
of the earlier levels as they read a wide range of texts, fiction and
non-fiction.
4.
Select, analyse, and synthesize information from a
variety of sources to develop and support their responses to texts.
5. Understand
and evaluate how authors achieve their effects in their writing with the use of
linguistic, presentational and structural devices, point of view, flashback,
figurative language, parallel arguments, and image and symbol patterns.
6.
Synthesize information which they collect from other
sources to support their views about major writers and their works.
7.
Read, talk about and write about the works of major
writers.
8. Reflect
and engage regularly in debates and discussions about the ideas and values,
such as separation, loss, love, compassion, beauty, truth, justice, and
spirituality as discussed in major literary works.
Learning Outcomes
As a result of these learning experiences students will be
able to:
1.
Read and articulate personal and critical responses to
fiction and non-fiction texts showing an understanding of the structural
features of the different texts.
2.
Talk and write about major classical and modern
writers, including Bhutanese writers and their works.
3.
Utilise the features of literary texts to help them
understand the ideas they encounter in the texts they are reading.
4. Read
and articulate their understanding of experiences such as separation, love,
compassion, loss, and spirituality using situations encountered in the
literature they are reading.
5.
Evaluate the point of view of the writer on issues like
right and wrong, justice and injustice, in literature.
6.
Read, understand and engage with the ideas expressed by
different authors in different forms of essays.
7.
Compare and contrast different cultural values,
traditions and beliefs, using situations encountered in the literature they are
reading.
8.
Read a modern one-act play and learn its elements.
9.
Build their vocabulary and use the pronunciation skills
to pronounce new words clearly.
10.
Read 40 pieces of fiction and non-fiction.
LITERATURE TEXTS FOR STUDY
1. NOVEL
Novel for
Study in Class X
|
|
|
Title
|
Author
|
Form
|
The Giver
|
Lois
Lowry
|
Fantasy
|
2. POETRY
Poetry
for Study in Class X
Sl.No.
|
Title
|
Author
|
Form
|
1.
|
Presents from my Aunts in Pakistan
|
Moniza Alvi
|
Lyric
|
2.
|
Dover Beach
|
Mathew Arnold
|
Dramatic Monologue
|
3.
|
A Red Palm
|
Gary Soto
|
Lyric
|
4.
|
To My Mother
|
George Barker
|
Sonnet
|
5.
|
“Hope” is the thing with feathers
|
Emily Dickinson
|
Lyric
|
6.
|
Absence
|
Elizabeth Jennings
|
Lyric
|
Supplementary
Poetry for Class X
Sl.No.
|
Title
|
Author
|
Form
|
1.
|
Good
|
R.S. Thomas
|
Sonnet
|
2.
|
Those Winter Sundays
|
Robert Hayden
|
Lyric
|
3.
|
Let Evening Come
|
Jane Kenyon
|
Lyric
|
4.
|
Whispers
|
OmololΓ‘ Ijeoma ΓgΓΊnyemΓ
|
Lyric
|
5.
|
Warning
|
Jenny Joseph
|
Lyric
|
6.
|
Miles Away
|
Carol Ann Duffy
|
Lyric
|
7.
|
The sun has burst the sky
|
Jenny Joseph
|
Lyric
|
8.
|
Ozymandias
|
Percy Bysshe Shelley
|
Sonnet
|
9.
|
High Flight (an Airman’s Ecstasy)
|
John Gillespie
Magee
|
Sonnet
|
10.
|
Haikus
|
|
|
3. SHORT STORIES
Short
Stories for Study in Class X
Sl.No.
|
Title
|
Author
|
Form
|
1.
|
Day of the Butterfly
|
Alice Munroe
|
Contemporary realistic fiction
|
2.
|
Hey-, Come On Ou-t!
|
Shinichi Hoshi
|
Fantasy
|
3.
|
Is He Living or Is He Dead?
|
Mark Twain
|
Classical
satire
|
4.
|
The White Knight
|
Eric Nicol
|
Allegory
|
Supplementary
Short Stories for Class X
Sl.No.
