Essay about Early American Colonies - 2663 Words

The Massachusetts colony, otherwise known as the ‘Massachusetts Bay colony’ was originally settled by Puritans in 1630. They were plagued by the religious persecutions of King Charles I and the Church of England. Weary from this dogged torment, they left England under the leadership of John Winthrop. These original colonists quickly established many small towns in the name of high religious ideals and strict societal rules. They also planted churches, spread Puritanism and religiously educated the masses, as these were some of their goals. A utopian society that other colonies looked upon with high regards was the ultimate goal. The charter that gave the Puritans freedom to leave the England had a significant loophole-the colony did†¦show more content†¦Strong religious views that coincided with a reverence for family and accountability for one’s own actions made for a strict lifestyle in the colony. The minister was considered to be the most importan t man within the community. To have spoken out or fallen asleep during a four hour sermon was thought to be unacceptable and a harsh punishment was handed out. Another example of the rigidness of the colony was that if a person were to miss a sermon without just cause, they were to be placed in a pillory and have their ear nailed to it. Simplicity was a key element in worship as there were no candles, religious ritual, or decoration. Emphasis was solely placed on the sermon. Puritans did not participate in traditional holidays as it was thought to be sacrilegious. Dramatic plays along with any form of gambling were banned also. Oddly enough, drinking was allowed but no toasts could be made as it was considered to be wasteful. Another core belief was the family had a ‘social order’. The father was the head of the household, with mother as the helper (as stated in the Bible) and children were the lowest in the hierarchy. Obedience of the children in the home was expec ted and demanded. A just love of the children was to discipline the children justly. If the children were obedient then the austerity and goodness of the mother were seen to be her saving grace in the hereafter. However, if the mother was too tender loving and not stern with theShow MoreRelatedThe Pilgrims and the Settlement of the Early American Colonies715 Words   |  3 PagesThe Pilgrims and the Settlement of the Early American Colonies When the new world was discovered, the people who were to first settle there were supposed to achieve fame, farmland, and a better life. They came to practice religion freely, to escape persecution, become land owners, and establish trading businesses. Now while people believed that they would have a better life in the new world, in reality life there was just as hard, if not harder. But was all this worth the price of theirRead More Comparing Early American Colonies Essay1239 Words   |  5 Pagesworship in there own way, and expand there kingdoms. 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This information was developed to help ESL students gain a better understanding of American religious culture. Faith as part of Government In the early history of America there were a combination of settlements that had differing religious beliefs. In this article we are going to take a look at some of the religious culture implications of having faith as a governmental rule. We will also aim to educate those who may be new to the American culture and who mayRead MoreEnglish Relationship Between English Indians And Native Americans1092 Words   |  5 PagesRelationships between English settlers and Native American tribes were central to both the successes and the failures of the early English colonies in America. Although conflict often characterized relationships between the so-called â€Å"Indians† and the English, many of the initial colonies owed their survival and successes to the natives. The Native Americans were valuable trading partners, occasional allies, and aid in sickness and famine. However, various conflicts between tribes and settlersRead MoreSalutary Neglect Essay1040 Words   |  5 PagesTh e early 15th century marks a period in global history known as the Age Of Exploration, during which there was a scramble amongst European nations to explore, settle, and control the corners of the world. It was during this period that the British began to colonize the Americas, and, by the early 1700s, just a couple hundred years later, there were an estimated 250,900 people living in the American colonies. As the colonies grew more autonomous and a number of political issues developed in BritainRead MoreTest Corrections Essay643 Words   |  3 Pagescounterparts 3. The explorations of Ponce de Leon, Navarez, and Coronado are important to American history for which of significance of the following? B. they discovered nothing 5. 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Porters 5 on Kraft Foods Free Essays

Revenue 49 billion Second largest company behind nestle Employs 125,000 Its five brands are divided into 5 main sectors snacks,beverages,grocery,and convient meals Sanja khosia is the president of kraft His 7 step bussiness model is to drive growth is DISCOVERY: find out what works STRATEGY: focus through lenses VISION: find a simple hook EXECUTION: clarify and deligate ORGANIZATION: build collaborative networks METRICS: manage numbers and tell stories Headquartered in Northfield, Illinois, Kraft Foods (KFT) is the largest food and beverage company in the U. S. , and is the second biggest worldwide. We will write a custom essay sample on Porters 5 on Kraft Foods or any similar topic only for you Order Now Kraft was founded in 1903 by James L. Kraft and, after inventing pasteurized processed cheese not requiring refrigeration, would eventually go public as the Kraft Cheese Company. Kraft bought cream cheese producer Phenix Cheese Company in 1928 and was subsequently bought by the National Dairy Products Corporation. By 1976, company would change its name to Kraft Inc, and in 1979 the company merged with Dart Industries to become Dart Kraft. This new company would eventually spin off its nonfood divisions with the remaining food entity known as Kraft Inc yet again. Phillip Morris Companies bought Kraft in 1988 for $12. billion and merged it with General Foods in 1985 and Nabisco in 2000. Kraft was spun off by Altria Group in 2001 and is now a component of the Dow Jones Industrial Average. Kraft features some of the best known brands in the world including Jell-O, Chips Ahoy! , Oreo, Cool Whip, Capri Sun, Crystal Light, Planters, Fig Newtons, Kool-Aid, Kraft cheeses, Maxwell House, Nabi sco, Oscar Mayer, Ritz, Shake ‘n Bake, and Stove Top stuffing. Kraft Competitors: * Tier 1 Competitors: General Mills (GIS), Kellogg Company (K), Conagra Foods (CAG) * Tier 2 Competitors: J;J Snack Foods (JJSF), Ralcorp Holdings (RAH), PepsiCo (PEP), H. J. Heinz Company ————————————————- Kraft Foods’ (KFT) Mission Statement Our Vision†¦ Helping People Around the World Eat and Live Better Our vision captures the essence of who we are. Everything we do flows from our vision. We just don’t happen to be a business that sells food – it’s what we’re all about. Our vision is about meeting consumers’ needs and making food an easier, healthier, more enjoyable part of life. Our vision tells the world – our employees, customers, consumers and the communities where we make and sell our products – what we care about. It captures the importance of health and wellness, but it also embodies all the ways we can eat and live better, such as the enjoyment of a dessert, the convenience of a microwave meal, the safety and value of our products and the services and solutions we provide. These six values are what we stand for, the standard of conduct we hold ourselves to and our commitment to the people who work with us, invest in us, and purchase our products. They plainly communicate what the world can expect of Kraft and what we must expect of ourselves. Our Values†¦ Innovation – Satisfying real-life needs with unique ideas Quality – Fulfilling a promise to deliver the best Safety – Ensuring high standards in everything we make Respect – Caring for people, communities and the environment Integrity – Doing the right thing Openness – Listening to the ideas of others and encouraging an open dialogue These six values are what we stand for, the standard of conduct we hold ourselves to and our commitment to the people who work with us, invest in us, and purchase our products. They plainly communicate what the world can expect of Kraft and what we must expect of ourselves. Company Description As a top company in the Food industry Kraft Foods specialize in food processing producing beverage, cheese and dairy, snack foods, confectionery, convenience foods and cereals with well known brands such as Vegemite, Terry’s chocolates, Ritz, Pretzels, Philadelphia cream cheese, Maxwell House, Kraft Sandwich Spread, Capri Sun and A1 Steak Sauce. Business Industry – Food The general business activity and principal products or commercial enterprise of Kraft Foods are categorized as being part of the Food Industry. Kraft Foods Slogan A slogan is a short, memorable catch phrase, tagline or motto used to to identify a product or company in advertisements. The advertising slogan, or business slogan most associated with Philadelphia cream cheese produced by Kraft Foods, is: â€Å"A little taste of heaven. † Kraft Foods Mission Statement and/or Vision Statement Mission Statements and Vision Statements are written for customers and employees of corporations. A Mission Statement can be defined as a sentence or short paragraph written by a company or business which reflects its core purpose, identity, values and principle business aims. The definition for a Vision Statement is a sentence or short paragraph providing a broad, aspirational image of the future. Kraft Foods Vision Statement: â€Å"Helping People Around the World Eat and Live Better. † Useful Definitions about a company such as Kraft Foods Useful definitions related to a company, like Kraft Foods, businesses and corporations – all useful business information. A company is a form of business organization in which ownership is established through the issue of shares. A corporation, termed as a limited company in the UK (Ltd. ), are legal entities separate from the persons that form it. A company or corporation is recognized by the law to have rights and responsibilities like actual people. The names of companies are the names by which corporations are identified, such as Kraft Foods. The word â€Å"company† may refer to a partnership or to a sole proprietorship so the names of many business corporations end with â€Å"Ltd. â€Å",†Inc. † or â€Å"Plc† reflecting the Limited Liability if companies or businesses fail, in which case neither the shareholders nor the employees are held liable for debts. Public companies are listed on the Stock Exchange and their shares are available for the public to invest in. make today delicious† Tuesday, September 6, 2011 Kraft Food’s Mission Statement Helping People Around the World to Eat ; Live Better Kraft’s mission is to provide fun, healthy food for people to enjoy. Their mission statement informs us that they care about their consumers. Their  values are innovation, quality, s afety, respect, integrity, and openness. They strive as a company to communicate with the world reassuring them they’re a trusted company with their products. Kraft Foods Inc. (KFT) – Financial and Strategic SWOT Analysis Review Summary Kraft Foods Inc. (Kraft Foods) manufactures and markets snacks, confectionery, and quick meal products worldwide. Kraft Foods is number 1 US food company and number 2 worldwide. It is principally engaged in manufacturing and marketing of packaged food and beverages. The various products offered by the company include cheese, dinners, dressings, coffees, meats, biscuits, cream cheeses, powdered beverages and chocolates. The company markets its products under the brand names of Kraft, Maxwell House, Oscar Mayer, Oreo, LU, Philadelphia, Jacobs Coffee, Carte Noire, Tang, Milka Chocolates, LU Biscuits, Cote d’Or, Lacta and Toblerone. Kraft Foods operates in over 80 countries and sells its products in over 170 countries across the world. Kraft’s $19 billion acquisition of Cadbury became final in 2010. As of June 1, 2010, the company owned 100% of all outstanding Cadbury shares where as in February, 2010 it had 73. 71% shares. The company is headquartered in Northfield, Illinois, the US. Kraft Foods Inc. Key Recent Developments†¦ Apr 13, 2010: Kraft Foods Inks Multi-year Agreement With Capgemini Mar 18, 2010: Kraft Foods Plans To Reduce Sodium In North American Products Feb 16, 2010: Kraft Foods Q4 Operating Profit Surges, Revenues Up Feb 09, 2010: Epsilon To Support Direct Marketing Initiatives Of Kraft Foods Jan 19, 2010: Cadbury Accepts Kraft’s $19. 7bn Takeover Offer This comprehensive SWOT profile of Kraft Foods Inc. provides you an in-depth strategic SWOT analysis of the company’s businesses and operations. The profile has been compiled by GlobalData to bring to you a clear and an unbiased view of the company’s key strengths and weaknesses and the potential opportunities and threats. The profile helps you formulate strategies that augment your business by enabling you to understand your partners, customers and competitors better. International bussiness unit revenue is   27% They have strong research and development 11 food research and development centers 2400 food scientists and chemist . There weakness is they have trouble producing and launching new products. Threats feirce competition Recalls Consumers may not have as much confidence in kraft products Lawsuits Strengths Kraft has a strong brand image What should they take out Many of kraft products are often high in cholesterol and they contain processed meats One of the   worst unhealthy food kraft produces is lunch box. Combo meals Eight out of 43 are deemed sensible meal solutions The cracker ham and cheddar combo is the least healthy. Combo meal aft Foods Vision Statement – Kraft Foods Business Description The importance of the Kraft Foods Vision Statement should not be underestimated. As a highly successful company in the Food industry Kraft Foods specialize in food processing producing beverage, cheese and dairy, snack foods, confectionery, convenience foods and cereals with well known brands such as Vegemite, Terry’s chocolates, Ritz, Pretzels, Philadelphia cream cheese, Maxwell House, Capri Sun and A1 Steak Sauce. The Kraft Foods Vision Statement describes the values, services and the company’s vision for the future. Kraft Foods Vision Statement We hope that the Kraft Foods Vision Statement together with our definitions, hints and tips will provide you with inspiration to develop your own successful explanatory paragraph which will prove to be suitable for your associates, customers and . Kraft Foods Vision Statement – Kraft Foods Business Description The importance of the Kraft Foods Vision Statement should not be underestimated. As a highly successful company in the Food industry Kraft Foods specialize in food processing producing beverage, cheese and dairy, snack foods, confectionery, convenience foods and cereals with well known brands such as Vegemite, Terry’s chocolates, Ritz, Pretzels, Philadelphia cream cheese, Maxwell House, Capri Sun and A1 Steak Sauce. The Kraft Foods Vision Statement describes the values, services and the company’s vision for the future. Kraft Foods Vision Statement We hope that the Kraft Foods Vision Statement together with our definitions, hints and tips will provide you with inspiration to develop your own successful explanatory paragraph which will prove to be suitable for your associates, customers and employees. How to cite Porters 5 on Kraft Foods, Essay examples

