Question Paper Design Code No.

301
2024-25

English CORE XII

Section Competencies Total marks

Reading Skills Conceptual understanding, decoding, Analyzing,

inferring, interpreting, appreciating, literary, 22
conventions and vocabulary, summarizing and
using appropriate format/s.
Creative Writing Conceptual Understanding, application of rules,
Sills Analysis, Reasoning, appropriacy of style and tone, 18
using appropriate format and fluency, inference,
analysis, evaluation and creativity.
Literature Text Recalling, reasoning, critical thinking, appreciating
Book and literary convention, inference, analysis, creativity 40
Supplementary with fluency.
Reading Text

TOTAL 80

Internal Assessment of Listening and Speaking Skills 10

Assessment
 Listening 5+5
 Speaking
 Project Work 10

GRAND TOTAL 100

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 Annexure I
Guidelines for Internal Assessment

Classes XI-XII
ALS must be seen as an integrated component of all four language skills rather than a compartment of
two. Suggested activities, therefore, take into consideration an integration of the four language skills but
during assessment, emphasis will be given to speaking and listening, since reading and writing are
already being assessed in the written exam.
Classes XI-XII Total Marks: 20
Assessment of Listening and Speaking Skills: (5+5=10 Marks)
i. Activities:
● Subject teachers must 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.
ii. 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)

A suggestive rubric is given below:

1 2 3 4 5
Interaction  Contributions are  Contributions  Develops  Interaction is  Initiates &
mainly unrelated are often interaction adequately logically
to those of other unrelated to adequately, initiated and develops
speakers those of the makes however developed simple
 Shows hardly any other speaker minimal effort to  Takes turn but conversation
initiative in the  Generally initiate needs some on familiar
development of passive in the conversation prompting topics
conversation development  Needs constant  Takes turns
 Very limited of prompting to appropriately
interaction conversation take turns
Fluency &  Noticeably/ long  Usually fluent;  Is willing to  Speaks  Speaks
Coherence pauses; rate of produces speak at length, without fluently almost
speech is slow simple speech however noticeable with no
 Frequent fluently, but repetition is effort, with a repetition &
repetition and/or loses noticeable little repetition minimal
self- correction coherence in  Hesitates  Demonstrates hesitation
this is all right in complex and/or self hesitation to Develops
informal communicatio corrects; find words or topic fully &
conversation n occasionally use correct coherently
 Links only basic  Often loses grammatical
sentences; hesitates coherence structures
breakdown of and/or resorts and/or self-
coherence to slow correction
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 evident speech  Topics
 Topics partly developed, but  Topics not
developed; usually not fully
not always logically developed to
concluded concluded merit.
logically
Pronunciatio  Frequent  Frequently  Largely correct  Mostly correct  Pronounces
n inaccurate unintelligible pronunciation pronunciation correctly &
pronunciation articulation &clear & clear articulates
 Communication  Frequent articulation articulation clearly
is severely phonological except  Is clearly  Is always
affected errors occasional understood comprehensible
 Major errors most of the  uses
communicatio time; very few appropriate
n problems phonological intonation
errors
Vocabulary &  Demonstrates  Is able to  Is able to  Is able to  Is able to
Grammar almost no communicate communicate on communicate on communicate
flexibility, and on some of most of the most of the on most of the
mostly struggles the topics, topics, with topics with topics using a
for appropriate with limited limited appropriate wide range of
words vocabulary. vocabulary. A vocabulary appropriate
 Many Grammatical  Frequent few grammatical  Minor errors vocabulary,
errors, but errors using new
errors impacting that do not
communication self- corrects hamper words and
communication expressions
No
grammatical
errors

iii. Schedule:
 The practice of listening and speaking skills should be done throughout the academic year.
 The final assessment of the skills is to be done as per the convenience and schedule of the school.

Project Work + Viva: 10 Marks

Out of ten marks, 5 marks will be allotted for the project report/script /essay etc. and 5 marks for the viva
I. Schedule:

 Schools may refer to the suggestive timeline given in these guidelines for the planning,
preparation and viva-voce of ALS based projects.