|
Title
|
Author
|
Form
|
1.
|
A Boy Grows Older
|
Morley Callaghan
|
Contemporary realistic fiction
|
2.
|
Overseasoned
|
Anton Chekov
|
Classical
realistic fiction
|
3.
|
D.B. Cooper
|
Max Haines
|
Mystery
|
4.
|
All Summer in a Day
|
Ray Bradbury
|
Science fiction
|
5.
|
Not Even a Corpse to Cremate
|
Kunzang Choden
|
Folk tale
|
6.
|
Penny in the Dust
|
Ernest Buckler
|
Traditional realistic fiction
|
4. ESSAYS
Essays
for study in Class X
Sl.No.
|
Title
|
Author
|
Form
|
1.
|
Layaps Go Home
|
Kinley Dorji
|
Descriptive
|
2.
|
Toasted English
|
R.K. Narayan
|
Expository
|
3.
|
Beauty and Body Image in the Media
|
Jean Kiilbourne
|
Persuasive
|
4.
|
Progress
|
Alan Lightman
|
Argumentative
|
Supplementary Essays for Class X
Sl.No.
|
Title
|
Author
|
Form
|
1.
|
Trapped
|
Norah Burke
|
Descriptive
|
2.
|
The Death of the Moth
|
Virginia Woolf
|
Descriptive
|
3.
|
Preventing Conflict in the New Century
|
Kofi Annan
|
Expository
|
4.
|
Creating a
Model of
Conservation:
Combining
Development and Ecology
|
K.E.S. Kirby
|
Expository
|
5.
|
The Art of Living
|
Samuel Smiles
|
Persuasive
|
6.
|
People as Products
|
Jean Kilbourne
|
Persuasive
|
7.
|
Hard Edges, Soft Skills
|
Ann Coombs
|
Argumentative
|
8.
|
Does the Law Discriminate Against Fathers?
|
Kuensel
|
Argumentative
|
LANGUAGE AND GRAMMER STRAND
Rationale
Every living being strives to communicate with its own kind.
One of the ways in which this need is fulfilled is by expressing thoughts in
the medium of language. Language is the bridge between individuals that tells
them they are needed, that they are not alone. Language thus gives us
self-expression and, by extension, identity. It gives shape to thoughts and
emotions, and communicates these to intended audiences. It is the basic element
with which the history of the world has been recorded. It is a time capsule
that allows us to view and re-view any moment in the past of literate man. It
is a repository of information that envelops all recorded knowledge and so acts
as a gateway to development. It allows peoples of the world to understand
different cultures as well as belief systems, and to share ideas. In this
regard, no other language has proved more useful than English.
Proficiency in English is therefore seen as a necessity in
both academic and professional life. The proper study of English entails detailed
study of grammar and conventions of usage, along with other language
competencies (listening, speaking, reading, and writing).
In Bhutan where English is used as a second language and
students use English frequently only in school, it is of utmost importance that
our students receive direct teaching in the grammar, pronunciation and syntax
of English in a consistent, thorough, and interactive manner.
Aims
The language and grammer course aims to help students to
understand & appreciate the importance of:
1.
Human Language.
2.
Know the functions of language.
3.
Know some theories of language acquistion.
4.
Use direct and indirect questions in their speech and
writing.
5.
Use imperative and exclamatory moods appropriately.
6.
Use participial phrases to form complex sentences.
7.
Use grammatical conventions with accuracy and
confidence.
8.
Use syntactical patterns with accuracy.
9.
Know and use common idioms and adages.
10.
Distinguish between literal and figurative language and
use them in communication.
11.
Select appropriate language to express concrete and
abstract ideas.
12.
Discuss simple theories about how humans acquire
language.
Learning Experiences
Through the study of Language, students will:
1.
Learn the conventions of standard English.
2.
Students will learn standard English word order and how
it differs from the other languages they speak. Teachers need to take advantage
of the fact that students speak several languages to show how language
works.
3.
Explore the relationship between language and
grammar.
4.