A person career choice should be determined by his or her interest free essay sample

Career choice is an important choice in our life. It may lead you success if you choose a right career, and it also may make you failure if you choose a wrong career. Even though most people think that career choice should not be determined by his or her interest, but I strongly agree that career choice must be determined by his or her interest because interest can lead his or her got a great motivation, and can develop strong sense of dedication. However, it is undeniable that a person choosing their career based on their interest is unrealistic. Interest can lead person got a high motivation. This is true because his or her got interest in their career, they will do whatever they can on their job without abandon. They will not complain or criticize their job when facing the problem, they only will try their best to find out the problem and solve it. We will write a custom essay sample on A person career choice should be determined by his or her interest or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Compare with whose do not have any interest in their career, they only will lazy, shirk responsibility and maybe will quit their job when facing problem. Having a high motivation can lead success in a person career. They may receive a merit from their employers or get promote to a higher level if employers realize they pay high commitment for the company. Another reason why a person career choice should be determined by his or her interest is because they can develop strong sense of dedication. If you are chose a job you’re interesting, you’re willing to dedicate yourself into the work. You’re willing to spend more time and energy to achieve the best result and outcome. For a person no interesting on their current work, they will loaf on the job and not willing to dedicate for the company. It may bring about they cannot get promote and having a block on their career. Some people think that a person choosing their career based on their interest is unrealistic. This is because majority of this type of job need to pay high commitment but having less in return. In this reality life, we must work for our life but not interest. However, I strongly disagree with all these views. If you are pay high commitment and fully dedicate into the work. You will be got high return in last. This maybe need wait for long time but the effort will never be wasted. It depends on how we are look upon the career choice. Having a job you’re interesting will be a wonderful thing on our life. In conclusion, career choice must be determined by his or her interest because interest can lead his or her get a high motivation, and can develop strong  sense of dedication. Therefore, we should have all positive views towards choose career based on their interest is a thing that may change our life to be more wonderful. What is more important, people must need to know what is their interest before his or her choosing their career. Having presented my arguments, I once again strongly agree on that ‘career choice must be determined by his or her interest’.