 The final assessment of the skills may be done on the basis of parameters suggested by the
Board. Language teachers, however, have the option to adopt/ modify these parameters
according to their school specific requirements.
II. Suggestions for Project Work:
 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.
 Such topics may be taken up that provide students with opportunities for listening and speaking.
Some suggestions are as follows:

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 a) Interview-Based research:

Example:
 Students can choose a topic on which to do their research/ interview, e.g. a student can choose the
topic: “Evolving food tastes in my neighbourhood” or “Corona pandemic and the fallout on families.”
Read the available literature.
 The student then conducts interviews with a few neighbours on the topic. For an interview, with the
help of the teacher, student will frame questions based on the preliminary research/background.
 The student will then write an essay/ write up / report etc. up to 1000 words on his/her research and
submit it. He/ She will then take a viva on the research project. The project can be done in individually
or in pairs/ groups

b) Students listen to podcasts/ interviews/radio or TV documentary on a topic and prepare a report

countering or agreeing with the speakers. Write an 800 - 1000 words report and submit. Take a viva on
the report.
c) Students create their own video/ Audio, after writing a script. Before they decide a format, the following
elements can be taken into consideration:

 Theme/topic of the audio / video. Would the child like to pick a current issue or something artistic like
theatre?
 What are the elements that need to be part of the script?
 Will the video/audio have an interview with one or more guests?
 Would they prefer to improvise while chatting with guests, or work from a script?
 What would be the duration?
 How would they present the script/report to the teacher, e.g. Can it be in the form of a narrative?

d) Students write, direct and present a theatrical production, /One act play
This will be a project which will be done as a team. It will involve planning, preparation and presentation.
In short, various language skills will be utilised. There will be researching, discussion, writing the script,
auditioning and ultimately producing the play. The project will end with a presentation and subsequently a
viva. Teachers will be able to assess the core language skills of the students and help them grow as 21st
century critical thinkers.

III. Instructions for the Teachers: -

1. Properly orient students about the Project work, as per the present Guidelines.
2. Facilitate the students in the selection of theme and topic.
3. Create a rubric for assessment and share with the students before they start so that they know
the parameters of assessment:

 Teachers need to familiarize themselves with the method of assessing students with the rubric-- a
table with different criteria and a grading scale.
 Choose the criteria on which you will grade students and list them along the left side of the page.
 Create an even number of columns along the top of the page. These columns will represent
potential skill levels of the students.
 Assessing students on four/five criteria is an easy way to begin. For each criterion, define the
ability that student would exhibit at each of the levels.
 The more detailed you make your criteria, the easier it will be to evaluate each student and
define the level at which the student is presenting.
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 {Sample Rubric is attached at the end for reference}

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

2. Vocabulary:
After noting their pronunciation levels, evaluate the students on the use of extensive and appropriate
vocabulary during the viva. Check if students are using vocabulary 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? An effective speaker will
automatically use the correct grammatical structures of his language.

4. Communication:
Assessing the communication skills of the students means looking at more than language. 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 based on
the projects that have been suggested or chosen by the students.
 It is imperative for a teacher to read the essays/project reports before they can be ready to ask
questions.
 Teachers need to observe how students answer the questions that are posed to them: Are they able
to understand and answer questions independently or can they answer 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 ease and follow the
flow of conversation.

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 judgement 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
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 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.

V. Project-Portfolio/ Project Report

The Project-Portfolio/Project Report is a compilation of the work that the students produce during the
process of working on their ALS Project.

The Project-Portfolio may include the following:

 Cover page, with title of project, school details/details of students.