Engage in activities in which they practise language
for formal and informal situations; discussions on the use of slang; to arrive
an understanding of how a language changes over time to meet new demands
particularly language that is sensitive to gender and age.
5.
Engage in activities and discussions in which they try
to imagine a world without language; invent a language of their own; take
advantage of the multi-lingual nature of Bhutanese classrooms to show how the
same idea can be expressed in different languages and structures.
Learning Outcomes
As a result of these learning experiences students will be
able to:
1.
Use modal auxiliaries in increasingly complex ways.
2.
Use indefinite pronouns appropriately.
3.
Use antonyms, synonyms, homonyms correctly.
4.
Use periodic sentences correctly.
5.
Use a wider range of discourse markers correctly
including “however”, “in so far as”, “therefore”, “henceforth”.
6.
Use phrasal verbs correctly.
7.
Use conjunction coordinators and correlatives
(hardly…when; scarcely…when; no sooner…than) correctly.
8.
Use gerunds and participles appropriately.
9.
Use appropriate language in formal and informal
contexts.
10.
Understand the purposes that language serves in human
interaction.
Topics for Study
In
Class IX
1.
Modal auxiliaries
2.
Indefinite pronouns
3.
Antonyms, synonyms, and homonyms
4.
Periodic sentences
5.
Discourse markers
6.
Phrasal verbs
In
Class X
1.
Gerunds and participles
2.
Phrasal verbs
3.
Appropriate language for formal and informal situations
4.
Modal auxiliaries
5.
Purposes of language
WRITING STRAND
Rationale
The capacity of human beings to write down what they have
thought, dreamed of and spoken about makes their language abilities unique.
Thoughts expressed in writing can take on a life of their own. They can
continue to engage the reader in discussions about ideas long after the writer
has departed.
Writing is a way of thinking and learning. It is a process
with which thoughts are refined and the language in which they are written made
more precise. Writers draft what they want to say. That first draft is a
rehearsal of the ideas and the structures in which they have chosen to present
them. They will go on to draft and redraft their ideas in writing, to edit
them, modify them after they have shared their ideas with their colleagues, and
polish their language, until they arrive at a concise statement of what they
want to say. Out of this matrix of thinking, drafting and redrafting, editing
and modifying, emerges an understanding of the topic, which is much clearer and
more precise than when the writers began. Now when the writers engage in
conversations or debates on the topic, they can contribute to the discussion in
concise ways.
Writers write for many different reasons. There is a need to
write to friends. There are other kinds of personal writing as well. Journals,
diaries, notebooks, wishes and dreams are written down for the writer alone to
read. Writers write to do business with
people whom they do not know. They write to explain their research to
colleagues whom they have not met; to argue a position, to try to persuade
people whom they do not know to accept their services. Writers write to delight
their readers with imaginary people, lovable animals characters and worlds
different but similar to their own.
Students need to practise so that they develop their
abilities and skills in each of these kinds of writing, the personal, the
transactional and the creative or poetic. They have to be exposed to the stages
of writing and to the many strategies that writers use to make their writing
say what they want it to say. Students will find tactics that work for them and
incorporate these into their repertoire of writing strategies. They will
discover that certain strategies work better for specific writing tasks while
others work for them almost all the time. As they write they become more aware
of their own writing processes, they will take control of their writing and
become effective writers.
Aims
The Writing course aims to help students to:
1.
Demonstrate fluency in spelling.
2.
Use grammatical features and vocabulary correctly and
effectively.
3.
Use punctuation and paragraphing to make the sequence
of events or ideas coherent and clear to the reader.
4.
Use appropriate style in a range of forms.
5.
Demonstrate general confidence and fluency in their writing.
6.
Take notes and prepare reports from their notes. 7. Begin to apply criteria to evaluate
good writing.
8. Continue building
their portfolio and using the writing process.
Learning Experiences
Through the study of Writing, students will:
1.
Write regularly for a wide range of purposes, not only
to answer questions posed by the teacher.
2.
Use the writing
process.
3.