Positive learning enviroment Essay Example

Positive learning enviroment Essay To be effective in analyzing and evaluating strategies I will require to establish and maintain a positive learning environment (PEEL) within my lessons, I will first establish what constitutes a PEEL through my own understanding including further research. I will then go on to analyses and evaluate the strategies I will use, focusing on the overarching ideas of behavior management (MM) and expectations, safety and assessment. I will link these to the Teachers Standards (TTS) throughout. A PEEL, echoing the words of Jacques and Holland (2007,104), has attractive displays based on hillsides work is tidy has a purposeful atmosphere when children are working promotes children self esteem. This is by no means a definitive list explaining how to create a PEEL, but addresses the important strategies I will use to create a PEEL and discuss throughout this essay. Behavior for learning (FL) must be addressed when discussing how to create a PEEL. Both are high on the agenda of myself as a trainee teacher, the government and teaching unions. The government has given the role of shaping FL to the head teacher of individual schools who is required by the Department for Education (UDF) (2014, 4) to produce a school behavior policy effective as a strategy for establishing and maintaining a PEEL, which sets out procedures to promote good behavior, self-discipline and respect prevent bullying ensure that pupils complete assigned work and which regulate the conduct of pupils. These concepts must be included within each schools behavior policy to create an established expectation of behavior within the school. We will write a custom essay sample on Positive learning enviroment specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Positive learning enviroment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Positive learning enviroment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Looking at the behavior policy of Twofold Junior School (TTS), the school motto is Be proud to shine (TTS, 014,2), this has been developed by the children into a code of conduct summarized by the words Learn, Safe, Happy, Respectful (TTS, 2014, 2), echoing the requirements from the UDF for FL. The TTS behavior policy is vast and encompasses an amalgamation of ideas including behavior management and expectations, reward systems and inappropriate behavior management which will equip me as a trainee teacher to establish and maintain a PEEL within my lessons. Teaching unions to an extent, agree with the concepts outlined above from the UDF. Their interest in FL also aligns itself with the protection of pupils learning and teachers careers. In the National Union for Teachers charter Learning to Behave A Charter for Schools (no date,3) Any behavior that prejudices teaching and learning within schools is unacceptable For some teachers it can be the trigger for leaving the profession. Young people who exhibit unacceptable behavior diminish their own chances as well as those of their peers. Thinking how FL must be established through a government led school behavior policy and how it affects the Jobs of teachers, pupils and their learning through teaching unions it becomes clear how FL must first be established before a PEEL can exist. This is why I will begin with addressing BUM and expectations for a PEEL within this essay. In accordance with TTS of the Teachers Standards (TTS), teachers are to Manage behavior effectively to ensure a good and safe learning environment (UDF,2011,12). Therefore BUM as a strategy for a PEEL is of utmost importance. TATS highlights the need for clear rules and routines accordance with the school behavior policy (UDF,2011,12) rules and routines create and shape the learning environment the way I want it to be. Having experienced how classrooms operate with and without a set rules and routines those with established lassoer rules having a quicker and more resolute way of dealing with inappropriate behavior I understand their need as a BUM tool within the classroom. I have also found through covering classes with a set of classroom rules on the wall, when asking the pupils my expectation of their behavior, they are quick and well equipped to respond. I will begin my teacher training creating a set of rules and routines with the pupils in agreement with Cicadas and Overall (1998,199) that Routines will work better if there is a shared and agreed understanding about them better if the children have helped to set them up. Through creating a set of rules and routines with my pupils, there will be a classroom behavior expectation which reflects the school behavior policy, promotes positive behavior and a feeling of security for the children of what to expect and what my expectations as a teacher are of them. As per Toss behavior policy Children know the consequence of breaking the rules TESTS supports this process which will encourage children to take a responsible and conscientious attitude to their own work and study (UDF,2011 , 10) to own their behavior. Classroom rules and routines are extremely useful to maintain PEEL they have been constructed together and can be referred back to throughout the year to reinforce positive behavior. BUM strategies to aid and enforce classroom rules and routines are in great supply from differing praise and rewards systems, to strategies of dealing with inappropriate behavior which are vital in constructing FL and a PEEL. TTS has a long list in its behavior policy to support BUM rewarding positive behavior includes merit marks, stickers, golden time and many more which I can utilize as strategies for FL for a PEEL. I have observed one strategy use throughout Year 3 at TTS of the brick move which highlights good and inappropriate behavior. It is a BUM strategy, which leads to golden time on a Friday afternoon where children can play with toys and sports equipment of their choice a reward for working hard throughout the week. The brick move reward strategy is similar to that of a traffic light system using more Jumps from start to finish. This strategy can be used in a number of ways, moves forward for correct behavior expectations and praising courteous behavior as expressed in TATS, but also moves backwards to highlight inappropriate behavior. One of the most effective uses I have seen and used of the brick move strategy is its use for positive discipline and reinforcement of behavior. Toss behavior policy for dealing with incidences of inappropriate behavior includes tactically ignore, acknowledge on-task behavior and privately and openly encourage positive behavior (TTS,2014,4) all focus on deferring negative behavior and reinforcing positive behavior through a brick move. I have used this within classes, rewarding the pupils showing expected behavior and have found it very effective as a BUM tool. I know positive discipline is a fantastic aid to establishing and maintaining both BAL and a PEEL and agree with Rogers, positive discipline isomer than ones use of language it is about creating the best environment and social climate for teaching and learning. (Rogers ,2007,52). The TTS state the classroom should be a safe and stimulating environment for pupils, rooted in mutual respect (UDF,2011,10). Teeming with ideas, this extract requires breaking down into three parts safety, stimulation and respect. I will address these in the next paragraphs to discuss strategies I will use to create a PEEL. Abraham Mascots Theory of Human Motivation (1943) is an influential theory when thinking about the importance of safety within a classroom to establish a PEEL. Mason spoke about a hierarchy of needs required by humans to succeed in fulfilling their potential something which has been debated time again by those working in schools. Mason states There are at least five sets of goals, which we may call basic needs. These are briefly physiological, safety, love, esteem, and self- actualization. (Mason,1943). It is widely agreed that Mascots basic needs must be met for a PEEL to be established, children learn more effectively when they feel better bout being in this group and coping with this work, when fundamental needs are being met. (Rogers,1998,226). Greenhorns discusses strategies for a safe atmosphere within schools in his publication The classics are hard to beat (2012), including, clear expectations around behavior, supported by consistent sanctions. I have already discussed BUM through rules and routines these are also fundamental to feel safe children know what to expect, therefore feel secure. Its also necessary for children to know what to expect from myself as a teacher, It is important for teachers of all ages ND experience to be clear about exactly who they errand what they expect from their pupils. (Dixie,2007,8). When I first covered classes, I didnt introduce myself or state any expectations of rules or behavior BUM was difficult and I was inconsistent with it I know the children didnt feel they were in a safe or secure environment. Through observing lessons, it became clear an established expectation and consistency from teachers was expected by the children this is what I will aim to project throughout my teacher training, Young people want certainty from the adults in their lives. They need you to create and enforce boundaries to give them a feeling of security. (Cooley,2010,9). Creating a safe environment within a classroom to establish a PEEL requires using the strategy of inclusion. Inclusion provides a feeling of safety and security through the idea that children feel comfortable in the knowledge that as a teacher I will ensure that they have full access to the curriculum, Lessons should be planned to ensure that there are no barriers to every pupil achieving As a teacher, I am required to ensure Inclusion means enabling pupils to participate in the life and work of mainstream institutions to the est. of their abilities, whatever their needs (Dixie,2011 , 14), which suggests to create a PEEL inclusion must be linked with differentiation to create a safe environment. Differentiation maintains ITS B children are challenged within their own abilities and I should set high expectations for every pupil and plan stretching work for pupils whose attainment is significantly above the expected standard (UDF,2013,8). Inclusion and differentiation as strategies to establish a PEEL is a huge and varied group of ideas, from SEEN to GET children, deploying support staff effectively through focus roofs and one-to-one help as needed by ATSC, they are key tools which will able me to create a PEEL through engaging appropriate support systems. I will address ideas of stimulation within the classroom within the next paragraphs. As explored earlier, its important for children to feel safe and secure within a classroom to establish a PEEL my classroom will need to be a space that provides pupils with adequate light, heat and seating space and the opportunity to drink fluids, will hellhole pupils feel safe, secure, happy and ready to learn. This refers to Mascots idea that Asia needs of a person must be met a PEEL established, before they can fulfill their potential. The layout of a classroom is also important for BUM to create FL and a PEEL throughout wider reading I know there are many ways to structure a classroom I have thought about all as a strategy to create a PEEL and believe putting desks in groups in my Year 3 training year will be most effective. I will use rewards systems through table points, differentiate levels and set targets more effectively by grouping children of a similar ability together I will also be arranging my classroom so that I can get to ACH student quickly and easily without disturbing or moving others. Positive stimulation for a PEEL also comes through the effective use of displays within a classroom they are an invaluable tool and strategy for a teacher to promote positive messages that can be transmitted through the medium of effective collapsibility. (Dixie,2011 ,31). Classroom displays, if used effectively, suggest to pupils academic ideals, a positive attitude towards work and a reinforcement of an authority of rules, they can as TESTS states Encourage pupils to take a responsible and conscientious attitude to their own work and study (UDF,2011 , 10). Displaying established classroom rules and routines will provide me as a trainee teacher, a tool and strategy to refer back to throughout the course of the year to ensure positive FL to maintain a PEEL. Stimulation within the classroom is also created through displays of children work by putting their work up on the wall I will be displaying exemplary work to be followed, bettered and create high expectations which children want to attain as per ITS. I will be setting targets for them to aspire to where They feel valued, they feel a sense of belonging, which in turn makes them feel happier about school. A happy child is a child who is less likely to cause disruption. (Dunn,2012,49), therefore a valuable strategy to create and maintain FL and a PEEL. Respect is the final part of the extract from the TTS I will look at, the idea that The development of a positive classroom climate depends on this relationship being two-way, your respect for pupils should be reciprocated in their respect for you, (Caribou,1998,70). Respect must be mutual for a PEEL to exist, as per DOTS At its heart, good behavior management is about good teacher/student relationships. I know as a teacher I am required to be knowledgeable about my students as stated by TESTS wrought educational means by having appropriate expectations and planning the correct level of work, but also understanding that behavior always has a reason and is quite often routed in the history of the child. I also believe that respect leads to a PEEL through consistent and fair teaching which takes us back to BUM and children knowing what to expect and what the teachers expectations are. Establishing a PEEL through respect should also be taught in the classroom, Students have to learn to accept that they are responsible for their behavior and its effect on others and the classroom environment. Rogers ,2008,153). Through being a respectful classroom, you can see that FL becomes positive, which in turn creates a PEEL. To close, I will address the idea of maintaining a PEEL through utilizing assessment effectively. Formative assessment as a strategy for PEEL can be seen in learning objectives, learning expectations, targets and many other means. Formative assessment links Joins the idea that in creating high expectations for pupils, a PEEL will be established as set out in ITS and the National Curriculum Teachers should use appropriate assessment to set targets which are deliberately ambitious. Targets also help your less able children feel a sense of achievement. (Cooley,2010,50) thus embedding the concept of a PEEL. As set out in ATSC, formative assessment can be used as a strategy to guide pupils to reflect on the progress they have made (UDF,2011,10). Both self, peer and teacher assessment through feedback, are amazing tools to create a PEEL through giving the responsibility of learning to the children, therefore Mascots idea that the creation of self esteem (through assessment) as a basic need allows children to fulfill their potential, The need to foster pupils self-esteem as learners is monumental to establishing a positive classroom climate, (Caribou,2008,73), therefore, The purpose of self- and peer-assessment is to help children to have a better understanding of assessment and therefore what constitutes progress and success.

