18 errors Topics not the time;

fully expresses with

developed to merit adequate
vocabulary
Speaks
Can fluently Can express with
Can initiate & pronounce almost with no some
logically correctly & repetition & flexibility and on a
develop articulate minimal variety of
simple clearly hesitation topics such as
conversation on Is always Develops family, hobbies,
familiar topics comprehen sible; topic fully & work, travel and
Can take uses appropriate coherently current events
turns intonation Frequently uses
5
appropriately complex
sentence
structures; and
Demonstrates has enough
Demonstrates ability to use vocabulary
Can take
Can be clearly hesitation to find complex
turn but
understood most words or use sentence
needs little
of the time; very correct structures most of
prompting
few phonological grammatical

B. Term II: 10 Marks: Project Work + Viva Voce

Out of ten marks allotted for the term, 5 marks will be allotted for the project
report/script/essay etc. and 5 marks for the viva.
The Project will be ONE small project work to be covered in the Term II. However,
the planning for the project by students in consultation with the teachers can begin
early.

1. Schedule:
Schools may refer to the suggestive timeline given in these guidelines for the
planning, preparation 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.
19

2. 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 age appropriate theme.
Such topics may be taken up that provice students with opportunities for
listening and speaking. Some suggestions are as follows:

i. 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 immediate 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
essay on his/her research and submit it. He / She will then take a viva on the
research project. TheThis project can be done individually or in pairs/
groups.

ii. Listen to podcasts/ interviews/radio or a TV documentary on a topic and

prepare a report countering or agreeing with the speakers. Write an 800 - 1000
words essay and submit. Take a viva on the report.

iii. Students create their own Video/Audio, after writing a script. Before they
decide on 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?
Would they like to include distinct segments within their show? If so, what
kind?
What are the elements that need to be part of the script for the podcast?
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 of the podcast?
How would they present the script/report to the teacher. e.g. Can it be in the
form of a narrative?
20

iv. 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.

3. Instructions for the Teachers

i. Properly orient students about the Project work, as per the present Guidelines.

ii. Facilitate the students in the selection of theme and topic.

iii. 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 a 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.
(Sample Rubric is attached at the end for reference)

4. Parameters for Overall Assessment

i. 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.

ii. 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.
21

iii. 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.
 iv. 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.

v. 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 simple 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.

vi. 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 & 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.
22

5. 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 the title of the project, school details/details of students.
 Statement of purpose/objectives/goals
Certificate of completion under the guidance of the teacher.
Action plan for the completion of assigned tasks
Materials such as scripts for the theatre/role play, questionnaires for interviews,
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

6. Suggestive Timeline
The Five Steps in Project-Plan:

PROJECT
INITIATION

PROJECT
PLANNING

EXECUTION IMPLEMENTATION CLOSURE

23

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

December - January Suggestions and improvements are shared by the

teacher, 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.
group/pair/individual presentations on
allotted days. Final Viva is conducted by
January - February the External/Internal examiner.

Marks are uploaded on the CBSE website.

February-March or
as per the timelines given by the board
Students are assessed on their
24

Sample Rubic FOR ALS Project Work

(For Theatre/Role Play/Oral presentation/Interview/Podcast)

Category 1 2 3 4 5

Time Limit
 is less than or than than specified timeto the
more than 5 specified timespecified timelimit by 2 to 3 given time
minutes long limit by 4 to 5 limit by 3 to 4 minutes limit
minutes minutes

Well written
Well written Well script/
script/ written content
Script is content script/ shows Well
not related to shows content good written
Content/Scriptopic or issue little shows understandi script/
t/ understand good ng of parts of content
Questionnair
ing of parts ofunderstan topic shows full
e
topic ding of understand
parts of ing of
topic subject
Logical
topic
Some work Well use of
No done, organized props,
props/cos average presentati on, reasonabl e Suitable
tumes/ stage set up could work props /
stage and have done, honest
presentati on costumes
improved creative effort seen/
Creativity lack
considerabl e
lustre work
done/
creative and
Somewhat Good
Some relevant
prepared, preparedn
Student preparedne rehearsal is ess ,but costumes
/group ss visible, but lacking need Complete
seems to be rehearsal is Presentati on
better preparedn
unprepa red lacking exceeded or rehearsal ess/
Presentati on Presentati on less Student/
Preparedness rehearsed
exceeded or exceeded or than group presentati on
Presentati on
less less adhered
25

Category 1 2 3 4 5

Clarity of
Speech
 relevant s and body ion
props used language
Adequate
& relevant
Speaks 4 to 5
clearly relevant
and props used
Very little distinctly
use of 95% of
Use of props facial time/ few
Theatre/ expressio Somewhat misprono
Role play n s/ body suitable & unced
Facial
language, convincin words expression
does not g
and body
generate Speaks
3 to 4 language
much clearly
relevant generate
interest 90% of the
props used strong
Expression/ time/ a
enthusiasm
Body few
Language with the
mispronou
Inadequat topic
nced
e&
words
unimpress
Facial
i ve
expressio
Speaks Brilliant,
n and
clearly, 2 to 3
body creative &
some relevant
language exceptional
words are props
sometime
misprono used
s generate
unced strong
enthusias
Portfolio
Presentation m with the
Lack of Facial topic
clarity in expressio
presentati 1 to 2 ns and
Interesting
on many relevant body
, enjoyable
words props used language & relevant
misprono are used Speaks
u nced to try to
clearly
generate
distinctly
some
95% of
enthusias
Little Use time/
m
Only of facial fluency in
1/no expression pronunciat