Study examples of good writing selected from the
general categories of fiction and nonfiction, which illustrate good models in
each of – personal, transactional and poetic writing.
4.
Present their writing publicly to a variety of
audiences – classmates, schoolmates, parents and other groups.
5.
Build a portfolio
of their best work in each of
poetic, personal and transactional writing.
6.
Evaluate their own writing using the criteria for good
writing.
7.
Help with the editing of the work of their fellow
students.
8.
Have fun as they create their own work to entertain,
inform and delight others
Learning Outcomes
As a result of these learning experiences students will be
able to:
1.
Respond in writing to examination questions and
homework assignments at an acceptable level.
2.
Write reports on assigned and self-selected topics.
3.
Take notes at meetings and prepare minutes
accurately.
4.
Identify elements of good writing in their reading
(fiction and non-fiction) and apply them to their writing.
5.
Write for a variety of purposes and audiences using a
wider variety of forms encountered in their reading to include biographies and
narrative essays.
6.
Use rhetorical devices, including antithesis and irony,
in their writing.
7.
Select and use diction appropriate to the writing task.
8.
Explore personal, cultural and national beliefs in
their writing.
9.
Distinguish the best pieces of their writing and add
them to their portfolio.
Topics for Study
Writing
to be done in Class IX:
1.
Responses to examination questions and homework
assignments
2.
Identifying elements of good writing and applying them
to their writing
3.
Write for a variety of purposes and audiences using a
wider variety of forms to include biographies.
4.
Using rhetorical devices, including antithesis, in
their writing.
5.
Using discourse markers in their writing
Wring
to be done in Class X:
1.
Responses to examination questions and homework
assignments.
2.
Write for a variety of purposes and audiences using a
wider variety of forms to include narrative essays.
3.
Reports on assigned and self-selected topics.
4.
Notes at meetings and preparing minutes.
5.
Use rhetorical devices, including irony, in their
writing.
LISTENING & SPEAKING STRAND
Rationale
We are born into the world capable not only of speaking any
language but also capable of listening to the language that we hear around us
so that we can learn how to use it to communicate our thoughts and feelings. As
we listen, we acknowledge the presence of people around us and learn to make
sense of the sounds they make. The practice of the skill of listening, and the
growing necessity to express what we need, think, feel and understand, leads us
naturally to learn to use the spoken world.
To listen well is a skill that assists us in all aspects of
our relationships with others. To listen with empathy allows us to share both
messages and feelings. To listen well is to honour the thoughts of others and
accept their contributions to the well being of our community. To listen well
is to learn new ideas and perceptions, words and structures. To listen is to learn
from good speakers their skills at rhetoric and gesture so we can use them for
ourselves when we speak.
To speak is an art which we all practice. It is one of the
important ways by which people know us. To learn to do it well gives us
confidence in ourselves and gives others confidence in us. We need to learn to
speak with ease and clarity so that we can, as people in the workplace, members
of family, and citizens in our communities make contributions to the common
good. Conversations of all kinds sharpen our understanding. They draw us
closer, fulfilling the need for companionship as we share what we understand
about what it is to be human.
In sum, we listen and speak for a variety of purposes on
both formal and informal occasions. Whatever the circumstance, we need to learn
to listen and speak well. The skills of Listening and Speaking are to be taught
directly and practiced so that we become better at using them to help us in our
quest for understanding the world we live in.
Aims
The Listening and Speaking course aims to help students to:
1.
Take on formal roles in groups and conduct the business
of the group appropriately.
2.
Speak in public at different kinds of functions using
appropriate conventional forms of address, lexicon, register and idiom, and
know the social appropriateness of such use.
3.
Listen to others, distinguish their message, tone and
intention and respond appropriately.
4.
Speak in clear and grammatically correct English in
personal and public situations.
5.
Listen to, understand and participate in oral
presentations and conversations conducted at normal speed.
Learning Experiences
Through the study of Listening and Speaking students will:
1.
Have regular and consistent practice in pronouncing
sounds, words and sentences.
2.
Engage in purposeful conversations, dialogues, and
informal debates regularly.