How To Write Landing Pages That Convert - CoSchedule Blog

How To Write Landing Pages That Convert Blog Writing landing pages is an art. Successful landing pages address a need, provide a solution, and (ideally) drive conversions. The challenge lies in getting your audience to convert or perform an action (sign up for a contest, subscribe to an email list, etc). Fortunately, anyone with writing skills can learn to write effective landing pages. That’s exactly what this post  will teach you to do. Download Your Free Landing Page  Resources Write better landing pages and track your performance with these three free  resources: Landing Page Writing Template Landing Page Performance Tracking Template Call To Action  GuideWhy Should You Be Writing Landing Pages? The purpose of any landing pages is to get your reader to perform a specific action. You may want your reader to complete an email sign-up form, register for an event, or start a trial for a service (just for a few examples). Whatever you consider to be your conversion step, everything write you should support that goal.  This should be the central focus of your writing. What Defines A Landing Page? By definition, a landing page is any page a user could "land on" from another page. According to Unbounce, In the purest sense, a landing page is any web page that a visitor can arrive at or â€Å"land† on. However, when discussing landing pages within the realm of marketing and advertising, it’s more common to refer to a landing page as being a standalone web page distinct from your main website that has been designed for a single focused objective. This means that your landing page should have no global navigation to tie it to your primary website. The main reason for this is to limit the options available to your visitors, helping to guide them toward your intended conversion goal. For our purposes, any solid landing page should have the following: A strong headline Body copy A call-to-action What Are Some Common Purposes  For Landing Pages? Any landing page should serve one clear defined purpose. Here are some common usages for standalone landing pages: Promote an event or webinar Gather email newsletter signups Promote a free trial Offer free coupon signup Drive signups to be alerted of a new product or feature launch Host a contest signup form How To Define A Purpose For Your Landing Page The first step is to decide what your landing page will be about. If you're promoting something specific, like an event or contest, then your topic is obvious.  In other cases, you may need to get more creative. If you're struggling to define a clear purpose for your page, try following some of these tips. Landing pages should have just one clear purpose.Identify  A Problem You Can Solve For Your Audience A great way to find a topic is to identify an issue and present your product or service as the best solution. The reason your audience is on your landing page is because they have a problem and need a solution, and that’s you! Here are some quick ways to determine what your audience could use help with: Twitter polls. Twitter's help guide can help walk you through how to set one up. Audience surveys. Tools like Polldaddy and Survey Monkey make it easy to run surveys. Quick questions posted on social media. Tweet a question for your audience asking what challenges they're facing. Then, create a page that presents a solution. Identify A Problem Your Business Needs To Solve Another approach is to start with a problem your business is facing. Unbounce did a great case study on New Balance. The shoe company's brick-and-mortar stores in Chicago weren't getting enough foot traffic, and they wanted to increase sales. So, they ran Facebook ads that directed to  landing pages promoting sales on shoes.  This approach increased sales by 200%. This is a perfect example of identifying a business problem, and solving it with effective landing page messaging. Next, Find Your Keyword If you plan on using SEO or PPC to drive landing page traffic, then it's important to properly select keywords. Selecting a keyword to target essentially means claiming territory on a certain phrase that is being searched. For example, if you’re trying to sell an ebook on how to master a job interview, you may want to target the phrase â€Å"successful job interviews.† There are great tools, both free and paid, that will help you find the traffic around any keyword. Start with these popular options: Moz Ubersuggest Google Keyword Planner Choosing a keyword goes back to your angle and topic. The content of your page should also match the search intent behind your selected keyword. You should also target synonyms for your topic and focus. TIP: In some cases, you may not need to do traditional keyword research. For example, if you're creating a landing page for an event, the name of the event would probably be your targeted keyword. Do what makes sense given how your page will be used. Do You Need An Angle? If you're writing a sales brochure-style landing page, consider your angle. Your angle  describes the perspective you're writing from. To find your angle here are some questions you can ask yourself before you get writing: What’s your unique perspective?  Showcase your original thoughts and ideas to your reader. Keep them engaged with your business’s individual view on your topic. What makes you different than your competitors?  Think in the perspective of your audience. Why would they choose you instead of your competition? Identify what makes your product or service uniquely the best solution. Catch Your Audience's Attention With  An Awesome Headline A good headline should hook your reader's interest immediately. When it comes to landing pages specifically, it should convey a clear benefit too. Whether the audience finds your landing page through social media, paid advertising, or organic search,  you need to give them a reason to care. TIP: Use our Headline Analyzer to make sure your headlines perform their best. Recommended Reading: How To Write Headlines That Drive Traffic, Shares, And Search Results Write Persuasive Body Copy Once readers get past your headline, they'll expect your body copy to deliver.  You need to follow through on the promises you made in your headline.  Writing good copy isn't easy, but following these steps should help. Start With  A Strong Intro Hook Writing an effective intro  is critical for keeping your reader on the page. It can be as simple as a sentence or two, or a full paragraph or more (depending on the legnth and style of your page). Any intro should do one thing, however: show your reader what's in it for them if they keep reading (or even convert). There should be absolutely no confusion as to what the reader will be getting from the landing page. A simple way to ensure that your audience knows what they’ll be getting out of the landing pages is to write clear value propositions. You can end your introduction by stating â€Å"you’re going to learn/see/find out how†¦.† and then list 3-5 things that the reader will get out of your landing page.  Take a look at one of our own  landing page introductions: What if your page isn't text-heavy enough to write this way?  Here's another example from WordPress.com that takes a different approach. Here, they have blocks of content, each one stating one clear benefit: The key is to hook your reader by making benefits immediately clear. Each of these six points solves a different problem, from the difficulty of building a site without knowing code, to getting customer support. It also shows they clearly know their audience. Someone using WordPress.com probably doesn't have a lot of coding skill. Therefore, all the copy here is focused on ease of use and community support.  And it's all conveyed to readers right away. Follow The Problem/Solution/Benefit Formula We've talked a lot about focusing on problems, solutions, and benefits. However, how do you actually  write in a way that conveys each of these points? Try following the Problem/Solution/Benefit formula. This isn't the only way to write copy, but it's an easy formula to follow if you're struggling. Establish a problem.  What's a common issue your audience has? Identify it and agitate it. Present a solution. Next,  state why  your product or service as the best solution to their problem. Ensure that your solution covers every detail of their problem. Show a benefit.  Now, you can  show your reader how much better life can be when their problem is solved. Here's a hypothetical example of all three of these pieces at work: Problem: Someone has  ants in their kitchen. Solution: A pest-control company offers non-toxic ant traps. Benefit: The customer won't lose any more groceries due to ant infestation. And here's a hypothetical example of what this copy could look like: "Stop letting ants ruin dinner. With BugCo's kitchen-safe ant traps, you'll be able to dine ant-free." Write better landing pages by focusing on problems, solutions, and benefits.This is obviously a rough example, but you can see the problem, solution, and benefit formula in action. TIP: Help your reader see how life could be better using your product or service. Make Your Call-To-Action Count The next step in creating your landing page is asking yourself, â€Å"What do I want readers to do?† The answer to this question should be  your call-to-action (CTA). Your CTA  is what prompts the reader to convert. For example, if you want your audience to sign up for a contest, your CTA could be â€Å"Enter to win this fabulous prize.† Your entire landing page copy would sell the reader on why they should care about you’re promoting enough to enter. Start your writing process by creating your CTA. From there, you can craft your landing page copy in a way that directs the reader to that action. Recommended Reading: How To Work With Designers (With Authentic Advice From 's Designer) 5  Landing Page Writing Tips As you plan and write your copy, here are some crucial pointers to remember. Use Clear And Simple Language Keep sentences short and clear. Focus On Benefits Your customer knows what their problem is. They probably know what kind of tool or solution they need too. Your job is to show benefits that illustrate why your solution is the best one for a given application. We keep hammering on this point, but that's because it's that important. Remember That Sometimes Less Is More Landing pages don't have to be long to be effective. Sometimes, all you really need is a headline, simple body copy, and a call-to-action button. Write as much as it takes to make your point and drive your desired action. That's it. Here's an example of a super short landing page from Pedal Train, a company that makes pedal boards for guitar players: A headline, a paragraph of body copy, and a button, all connected to one purpose (getting you to download an infographic). That's all the page needs. Analyze Performance (And Do Better Next Time) Writing high-converting copy often requires experimentation and refinement over time. As you write more landing pages,  look for the following: Which types of headlines perform best? What elements do your top-performing CTAs have in common? Does short or long copy perform best for you? Use the Landing Page Performance Tracking template included in this post to help with this task. Understand The Importance Of Message-Match If you'll be directing traffic to your landing page with PPC ads or social media ads, then you'll need to make sure your ad messaging matches your landing page messaging. Here's an example. I searched "what is kissmetrics" (an analytics software platform we use). Here's what the ad looked like: And here's the page it directs to: The headline, both on the ad and the landing page, tells us this is an analytics tool. The landing page intro  copy starts by stating benefits (the ability to monitor marketing performance across multiple digital channels). The body content blocks below go into more detail, further illustrating benefits. The call-to-action then gives us the opportunity to try it for ourselves. That sounds like this hits all the right checkboxes for a successful landing page. Make sure ad messaging matches your landing page messaging.3 More  Examples Of Awesome Landing Page Copy What do high-quality landing pages look like in the wild? Let's take a look at some examples. WordStream This sign-up page from Wordstream is fairly straightforward. It does quite a few things right though. The headline conveys a clear benefit (saving time and money). The "Start Your Free Trial" call-to-action button is bright, clearly designed, and encourages conversions from customers who might not be ready to buy yet. Scrolling down, this page also incorporates stats and user testimonials. These  help  lend authority to the page. Pocket This example is really straightforward, but effective. The headline clearly tells you what Pocket does. It also makes two different sign-up methods (re: conversion steps) clear. Square This page immediately conveys a benefit to the reader (they can start selling immediately). It then leads into more information they may want to know before making a decision to start a trial. The page continues communicating further benefits, leading readers to more information they might need: And then at the end, everything leads to their call-to-action: Analyze Your Landing Page Performance You’ve published your landing page. How do you know how successful they are? You’ll first want to decide on a (reasonable) goal for them. Start By Setting SMART Goals One great way to set goals is to use the SMART method: Specific: Clearly define your goal and ensure that it’s not vague. A good example would be â€Å"I want to have 2000 conversions this month† instead of â€Å"I want more conversions† Measureable: Make sure that you can track this goal. Attach a number to it. For example â€Å"I want my read time on my landing pages to increase by 30%† should be used instead of â€Å"I want people to spend more time on my pages.† Aspirational: Don’t sell yourself short. Push yourself. Realistic: Make sure you can still attain your goal. Take a good look at your resources and obstacles and ensure that you can manage them to meet your goals. Time-bound: Set a time you want to be finished by. Be specific, even down to the hour. Set a goal like â€Å"This will be done by 3 p.m on August 2nd† instead of â€Å"some point.† Set landing page goals using the SMART methodology.Measure Performance With Analytics Tools There are a number of analytics platforms you can use. Plus, landing page template services like LeadPages, Unbounce, and Instapage feature built-in analytics.  Google Analytics is also a must-use platform (but you probably already knew that). Here are four  key metrics to focus on: Bounce rate.  The bounce rate is the percentage of visitors who navigate away from your site after viewing only one page. Typically, marketers are trained to think high bounce rates are bad. However, landing page bounce rates are often high because they give your reader two options: convert, or leave. Time on page. Instead of worrying about bounce rates, pay attention to how long people stay on your pages. This is an important metric. The higher the time on your page, the more engaged your readers are. They’re more likely to convert if they’re engaged with what they’re reading on your page. A high time on page is a great metric to measure the quality of the content on your landing page. Conversion rate. This is one of the most important metric for landing pages. The conversion rate is the percentage of visitors who convert directly from your page. The success of your landing page will vary differently through every industry, but the higher it is, the better. Total conversions. How many form completions is your copy driving? Find out by tracking goals  in Google Analytics. Now  Master The Art Of Writing Landing Pages There’s a definite science to writing successful landing pages. Once you’ve broken the steps down into smaller tasks and set your goals, you can write a landing page that will boost your conversions.

