Thursday, July 11, 2013

ACHIEVEMENT TEST -II

ACHIEVEMENT TEST
                                                                                                  MAXIMUM MARKS : 20
                                                                                                  DURATION : 40 MINUTES



I  Varun is a student of standard VIII. His teacher has given him an assignment based on O.Henry’s short story “ After Twenty Years.” The assignment is to find out the answers to a few questions based on the passage given below. Can you help Varun to find out the answers?
  
           “Well, we agreed that night that we would meet here exactly twenty years from that               date and time, no matter what our conditions might be or from what distance
               we might have to come.We figured that in twenty years each of us ought to have our destiny worked out and our fortunes made, whatever they were going to be.”
                     
                              1. Who are the two men referred to as ‘we?’
                              2. What was the relationship between the two men?
                              3. Did they have their ‘destinies’ worked out?
                              4. What had life made of them?
                    ( 4x1 = 4)

II     Students of Standard VIII decide to publish a masnuscript magazine.Varun wants to     contribute a critical appreciation of Rabindranath Tagore’s poem “ Where the mind is without fear”,to the magazine. As he reads the last few lines of the poem, certain questions arise in his mind.Help him to find the answers of those questions. The lines and questions are given below.

                    Where the clear stream of reason
                     Has not lost its way into the
                     Dreary desert sand of dead habit

                    Where the mind is led forward
                     by thee into ever-widening
                      thought and action,

                      Into that heaven of freedom,
                      My Father,let my country awake.

                                    5. What does the poet express in these lines?
                                    6.Why are ‘dead habits’ compared to a ‘ dreary desert?’ Explain the
                                        Metaphor.
                                    7. What is the poet’s vision when he speaks of ‘ever-widening thought   
                                         And action?’ 
                                                                                              (3x2=6) 
                    

   
   III Varun’s English teacher gives him a few sentences and asks him to find                                           out the meaning of the underlined words in them. Help Varun to find out their meaning.The sentences are given below.
  
                                    8. The driver riveted the seat belt before starting the car.
                                    9. Ram was mesmerized by the Hindi Ghazal song rendered by
                                        Hariharan.
                                    10. The mosquito dirked Veena when she slept in the afternoon.
                                    11. Dr. Bharathan is one of the most successful surgeons in the medical
                                           Fraternity in Ernakulam.
                                    12. The mountaineer was caught in an intense blizzard while climbing   
                                           the  Himalayas.
(5x1=5)


IV Varun has a testpaper on “ Gulliver’s Travels” tomorrow.He is studying the questions of the first chapter. He is unable to find the answer of the question given below. Provide him with the answer.
                                   
                                     13. Mention five incidents in Gulliver’s life as he finished his studies.
(1x5=5)


                               -----

ACHIEVEMENT TEST

 Achievement Test

Page 1 Preliminary Details
Name of the teacher SUSAN JOSEPH
Name of the school ST.ANTONYS HSS ,KACHERIPADY
Standard 9
Division B
Subject ENGLISH
Duration 1 HOUR
Maximum Marks 20 MARKS
Page 2      Content and Curricular / Learning Objectives
( Here content refers to the content of the evaluation tool or question paper- it may differ from time to time , therefore get the latest question paper from a nearby school)
                                    For e.g.
1.      Prose Comprehension
The learner:
a)      reads and understands the passage
b)      identifies the theme of the passage
c)      writes the appropriate answers in simple English
2.      Poem Comprehension
a)
b)
3.      Textual Questions
a)
b)
4.      Discourse Writing
a)
b)
5.      Language / Grammatical items
a)
b)





Page 3      Weightage to Content and Curricular/ Learning Objectives

Sl. No.
Content
Curricular Objectives
No.of questions
Score
Percentage
1.
Prose comprehension
1a,  1c
3(3)
4
20
2.
Poem Comprehension
2a,2a,2a,2(b)
4(1)
4
20
3
Textual Questions
3b,3b,3a,3a
4(1)
4
20
4
Discourse Writing
4a
5(1)
5
25
5
Language / Grammatical items
5a
6(half)
3
15
Total