3.
Respond respectfully to those who express views
different to their own.
4.
Listen to examples of good oral presentations as they
are delivered, either live or on tape,
which demonstrate a range of purpose and tone.
5.
Practise recounting and commenting on what has been
listened to.
6.
Practise speaking and listening regularly in small
groups, first on simple topics and then gradually on more complex issues and
themes.
7.
Listen for signals that indicate a speaker’s tone,
intent and message
8.
Learn tone, language and messages which are appropriate
for different audiences and purposes.
9.
Observe appropriate body language which accompanies
formal and informal speech acts.
10.
Build their own speeches for use in public.
11.
Speak in public for various purposes: debates,
explanations, reports, introduction of visitors, responses to questions from an
audience.
Learning Outcomes
As a result of these learning experiences students will be
able to:
1.
Use the conditional forms properly to express
possibilities and probabilities in their speech.
2.
Use reading and literature texts as a source for ideas
for discussion or debate.
3.
Conduct interviews to collect specific information on
assigned topics or topics of their choice.
4.
Participate actively in meetings.
5.
Use idiomatic expressions appropriately in their
speech.
6.
Use the appropriate protocols when introducing a
speaker and addressing a chairperson at a meeting.
7.
Present reports orally to different audiences.
8.
Ask questions and provide supportive comments after
listening to oral presentations.
9.
Explain explicit and implicit meanings in oral
texts.
10.
Speak with proper pronunciation
Topics for Study in classes IX & X
For Class IX
1.
Appropriate use of conditional forms and idiomatic
expressions in speech.
2.
Discussions.
3.
Debates.
4.
Interviews to collect information.
5.
Active participation in meetings.
6.
Speaking with proper pronunciation.
For Class X
1.
Using the appropriate protocols for introducing a
speaker and addressing a chairperson at a meeting.
2.
Presentation of oral reports.
3.
Asking questions and providing supportive comments
after listening to an oral presentation.
4.
Explanation of explicit and implicit meanings in oral
texts.
5.
Proper pronunciation.
Time allocation for teaching of English in Classes IX & X
This is a suggested annual timeline. It
assumes a school year with 180 teaching days, exclusive of holidays and
examination time. It assumes a school year divided into 2 terms of fifteen
weeks each. It assumes that 80 classes of 50 minutes length will be allotted to
Reading & Literature, 50 classes of 50 minutes length to Writing, 30
classes of 50 minutes length to Language and 20 classes of 50 minutes length to
Listening and Speaking. It assumes as well, that 6 periods of 50 minutes will
be allotted to the implementation of the English curriculum timetable (total =
180 PERIODS)
Reading and Literature 80
periods Writing 50
periods
Language 30
periods Listening and Speaking 20 periods
.
Term 1
WEEKS
|
Monday
|
Tuesday
|
Wednesday
|
Thursday
|
Friday
|
Saturday
|
1
|
Reading&
Literature
|
Reading&
Literature
|
Reading &
Literature
|
Writing
|
Writing
|
Language
|
2
|
Do
|
Do
|
Do
|
Do
|
Listening&
Speaking
|
Do
|
3
|
Do
|
Do
|
Writing
|
Do
|
Do
|
Do
|
4
|
Do
|
Do
|
Reading&
Literature
|
Do
|
Writing
|
Do
|
5
|
Do
|
Do
|
Do
|
Do
|