How to Write an Analytical Essay on Romeo and Juliet

How to Write an Analytical Essay on Romeo and Juliet Romeo and Juliet Features of writing about Romeo and Juliet How to start How to create an outline How to write a thesis for an essay on Romeo and Juliet How to write an introduction Tips on introduction and thesis writing How to write body paragraphs Tips on body writing How to conclude Tips on conclusion writing Tips on revision Analytical essay sample (Romeo and Juliet) Features of writing about Romeo and Juliet Writing about Romeo and Juliet allows one to discuss cultural diversity. Since you exist in today’s world, expounding on a play composed centuries ago enables you to explore cultural perspectives and assumptions different to yours and learn the historical background of modern culture. Additionally, writing about such characters as Romeo and Juliet enables you to explore the language. Shakespeare’s language utilizes complex syntax, extensive vocabulary and many phrases. Furthermore, you expand your syntactic attention span and vocabulary and can learn via imitation how Shakespeare employs figurative language. How to start Before starting your analytical essay on Romeo and Juliet, state some form of claim or argument about what you are analyzing. Typically, analytical articles focus on how the book or poem was composed, for example, how the utilization of similitude and metaphor brings forth a precise connotation to the anecdote, and how specific topics are depicted in the narrative. Alternatively put, analytical essays require the writer to examine a book or play’s smaller sections and expound them thus developing a bigger picture. For one to begin an analytical paper, thoughts and facts must be reviewed, and from there, connections are linked thus articulating concepts and using events to support it. How to create an outline When writing an outline for this type of paper, specifically an analysis essay outline format must be followed. A written outline is an effective method of arranging your thoughts. An outline breaks down sections of your thesis in a simple, hierarchical manner to aid you in viewing your essay’s overall format. So. below is how an essay’s outline can look like: Sample Outline I. Introduction Sentence capturing your reader’s interest One-two sentence proclamation (Thesis statement) II. Body paragraphs First main idea Second main idea Third main idea III. Conclusion Thesis restatement Insightful sentence closing Third main idea How to write a thesis for an essay on Romeo and Juliet The thesis tells your reader what to expect. It is precisely worded, restricted, and declaratively states your essay’s purpose. A paper lacking a carefully conceived thesis is below par. Here is a thesis statement which is fitting for an analytical essay: â€Å"By not punishing more harshly the early acts of hatred in Romeo and Juliet, an atmosphere welcomes hatred to thrive which ends in demise is formed by the Prince.† Naturally, the thesis statement is typed at the introductory paragraph’s end. How to write an introduction Your analytical essay’s introduction should attempt to enthrall your reader’s interest. To shift immediate focus to your subject, use quotations, brief anecdotes, a provocative question, or a merger of all. Also, consider using background information pertinent to your thesis and necessary for your reader to recognize your stance. Tips on introduction and thesis writing Hook your reader with a captivating first sentence. Begin with an example. Ensure your argument has context. Preview your paper’s structure. Craft a distinctive arguable thesis. Transition into your first paragraph to sum everything up. How to write body paragraphs The term used for the advancement of central ideas in your analytical essay is ‘body paragraph.’ Here, one presents the paragraphs supporting/upholding their thesis statement. A compelling analysis essay contains evidence from the text and explains your ideas. Tips on body writing Begin by typing your key ideas in sentence form. Apply textual evidence (specific details, summary, direct quotations, and paraphrase). Write your supporting points for your chief idea that is, quotations and paraphrases from sources and facts (findings and statistics from conducted studies). Ensure you tie the facts you state back to the paragraph’s main idea (analysis). Your transition from paragraph to paragraph should be fluid. Explain your argument’s importance. How to conclude Your analytical essay needs a concluding paragraph which gives your writing a sense of completeness along with alerting the reader your essay is concluding. Your finishing paragraph might summarize your paper’s key points; reaffirms the thesis in other terms, or make relevant comments regarding the analytical essay, but from a different perspective. Here is the illustration, â€Å"This feud ends tragically for Juliet and Romeo. The events contrast revenge and hatred with love and secret nuptials, forcing the youthful lovers to mature quickly and tragically die in despair. Tips on conclusion writing Don’t start a new subject in your conclusion. Make it short. Challenge the reader by posing an inquiry. Synthesize, do not summarize. Don’t repeat things stated in your thesis. Redirect your readers by giving them something to ruminate on. Tips on revision To write a perfect essay, you always need to reread your paper and correct all the mistakes. Keep your format simple. Include clear transitions, citations, and markers. Include support and evidence for main points. Check your grammar and spelling. Ensure the essay’s intent is shown not told. Analytical essay sample The Tragedy of Romeo and Juliet Lord Capulet is at fault partially because he instructed Juliet to slow down and find an individual she loves before getting hitched. So is Friar Laurence due to his hasty decision about secretly conducting the nuptials in the absence of their parents’ knowledge. Romeo and Juliet are blamed since at a youthful age, they secretly got married, without anyone’s knowledge. In the disastrous love story, composed by Shakespeare, Romeo, Friar Laurence, Lord Capulet, and Juliet are all at fault for the killing of Juliet and Romeo because they were rushed into decision making. Lord Capulet, the father of Juliet, was hasty in decision making because he attempted to overwhelm the sadness which came from Tybalts demise with the ‘wonderful’ news of Juliet’s marriage with Paris. Juliet’s father informs Juliet about her nuptials to Paris that coming Thursday and paints a picture of how big a celebration it will be. A day past, Lord Capulet alters the date from that Thursday to that Wednesday. Capulet acted hastily in his decision, so did Friar Laurence. Friar Laurence was the individual who joined Romeo and Juliet in matrimony without either’s families’ knowledge. In the introduction to scene six, â€Å"the two declare their unending love for each other and prepare to seal their marriage by the Friar.† Friar additionally gave Juliet the portion whose aim was making her appear lifeless for â€Å"two and forty hours.† Romeo and Juliet are blamed for their demise. They both acted hastily and got married in their parents’ absence, without their consent. They were around sixteen and thirteen as well. If Romeo would have been present to talk to Juliet, he would have known her plan and would not have killed himself since Juliet was still alive. If Romeo didn’t kill himself, Juliet would not have either. Many people are blamed for the killing of the romantic yet tragic Romeo and Juliet that is, Friar Laurence, Juliet, Romeo, and Lord Capulet. This tragic love story shows us how to love and secret nuptials forced the youthful lovers to mature quickly and dreadfully die in despair.