20
100

Page 4       Weightage to Form of Questions
Sl.No.
Form of Questions
Number of Questions
Score
Percentage
1
Short answer
10
12
60
2
Very short answer
6
3
15
3
Long Answer
1
5
25

Total


100


Page 5       Weightage to Difficulty Level

Sl.No.
Difficulty level
Number of Questions
Score
Percentage

1
Easy
3
3
15

2
Average
14
12
60

3
Difficult
1
5
25

Total


100












ACHIEVEMENT TEST
                                                                                                                                             
Maximum Mark-20
Duration – 1 Hour
 Answer the following in one or two sentences each. Each question carries one mark.   (4*1=4)

1.Who is the she mentioned in the poem, even past fifty ?
2.Princesses behave as princesses should. Do you agree. Why?
3.Why did the brothers of Sandra Cisneros refused to play with her?
4.What are some of the things that women miss in their life as mentioned in the poem ‘Women’?

Fill up the following sentences using the following phrasal verbs.                  (6*half=3)
(put off, put on, put out, put up, put down,put through)
1.The meeting was --------------- beacause of the strike.
2.The theatre group---------------a great show.
3.It took a long time to -----the fire.
4.We can ----- you -------if you’d like to come for the week end
5.The pilot --------the aircraft with great skill.
6.Operator -------- me    -----------to the president!
Prose Comprehension (2*2=4)
1.Was the daughter finally a disappointment to the father.
Quote sentences from the story that justifies the answer.
2. “Give me your hand, forget your fears”. What does this line suggest?
Poem Comprehension(4*1=4)
She has travelled------
----------------------- broken sword

1.Name some of the evil characters in children’s stories.
2.What does the long road suggest here?
3.Is she fatigued of her long journey?
4.What are catastrophes of her life compared to?

Discourse Writing(5*1=5)
Attempt a  monologue that the princess is likely to deliver when she finds that she is ill treated by the villagers.

                                                               ___

Thursday, May 23, 2013

SEMESTER II : ONLINE SUPPORT FOR BLOCK TEACHING



Hi, My dear Teacher Trainees,

Nice to see you online!
                        As we  start our  block teaching sessions in this semester , I thought It's nice to keep in touch with you online, while you are away in schools!

            Let's use this platform to pose our doubts, and reflections , to share our resources and to collaborate online and to access round the clock online support from your tutor throughout  the  practice teaching session.

Best Wishes! And See you online! 




Sunday, April 3, 2011

705 Unit Five Models of Teaching

CONCEPT ATTAINMENT MODEL -Comes under the Information Processing Family to enhance thinking skills of learners -Search for and listing of attributes that can be used to distinguish exemplars from non exemplars of various categories -It is an analysis of thinking by the student-developed by Bruner in 1966 COMPONENTS OF CONCEPT ATTAINMENT മോഡല്‍ - Name –term given to a particular category of objects -Exemplars-instances or examples of the concepts -Attributes-characteristics of a particular concept that helps distinguish instances (Ex) of concepts from non exemplars -Attribute value-acceptable range for any given relevant attributes -The rule- definition or statement specifying a concept ELEMENTS -SYNTAX -SOCIAL SYSTEM -PRINCIPLES OF REACTION -SUPPORT SYSTEM -INSTRUCTIONAL EFFECTS -NURTURANT EFFECTS SYNTAX- 3 PHASES Phase I -Presentation of data and Identification of concept (through exemplars and non-exemplars) -Teacher presents labelled examples -Students compare attributes in positive and negative examples -Students generate and test hypotheses -Students state a definition according to the essential attributes Phase II - Testing attainment of the concept (using the following strategies) -Students identify additional unlabelled examples as yes or no -Teachers confirm hypotheses, names concept, and restate definitions according to essential attributes -Students generate examples Phase III - Analysis of thinking strategies - Students describe thoughts -Students discuss role of hypotheses and attributes -Students discuss type and number of hypotheses Social system -Teacher chooses the concept ,selects and organize the materials into positive and negative examples and sequences the examples -Teacher has 3 functions -Record, prompt and present additional data -Moderate or highly structured Principles of Reaction -Teacher supports ,students designing the hypothesis formulation -Teacher helps students to test their hypotheses -Students discuss and evaluate their thinking strategies with proper assistance of the teacher Support System -Creative environment for attaining കോണ്‍സെപ്റ്റ്
- Flash cards, reference materials and black board may be used -Selection, observation and formulation of hypothesis of examples Effects Instructional Effects -Understanding nature of specific concepts -Improved concept building strategies -Practice in inductive reasoning Nurturant Effects -Sensitivity to logical reasoning in communication -Tolerance of ambiguity -Awareness of alternative perspectives Applications - can be used in a ll ages and grade levels -helps to understand the concept taught -Can be used as a tool of evaluation of important ideas introduced earlier -For opening a new conceptual area by initiating a sequence of individual or group inquiries -Can be used to develop communication skills(eg. To teach grammar ) -Can be used to teach the content of a discourse. ************************************ Lesson Transcript Name of the teacher Standard Name of the school Division Subject Duration Name of the concept- Clause Date