Listening&
Speaking
|
Do
|
6
|
Do
|
Do
|
Writing
|
Do
|
Do
|
Do
|
7
|
Do
|
Do
|
Reading&
Literature
|
Do
|
Writing
|
Do
|
8
|
Do
|
Do
|
Do
|
Do
|
Listening&
Speaking
|
Do
|
9
|
Do
|
Do
|
Writing
|
Do
|
Do
|
Do
|
10
|
Do
|
Do
|
Reading&
Literature
|
Do
|
Writing
|
Do
|
11
|
Do
|
Do
|
Do
|
Do
|
Listening&
Speaking
|
Do
|
12
|
Do
|
Do
|
Writing
|
Do
|
Do
|
Do
|
13
|
Do
|
Do
|
Reading&
Literature
|
Do
|
Writing
|
Do
|
14
|
Do
|
Do
|
Do
|
Do
|
Listening&
Speaking
|
Do
|
15
|
Do
|
Do
|
Writing
|
Do
|
Do
|
Do
|
Total
|
15
|
15
|
Reading&
Literature=10
Writing = 5
|
15
|
Listening&
Speaking=10 Writing = 5
|
15
|
Term 2
Weeks
|
Monday
|
Tuesday
|
Wednesday
|
Thursday
|
Friday
|
Saturday
|
16
|
Reading&
Literature
|
Reading&
Literature
|
Reading &
Literature
|
Writing
|
Writing
|
Language
|
17
|
Do
|
Do
|
Do
|
Do
|
Listening&
Speaking
|
Do
|
18
|
Do
|
Do
|
Writing
|
Do
|
Do
|
Do
|
19
|
Do
|
Do
|
Reading&
Literature
|
Do
|
Writing
|
Do
|
20
|
Do
|
Do
|
Do
|
Do
|
Listening&
Speaking
|
Do
|
21
|
Do
|
Do
|
Writing
|
Do
|
Do
|
Do
|
22
|
Do
|
Do
|
Reading&
Literature
|
Do
|
Writing
|
Do
|
23
|
Do
|
Do
|
Do
|
Do
|
Listening&
Speaking
|
Do
|
24
|
Do
|
Do
|
Writing
|
Do
|
Do
|
Do
|
25
|
Do
|
Do
|
Reading&
Literature
|
Do
|
Writing
|
Do
|
26
|
Do
|
Do
|
Do
|
Do
|
Listening&
Speaking
|
Do
|
27
|
Do
|
Do
|
Writing
|
Do
|
Do
|
Do
|
28
|
Do
|
Do
|
Reading&
Literature
|
Do
|
Writing
|
Do
|
29
|
Do
|
Do
|
Do
|
Do
|
Listening&
Speaking
|
Do
|
30
|
Do
|
Do
|
Writing
|
Do
|
Do
|
Do
|
Total
|
15
|
15
|
Reading&
Literature=10
Writing = 5
|
15
|
Listening&
Speaking=10
Writing = 5
|
15
|
30
weeks of instructional time in a year.
30
weeks × 6 periods = 180 periods in an academic year.
MODES OF
ASSESSMENT FOR CLASSES IX AND X
INTRODUCTION
In the new English curriculum the emphasis was given to
improve the language skills - reading,
writing, listening and speaking - of the students. The new curriculum also
demands for a change in which students are assessed, a movement away from the
formal or examination oriented approach to informal or alternative
assessment. The targets of assessment
are:
•
to assess how well students are progressing in
their studies
•
to assess the performance level of the students
in reference to the set Standards (for
promotion to a higher grade level)
•
to monitor the overall student achievement
Standards
The Standards are statements of what the public can expect
students to know and be able to do in English when they graduate from the
school system (The Silken Knot: Standards
for English for schools in Bhutan). The Standards for Writing and Language
are listed in the English Curriculum Framework Document – Pre-primary to Class
XII.
Assessment Objectives
The Learning Objectives will serve as indicators of
achievement at each class level in reference to the Standards. The assessment
is guided by the Learning Objectives.
Scheme of Assessment
The overall assessment during the year will consist of the following:
•
Continuous Formative Assessment
•
Continuous Summative Assessment (CSA)
•
Examinations o Mid-term examinations
o Annual Examinations
Continuous Formative Assessment
The Continuous Formative Assessment (CFA) is an assessment
of student’s learning that is carried out throughout the academic year
involving a variety of organised, both formal and informal learning activities
to facilitate quality teaching and learning in schools.