Ethical Dilemma Research Paper Example | Topics and Well Written Essays - 750 words

Ethical Dilemma - Research Paper Example It is done to enhance breathing especially in patients who are intubated for a long period. The Code of Ethics for Nurses was produced as a guide for performing nursing responsibilities in a way steady with excellence in nursing care as well as the ethical requirements of the profession. The four main principles are autonomy, beneficence, nonmaleficence and justice (Seifert, 2008). Autonomy principle states that every person must be given the time, respect, and opportunity essential to make her/his own decisions. The nurse should understand that patients have the right to make decisions basing on their beliefs as well as value systems. Patient’s choice and decisions should not be limited by a nurse. All patients should be given informed consent even as they make their decisions. This is a fair, equal as well as appropriate treatment to a person. Every patient has a right to health care. Thus, each patient should be treated equally regardless of ethnicity, socioeconomic status, race or gender (Seifert, 2008). This is a principle that means ‘do no harm’. It relates to nurses obligation to help the patient and not inflict any harm. The nurse should prevent as well as remove the harm from the patient. Furthermore, the nurse should do good to the patient. This principle is applicable where the bad effect must not be the means of the good effect, and the good effect must prevail over the evil that is allowed. The first code is that â€Å"the nurse in practices and relationships should act with compassion as well as respect for the innate work, dignity, and uniqueness of all individuals unlimited by considerations of economic or social status, personal attributes or the kind of health issue†. The nurse in this case should act with compassion empathize with the patients mother and respect her uniqueness. The second code is that â€Å"the nurse’s basic commitment is to the patient, who can be an individual, group, family or community. The nurse

Sociological Analysis of Asia's premier serial killer Charles Gurmukh Essay

Sociological Analysis of Asia's premier serial killer Charles Gurmukh Sobhraj - Essay Example He was admitted to a boarding school in Paris but he managed to drop out at least twice to visit Vietnam. It is interesting reading that these trips were paid with help of fraud checks. Nevertheless, Sobhraj spent three years for burglary and eight months for car theft in prison in France in the 1960's. In the 1970's Sobhraj became dabbling in drug smuggling. He made a core group for himself and acted in pack as he was very flexible with his ways of crime. It at this point of his career that the notorious "Bikini Murders" took shape with Teresa Knowlton, a Seattle woman who had traveled to Bangkok on her way to Kathmandu. Multiple murders of the similar type surfaced and it was found out that the usual methods of Sobhraj was to drug first and then go for the kill and occasionally burning the bodies after the kill. Sobhraj is implicated in at least 10 murders in Thailand in 1975 alone. The total body count for this killer is actually 32. Sobhraj, once commented that his greatest strength was his great love for the philosophy of Friedrich Nietzsche. This is an interesting clue to the psyche of this serial killer. As in Friedrich Nietzsche's philosophy he also believed that women should be treated on whip.