__________________________________ Content objectives To identify the structure -Clause as ' a group of words which forms a part of sentence and contains a Subject and a Predicate '.

To differentiate clauses from phrases To understand the elements or attributes of a clause To know how to use the structure –clause correctly. To communicate effectively using the structure -clause. Process objectives - Logical reasoning -Co-operation in learning tasks -Improving concept building strategies -Develops communication skills Phase1 presentation of data and identification of concept- Teacher presents labeled examples Positive examples 1. Pe ople who pay their debts are trusted. 2. We can not start while it is raining. 3. He has a chain, which is made of gold. 4. I think you have made a mistake Negative examples 1.The sun rises in the east. 2.There came a giant to my door. 3. He has a chain of gold

- Students compare attributes in positive and negative examples Essential attributes in positive Examples 1 .contains a group of words . 2 makes sense but not complete sense 3.These group of words form part of a sentence. 4 These group of words contain a Subject and a Predicate. Non-essential Attributes 1. May contains a relative pronoun like-who, whom, whose, which etc. 2.The relative pronoun can be omitted. 3. May contain ‘If’ or ‘unless’ 4. Can be used in any type of sentences - in statement, interrogative (questions) , imperative, or exclamatory sentences. - Students generate and test hypotheses Hypothesis 1- I think you have made a mistake -Testing: yes, because , The relative pronoun can be omitted.

Hypothesis 2: Where is the book, I gave you yesterday? Testing: Yes, because, it can be used in a question. -Students state a definition according to the essential attributes -Definition :-A group of words which forms a part of sentence and contains a Subject and a Predicate is called a Clause. Phase II Students identify additional unlabelled examples . as Yes or No 1.It was a sunset of great beauty. (no) 2.This is the man whom I met yesterday. (yes)

3.The meeting (which) I attended yesterday was crowded. (yes) 4.Where is the book, I gave you yesterday? (yes) 5.If he works hard he will get a first class. (yes) 6. You can go by bus or train. (yes) Teacher confirms hypotheses ,names concept and restatesdefinitions according to essential attributes -Name of the concept- clause -Definition: A group of words which forms a part of sentence and contains a Subject and a Predicate is called a Clause. -Students generate their own examples 1. He is not only a good athlete but also a good engineer. 2.We laughed when we heard the joke. 3.I saw a snake and ran away. 4. Tell me what is truth. Phase III

Analysis of thinking strategies - Students describe thoughts -Students discuss role of Hypotheses and attributes -Students, discuss type and number of hypotheses Social System -Teacher should help the students to identify attributes of the concept chosen -Teacher should record and present additional data -Equal role to teacher and students (Moderate) Principles of Reaction -Teacher should help to test hypotheses -Support System -Text books ,Grammar books , charts, comprehensive list of examples, flash cards, reference books,Black board / LCD projector and Computer -----