The main aims of Continuous Formative Assessment (CFA) are
to:
•
provide opportunities to both the teacher and
the learner to reflect on the learning process and on the level of achievement
•
help teachers to find out what teaching methods
and materials work best
•
help teachers pay attention to individual
differences and learning styles of the learners
•
make learners realize how well they can do
certain types of work and what they need to improve
•
enable learners to see the connection between
efforts and results
•
allow the learners to evaluate themselves and
also in peer group
•
enable learners to take on multiple roles – as
learners, helpers, evaluators and reviewers of the learning processes
•
enable learners to appreciate each other's
talents and accept the weaknesses
•
develop and tap the higher level thinking and
problem solving skills of learners
The following are some of the suggested Continuous Formative
Assessment activities:
•
Ask series of questions to the class verbally as
the teaching is going on
•
In pair provide opportunities for peer
assessment among students
•
Provide individual students with the
opportunities for self assessment
•
In group/pair work, observe students and keep
notes
•
In writing activities, keep ample time for
corrections and giving feedback to students
•
Rubrics can be used for assessing students’
writing, class participation, listening speaking and reading skills
•
Keep literacy Portfolios for both reading and
writing activities
•
Teachers could keep anecdotal records,
observation notes and conference diaries for students as part of CFA, and
follow the FA activities that are suggested in the teachers’ manuals under
various genres.
Continuous Summative Assessment:
The Continuous Summative Assessment consists of the
school-based assessment on the Listening and Speaking Strand, Portfolios and
the two written examinations.
The Listening and Speaking Strand carries 20 marks. The
Portfolio Assessment consists of Reading portfolio (record of reading, journal writing, critical response, text talk or
book talk) and Writing portfolio (best
pieces of writing selected by the students and best pieces selected by the
teacher) maintained for each student in Reading & Literature and
Writing Strands. Each portfolio values 10%.
There are two written examinations for Class IX: The
Mid-term Examination conducted in the first term will be marked out of 30%. The
Annual Examination conducted at the end of the year will be marked out of 70%
PAPER I: LANGUAGE AND WRITING
In Paper I the Assessment will consist of
writing portfolio and the written examination.
The Writing Portfolio includes - Journal writing
for books read and the best written pieces selected by the students on
teacher’s guidance, based on good writing criteria. The portfolio is to be
maintained for each student and must be assessed and awarded 20% marks as part
of CA.
Writing Portfolio : 20%
|
Best pieces of writing selected by the students
Best pieces selected by the teachers
Journal writing for books read
Process of work
The number and types of genre
|
There will be two papers for the Examination.
Paper I will consist of Language and Writing strands. The time allotted for the
written examination is as given below:
Time: 3 hours for writing and 15
minutes for reading the questions
Weighting: 100marks (60 marks for
writing and 40 marks for Language)
Question Format:
The Paper I will have two sections-Section A and
Section B
SECTION A
Section A is for Writing and it will be marked
out of 60%. This section will test students’ writing skills through extended
response questions. This section will have two questions.
Question 1:
Students are required to choose and write an
expository essay from the three choices provided. It will be worth 25 marks.
Question 2:
Students are required to write any of these
letters, business letter or an invitation letter from the three choices
provided. It will be worth 15 marks.
SECTION B
The questions under section B will test
students’ language skills through short answer questions. It will be worth
40marks.
Question 1:10 marks
The students will be examined on their
understanding of origin of words (etymology) and purposes of language and its
features.
Question 2: 30 marks
There will be questions on grammar which will
require students to correct, rewrite, edit, and complete sentences. It will be
worth 30 marks.
Examination weighting for:
Writing
Essay 25%
Letter Writing
15%
Language
Nature of Language 10%
Grammar Structure 30%
Total 80%
Suggested break up of CA Examination
weightings
|
TERM ONE
|
|
TE
|
RM TWO
|
|
Classes
IX -X
|
Continuous
Assessment
|
Examination
|
Continuous
Assessment
|
Trial
Examination
|
Total
|
10% Writing
Portfolio
|
30%
|
10% Writing Portfolio
|
50%
|
100%
|
Note:
•
For class X,
BCSE will be conducted out of 80%. Each school submits 20% marks for the
writing portfolio to the BBE as internal assessment marks which will be added
to the Board Examination marks to make it 100%.