Speech Writing Essay Example for Free

Speech Writing Essay ASSESSMENT OF SPEAKING AND LISTENING SKILLS IN ENGLISH (ASL) CCE (Continuous and Comprehensive Evaluation) the flagship project of CBSE has clearly outlined the significance of speaking and listening skills as part of co-scholastic areas of achievement by every learner and also stresses the clear integration of evaluation of speaking and listening skills as a part of the curriculum transaction. The formative assessment of these two skills along with other skills have been formally provisioned under CCE . But in the absence of Summative Assessment, we have not positioned the learner’s proficiency in Speaking and Listening thereby leading to a wash back effect of very little or no importance given to Speaking and Listening Skills in many classrooms . As a result a large population of students passes out of schools with inadequate competence in expressive communication skills. As good communication skills raise the self esteem of a student, CBSE essentially desires that the students acquire proficiency in it by the time they leave the portals of the school. In the present day global markets, speaking and listening are considered to be the essential skills of real life. Since CBSE has the onerous responsibility of assessing scholastic and co-scholastic achievement levels of students in over 12000 schools affiliated to it , it has been felt for a long time that CBSE must focus on assessing speaking and listening skills for qualification as Summative Evaluation as much for Formative Assessment . Considering this, CBSE proposes to give weightage in Formative and Summative assessments in ASL (Assessment of Speaking and Listening Skills). This weightage is clearly specified in the 2014 curriculum document uploaded in the CBSE Academic website. Guidelines for teachers to assess Speaking and Listening Skills in the term-end examination: LISTENING The Listening Comprehension section tests the candidate’s ability to listen for basic interpersonal, instructional and academic purposes. A number of sub-skills need to be developed in the every day classroom transaction. Given below are some of the sub-skills of listening which need to be assessed in the formative and summative assessments: i. i. iii. iv. v. vi. vii. Listening for specific information Listening for general understanding Predictive listening Inferential listening Listening for pleasure Intensive listening Evaluative listening 1|Page Role of Assessor: An assessor is a person who is assigned the job of assessing a candidate’s performance in any of the skills that is to be assessed. For the purpose of the Summative Assessment, an assessor will be a t eacher who would also be an examiner or an interlocutor who will conduct the examination and do the assessment if skills. It is extremely important to keep in mind the factors listed below as they can significantly influence the expected outcome of the Listening Test. Therefore, due care and attention must be given to each of the following: ? ? ? ? ? ? Size of the room Seating arrangements Acoustics of the room Equipment used Quality of the recording of the Listening Input Quality of the oral rendering of the Listening Input (in case it is to be read aloud by the Examiner), in terms of volume, clarity, enunciation, intonation, pace etc Test Administration: For the Assessor (Teacher) 1 2 3 4 5 6. Select the time and date of the assessment. Plan the seating arrangements in advance. Decide exactly as to how much time is to be reserved for instructions or any possible interaction regarding clarifications etc and for the actual test. Make the announcement giving General Instructions directed to the Candidate before the recording is played/before the reading of the text. Adhere strictly to the time specified for each of the three phases of the Test (Pre-listening, While Listening and Post-Listening) The general instruction given below should be followed while conducting the test. The Listening Test The Listening test comprises of a variety of task. These tasks are graded according to the length of the task and the difficulty level. Schools may download the sample tasks and reorganize them in two parts transcripts and the marking scheme for the interlocutor or the assessor and the worksheets for the students on which student swill write answers. General Instructions for Students You are not allowed to ask questions or interrupt the Assessor at any point. 1 2 3 You are being tested on your Listening Skills. You will hear a set of recordings of the Listening Input or listen to a reading of the Listening Input. Each of the recording will be played twice. In case there is an oral rendering of the Listening Input, it shall take place twice. 2|Page 4 5 6 7 8 9 10 You are required to answer a set of questions based on each of the Listening Inputs. The test consists of 4/sections. You are required to attempt all 4 sections of the test. Familiarize yourself with the questions on the Worksheet. It will help you to answer them later on. After you have listened to the input, you will be given specified minutes to answer the questions on your worksheet You may answer the questions on your Worksheet while listening. Do not interact/comment until you have moved out of the Examination Room Assessment of Listening The marking key is prepared before the test is administered. It will take about a period of 30-35 minutes to conduct a listening test. At the end of the test, the answer scripts should be collected and marked. It is objectives type of marking. Hence, it is suggested that scripts may be marked on the same day. SPEAKING Speaking skill has acquired a very important place in the communication skills. Like listening skills – a number of subskills of speaking need to be consciously developed amongst students. Some of the sub-skills are given below which can be assessed. 1. 2. 3. 4. 5. 6. 7. speaking intelligibly using appropriate word stress, sentence stress and intonation patterns. narrating incidents and events, real or imaginary in a logical sequence. presenting oral reports or summaries; making announcements clearly and confidently. expressing and arguing a point of view clearly and effectively. taking active part in group discussions, showing ability to express agreement or disagreement, summarising ideas, eliciting the views of others, and presenting own ideas. expressing and responding to personal feelings, opinions and attitudes. articipating in spontaneous spoken discourse in familiar social situations. General Instructions 1 The total administration time for the speaking test is approximately 10-12 minutes 2 3 4 The speaking test will be conducted for two students at a time. There will be a single teacher to function as the Interlocutor and Assessor. The Interlocutor/ Assessor s hould be a qualified English Teacher The Speaking Test: Role of Assessor: 1. The (Assessor) should ensure that the room is quiet and has good acoustics. 3|Page 2. The tone, manner and body language of the Interlocutor should be relaxed, encouraging and pleasant. Care should be taken to make the candidates feel at ease. 3. Students must not be discouraged from making a fresh start in case they are unable to do so at the first attempt. 4. The Assessor needs to be flexible, sympatric and reassuring in her/his demeanour. 5. The Assessor should also be a proficient user of the language in order to conduct the speaking test successfully. For e. g . the interlocutor should be skilled in Elicitation techniques. For e. g. Yes/No questions should generally be avoided. 6. Alternatively questions such as Explain how/Why Tell me what you think of. 7. Ideally, the Assessor should award marks after the candidates have left the Examination Room. If necessary, notes can be made discreetly to be later in the scoring so that it does not make the candidates unduly tense and self-conscious. The Speaking test is divided into three sections as given below: I General Introduction The Interlocutor converses with the two candidates. Simple warm up questions based on the candidates’ names, place of residence, leisure preferences etc are asked. II Mini Presentation In this section the Interlocutor gives each candidate the choice to pick up a Role Card or a Cue Card with a topic written on it. The candidates are given 1 minute to prepare. The assessor should be ready with sheets of paper and pencil. Candidates may organize their thoughts and ideas. Prior to the day of the speaking test, as an assistance to students to prepare for the presentations, a teacher can give a choice of 20 to 30 topics in class to students so that they can prepare the topics and organise their ideas on each topic . Similar topics can be given in the formal testing . Please note that candidates are not allowed to write full length answers. They may jot down points only in the sheets given by the Interlocutor. Therefore, pencil and paper should be provided on the table. Students are not allowed to carry pen, paper or mobile in the examination room. After one minute, each student will be given 2 minutes each to present his/her ideas. In case, a student is unable to speak during /for the allotted time, the (Assessor) may ask some rounding off questions. III Pair Interaction The third section of the test is for 3 minutes. Both candidates are given a verbal or visual stimulus and asked to respond to it Both the candidates are given a total of 3 minutes to interact. Both of them will talk together. Closing 4|Page The closing is for 1 minute duration only. In case a student has not been able to speak or has been unable to speak owing to nervousness, the dominance of the second candidate or any other factor, then, the (interlocutor) may use the 1 minute to give a fresh opportunity to that student. Note: In the Summative II assessment it has been proposed to record the candidates’ performance in the MP 3 players/ recorders, so as to validate and make the test reliable and fair. Assessment of Speaking Assessors should familiarise themselves with the assessment scale of speaking. While the students are giving their presentation, assessors may refer to descriptors. It is they may share these indicators with the students while formative assessment tasks are given. As the test will be conducted for two students at a time, it is advised that two to three teachers sit in separate rooms to conduct the assessment of students of one section at a time. Hence 48 students can be assessed simultaneously within one and half hours, in three batches of 16 students each. Assessors are advised to pay due attention to and familiarize themselves with the design of the test items. The sample test items are given here as Annexures here. Similar test items can be framed according to the need and level of students. The descriptors are given below for reference: Interaction ? 5. Can initiate logically develop simple conversation on familiar topics Can take turns appropriately ? 4. Interaction is adequately initiated and developed Can take turn but needs little prompting ? 3. Develops interactions adequately makes however minimal effort to initiate conversation Needs constant prompting to take turns ? 2. Contributions are often unrelated to those of the other speaker ? 1. Contributions are mainly unrelated to those of other speaker Shows hardly any initiative in the development of conversation Very limited interaction 1 Insufficient accuracy in pronunciation; many grammatically errors Communicatio n is severely affected ? ? ? ? ? Generally passive in the development of conversation ? Pronunciation ? Can pronounce correctly articulate clearly ? 4 Mostly ? correct pronunciation clear articulation Can be clearly understood ? most of the time; very few phonological errors ? Is always comprehensibl e; uses appropriate intonation ? 3 Largely correct ? pronunciation clear articulation except occasional ? errors Some expressions cause stress without compromising with understanding of spoken discourse. ? 2 Frequently unintelligible articulations Frequent phonol ogical errors Major communication problems ? ? 