● Statement of purpose/objectives/goals
● Certificate of completion under the guidance of the teacher.
● Students Action Plan for the completion of assigned tasks.
● Materials such as scripts for the theatre/role play, questionnaires for interview, written assignments,
essays, survey-reports and other material evidence of learning progress and academic
accomplishment.
● The 800-1000 words essay/Script/Report.
● Student/group reflections.
● If possible, Photographs that capture the positive learning experiences of the student(s).
● List of resources/bibliography

The following points must be kept for consideration while assessing the project portfolios:

● Quality of content of the project

● Accuracy of information
● Adherence to the specified timeline
● Content in respect of (spellings, grammar, punctuation)
● Clarity of thoughts and ideas
● Creativity
● Contributions by group members
● Knowledge and experience gained

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VI. Suggestive Timeline:

The FIVE Steps in Project Plan

PROJECT-INITIATION

PROJECT-PLANNING

EXECUTION IMPLEMENTATION CLOSURE

Month Objectives
Planning and ● Teachers plan a day to orient students about the ALS projects,
Research for the details are shared with all stakeholders.
Project Work ● Students choose a project, select team members and develop
project- plan.
● Group meets (preferably online) and reports to the team leader
Preferably about the progress: shortfalls and successes are detailed.
till ● Team leader apprises teacher-mentor.
November- ● Students working individually or in pairs also update the teachers.
December ● A logical, deliverable and practical plan is drafted by the team/
pair/individual. Goals/objectives are clearly defined for all.
● Work is delegated to team members by the team leader. Students
wishing to work alone develop their own plan of Action.
● Detailed project schedules are shared with the teacher.

December- ● Suggestions and improvements are shared by the teacher,

January wherever necessary.
● Group members coordinate and keep communication channels
open for interaction.
● Gaps ( if any) are filled with the right skill sets by the Team
Leader/ individual student.
● The final draft of the project portfolio/ report is prepared and
submitted for evaluation.

January-February ● Students are assessed on their group/pair/individual presentations

on allotted days. Final Viva is conducted by the
External/Internal examiner.
February-March or ● Marks are uploaded on the CBSE website.
as per the timelines
given by the Board

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 SAMPLE RUBRIC FOR ALS Project Work (For Theatre/Role Play/Oral presentation/Interview/Podcast)

CATEGORY 1 2 3 4 5
TIME LIMIT Presentation is Presentation Presentation Presentation Student/ group
less than or more exceeded or less exceeded or exceeded or adhered to the
than 5 minutes than specified less than less than given time limit
long time limit by 4 to specified time specified time
5minutes limit by 3 to 4 limit by 2 to 3
minutes minutes
CONTENT/SCRIPT/ Script is not Well written Well written Well written Well written
QUESTIONNAIRE related to topic or script/content script/content script/content script/content
issue shows little shows good shows a good shows full
understanding of understanding understanding understanding
parts of topic of parts of topic of subject topic of subject topic
CREATIVITY No Some work Well organized Logical use of Suitable props
props/costumes/ done, average presentation, props , /honest effort
stage stage could have reasonable work seen/
presentation set- up and improved done, creative considerable
lack-lustre costumes work done/
Creative and
relevant
costumes
PREPAREDNESS Student/group Some Somewhat Good Complete
seems to be preparedness prepared, preparedness, preparedness/
unprepared visible, but rehearsal is but need better rehearsed
Rehearsal is lacking rehearsal presentation
lacking
CLARITY OF Lack of clarity in Speaks Speaks clearly Speaks clearly Speaks
SPEECH presentation clearly, 90% of the and distinctly clearly
many words some words are time/ a few 95% of time/ distinctly 95%
mispronounced mispronounced mispronounced few of
words mispronounced time/ fluency in
words pronunciation
USE OF PROPS Only 1/no relevant 1 to 2 relevant 2 to 3 relevant 3 to 4 relevant 4 to 5 relevant
(Theatre/Role Play) props used props used props used props used props used
EXPRESSION/ Very little use of Little Use of Facial expressions Facial Facial
BODY Facial expressions facial and body expression and expression and
LANGUAGE /body language, expressions and Language are body language body
does not Generate body language used to try to sometimes language
much interest generate some generate strong generate strong
enthusiasm enthusiasm with enthusiasm
the topic with the topic

PORTFOLIO- Inadequate & Somewhat Adequate & Interesting, Brilliant,

PRESENTATION unimpressive suitable & relevant enjoyable & creative&
convincing relevant exceptional

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