•
The schools
should conduct term one examination out of 100% and convert it to 30%.
Similarly, term two examination should be conducted out of 100% and convert it
to 50%. By adding 20% CA for Writing Portfolio for Paper I, the overall
weighting will be 100%.
PAPER II: READING & LITERATURE
In Paper II the Assessment will consist of
Reading Portfolio, Listening & Speaking and the Written Examinations.
The Reading Portfolio includes - Reading Record
for books read, critical responses, text talk or book talk, and book reviews by
the students on teacher’s guidance based on the criteria. The portfolio is to
be maintained for each student and must be assessed and awarded marks as the
part of CA.
The Listening & Speaking includes- Listening
skills exercises, Reports, Debates, Extempore speeches, Presentations, and Book
talk.
The Reading Portfolio carries 10%, Listening
& Speaking carries 10% and the written examinations (Term 1 and Term 2) are
of 80%.
Reading Portfolio:10%
|
Listening & Speaking:10%
|
Record of reading
Critical response to books read
Text talk or book talk
|
Listening skills exercises
Reports
Debates
Extempore speeches
Presentation of their written pieces
Book talk
|
The second part is the written
examination on the Reading & Literature strand. The time allotted for the
written examination is as given below:
Time: 3 hours for writing and 15
minutes for reading
Weightings:
Short Stories: 20 marks
Essay: 20 marks
Poetry: 20 marks
Novel: 20 marks
Question Format:
In Paper II there will be four sections as shown
below:
Section A: Short Stories
Section B: Essay
Section C: Poetry Section D: Novel
In each Section there will be two sets of
questions of which either set I or set II to be attempted. However students
must attempt at least one set II (Extended Response) questions from any of the
four sections.
Assessment Scheme and Question Pattern:
Section A: Short Stories
Set I: 20 marks
Multiple Choice Questions - 5 marks
Short Answer Questions – 15 marks
Set II: 20 marks
Extended Response Questions – Two questions:
10+10=20marks
Note: In section A questions will be
set on seen texts.
Section B: Essay
Set I: 20 marks
Multiple Choice Questions - 5 marks
Short Answer Questions – 15 marks
Set II: 20 marks
Extended Response Questions – Two questions:
10+10=20marks
Note: In section B questions will be
set on unseen texts.
Section C: Poetry
Set I: 20 marks
Multiple Choice Questions - 5 marks
Short Answer Questions – 15 marks
Set II: 20 marks
Extended Response Questions – Two questions:
10+10=20marks
Note: In section C questions will be
set on unseen texts.
Section C: Novel
Set I: 20 marks
Multiple Choice Questions - 5 marks
Short Answer Questions – 15 marks
Set II: 20 marks
Extended Response Questions – Two questions:
10+10=20marks
Note: In section D questions will be
set on seen text.
In each genre, the questions will test the
students’ ability to:
•
Understand the
text
•
Give relevant
interpretations of the contents in their own words
•
Identify
elements, points of view, themes, ideas, and analyse, synthesize, evaluate the
texts and
apply the ideas.
Suggested break up of CA Examination
weightings
|
TERM ONE
|
|
TERM TWO
|
|
|
Classes
IX -X
|
Continuous
Assessment
|
Examination
|
Continuous
Assessment
|
Trial
Examination
|
Total
|
5 % Reading
Portfolio
|
30%
|
10% Reading
Portfolio
|
50%
|
100%
|
|
5 % Listening &
Speaking
|
5 % Listening &
Speaking
|
Note:
•
For class X,
BCSE will be conducted out of 80%. Each school submits 20% marks for Reading
Portfolio and Listening & Speaking strand to the BBE as internal assessment
marks which will be added to the Board Examination marks to make it 100%.
•
The schools should
conduct term one examination out of 100% and convert it to 30%. Similarly,
term two examination should be conducted out of 100% and convert it to 50%.
By adding
20% CA for Reading Portfolio and Listening & Speaking strand to Paper II,
the overall
weighting will be 100%.
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