5|Page Fluency Coherence 5 ? Speaks fluently almost with no repetition minimal hesitation ? Develops topic fully coherently ? 4 Speaks without noticeable effort, with a little repetition Demonstrates hesitation to find words or use correct grammatical structures and/or self correction Topics not fully developed to merit Can express with some flexibility and appropriacy on most of the topics Demonstrates ability to use complex forms and sentence structures most of the time; expresses with adequate vocabulary to express 3 Is willing to speak at length, however repetition is noticeable Hesitates and/or self corrects; occasionally loses coherence Topics mainly developed, but usually not logically concluded Communicates with limited flexibility and appropriacy on most of the topics Sometimes uses complex forms and sentence structures; has limited vocabulary to/describe/exp ress new points ? ? 2 Usually fluent; produces simple speech fluently, but loses coherence in complex communication Often hesitates and/or resorts to slow speech Topics partly developed; not always concluded logically Communicates with limited flexibility and appropriacy on some of the topics Complex forms and sentence structures are rare; exhibits limited vocabulary to express new ideas ? Noticeably/lon g pauses; rate of speech is slow Frequent repetition and/or self correction Links only basic sentences; breakdown of coherence evident Demonstrates almost no flexibility, and mostly struggles for appropriate words Uses very basic vocabulary to express viewpoints. ? ? ? ? ? ? Vocabulary Grammar ? Can express with some flexibility and appropriacy on a variety of topics such as family, hobbies, work, travel and current events frequently uses complex forms and sentence structures; has enough vocabulary to express himself/herself ? ? ? ? ? ? ? ? ? 6|Page ASSESSMENT Grand Total Sr. No. Name of Student Interaction Pronunciation Fluency Coherence Vocabulary and Grammar Total 20 ? can we just write (5) 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10 11 12 13 7|Page 14 15 16 17 18 19 20 21 22 23 24 25 26 Signature of the Assessor 8|Page Set – I Assessment of Listening Skills Sample Tasks Class IX LISTENING Instructions: a) There are 10 questions in this set. Answer all the questions b) In the first part you will listen to five short extracts. As you listen to each one, answer the questions in your answer sheet. c) Before you begin to listen, read the questions quickly and get familiar with the questions. 0 Marks Part I 1. Transcript of the police announcement: Here is an announcement by a police officer on a local city channel. This is regarding an alleged criminal who is evading the arrest. Anyone who has a clue can come forward and inform the police at 100. So, here is the descriptionThe criminal has a broad face with a thick moustache and a be ard. Which one of the following faces are they describing? A B C D Tick the correct answer: A. B. C. D. Ans: C ____ ____ ____ ____ 2. Here is another situation, listen to it carefully. This is about the garden of Suresh. Transcript Suresh does not want people walking around in his vegetable garden that he has nurtured with great care. What sign board should he put up? 9|Page B C D Tick the correct answer A. B. C. D. Ans: C ____ ____ ____ ____ 3. Monu wants a penpal. Listen to his description of himself and fill in the columns given below: Transcript: Hi! My name is Monu and I’m from India. I live in Raipur near a lake. Since I have always lived here, I love water sports. I am twelve years old and love reading about plants and animals that live in the water. My box number is P. O. Box 002200. Fill in the blanks: Age Nationality . Here is the dialogue between Amit and Anand who have just completed their schooling. They are talking about some of the organizations which offer scholarships to students for different purposes. Amit is research minded and keen to take up a career in agriculture, which organization of the world would he apply to? Transcript: Listen to the dialogue and write your answer: Amit: I h eard about a Tall Clubs International that gives a scholarship of 1000/- per month to men above 6 feet and women above 5 feet 10 tall. Interesting†¦.. Anand: Oh! really, my height is only 5 so I am not eligible. Jokes apart, I have found a society â€Å"CV Raman Society† that awards scholarships to students who have interest in Science Technology. Amit: No, I don’t have any interest in Science Technology. I want to pursue a career in agro industry. Anand: So, in that case, The National Paotato Council has a number of scholarships for students who want to work for agro industries. Amit: But does it award scholarships to undergraduates? 10 | P a g e Anand: Yes, it does. There is another one that gives 500/- per mother to graduates or undergraduates, I will have to find out the field for which it gives. Amit: Thank you, please let me know which organizations award the scholarships. Ans: Amit will opt for___________________ Transcript: 5. Joy wants to live in a village near the city. It should be a small house with low doors and ceilings. He would prefer it to be located near the sea. Which house would you recommend for him? A B C D Tick the correct answer A. B. C. D. Ans: B ____ ____ ____ ____ Part II Instructions: a) You will now listen to the talk by Dr. Praveen Chawla on healthy foods. b) There are five questions to be answered. Read the questions quickly before you listen to the talk c) Now listen to the talk nd write your answers ‘Nature has given us everything that our body needs. If we take care we can avoid pills. Did you know that Mushrooms not only make tasty dishes but are a rich source of Vitamin D so essential for healthy bones? Regular consumption of mushrooms aids in better hearing power too. You must have heard of the Banana smile. Believe it or not this fruit can actually put a smile on your face. It contains tryptophan, a protein which once digested converts into a chemical neurotransmitter called serotonin which is a very important mood regulating chemical and works like an antidepressant. 11 | P a g e Broccoli has also come to be called a disease busting vegetable. It can prevent cancer. About 2000 years ago the curative powers of Ginger for all stomach related problems were discovered. It helps digestion, cures nausea and prevents bowel tumours Cheddar cheese is a very rich source of calcium and phosphate. These strengthen bones and muscles and reduce risk of osteoporosis. Grapes, which look so much like the lobules in the lungs, are rich in proanthocyanidin a chemical which helps circulate fresh oxygen to the blood stream thereby reducing the risk of cancer and also reduce the severity of asthma. If you cut a tomato into half, you will notice that it has four chambers just like our heart. Tomatoes are a great source of lycopene, a plant chemical that reduces the risk of heart disease and several cancers. This also helps lower the unhealthy effects of LDL cholesterol. The gnarled look of a walnut, mimicking the appearance of a human brain, is perhaps the only fruit rich in Omega -3 and fatty acids tends to ward off dementia and to some extent Alzheimer’s disease. (286 words) I. Fill in the blanks with a word or phrase 6. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ are rich in Vitamin D and help in good hearing. 7. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ood regulating chemical can make you feel happy. Ans: Banana 8. Broccoli keeps away †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Ans: 1. Mushrooms 2. Banana 3. Cancer II. Tick the most appropriate answer from the choices given below: 9. The food containing lycopene which reduces heart attack risk is A. grape B. tomato C. cheese D. walnut Ans: B. tomato 10. In the talk, Dr is advising people to A. eat a balanced diet B. be happy; live healthy C. live close to nature D. eat healthy food Ans: D. eat healthy food Closing This is the end of your listening skill assessment. Check your answers. (2 minutes) Hand over your answer sheet to the assessor. 12 | P a g e Set – II Assessment of Listening Skills Sample Tasks Class IX LISTENING Instructions: a) There are ten questions in this test. b) Answer the questions as you listen to the scripts. c) you will listen to four shorts extracts. As you listen to each one, answer the questions. I. Now listen to the news report and write correct answer 10 Marks Transcript 1. Kathmandu, May 14: Thirteen Indians were among the 15 people killed when their 20-seater aircraft slammed into a cliff in western Nepal, less than seven months after 10 Indian tourists were killed in an air accident. Six people miraculously survived the crash. A. B. C. D. Ans. B There was an explosion before the crash The crash was a consequence of collision with a cliff There have been several air crashes in the recent past Indians always die in the air crashes in and around Nepal Transcript 2. E mailing has enabled us to communicate messages to one another at a very fast pace. However, there are times when we have to post important letters and documents by surface or air mail. The postal department is very slow. Listen to the comment by an officer to his colleague. What option do you think the speaker would NOT opt for? A. B. C. D. Ans. C e-mail air mail postal department surface mail Transcript 3. City dwellers often depend on cars, buses or metros to travel from one place to another. Bicycles used to be a popular mode of travel once. I think we need to popularise them once again if we need to tackle the pollution problem. The speaker advocates the use of †¦ Now; listen to an environment activist who is talking to one of his friends. A. cars B. buses C. bicycles D. metros Ans. C 13 | P a g e Transcript 4. ‘The Mars rover Curiosity landed on the Martian surface to begin a two-year mission, seeking evidence that the Red Planet once hosted ingredients for life,’ Nasa said. Mission controllers at the Jet Propulsion Laboratory near Los Angeles burst into applause and cheered as they received signals relayed by a Mars orbiter confirming that the rover had survived a make-or-break descent and touched down within its landing zone. What is the news report about? A. B. C. D. Ans. B invention of Curiosity landing of Curiosity happiness at the Jet Propulsion Laboratory possibility of living on Mars Transcript 5. A V-chip has been developed. In addition to spelling out the age-based ratings, letters will be displayed to warn parents if a show contains violence or other objectionable content. A group of major networks and producers have agreed to go along with the system, but NBC will not. What does the V-chip do? A. B. C. D. It allows the cable company to monitor what TV programs you watch It turns your TV into a virtual reality computer. It allows parents to block out certain programs, so their children cannot watch them. It reduces the use of the remote control device Ans. C II Now you will listen to a long text a) Before you listen to the talk, read the questions for 1 minute. b) Your will listen to a talk about Tigers. Transcript: Tigers are being loved to death. Tourists desperate for a glimpse of a tiger are damaging habitat and harassing tigers. This by no means decides that tiger tourism or wildlife tourism is a bad thing. Wildlife tourism has a lot of advantages. Wildlife tourism helps people of the area who get employ in tourism. In this way, wildlife is valued, rather than poached, or encroached upon. Wildlife also inspires the people who see it. For many, a dramatic view of one of the world’s great beasts — a tiger, a leopard, a whale — is a life-changing experience. Such a sighting makes people aware of the fragility of the planet and the folly of our short-term thinking. Above all, it prompts people to step back from our traditional species chauvinism. Wildlife tourism is similarly equivocal. When carried out with wisdom and responsibility, it is the best possible news for the creatures and the people of the area, and for the people doing the touring. Wildlife tourism can sometimes, with the best of intentions, be stupid, greedy and destructive. 14 | P a g e An adjustment of practice in India’s wildlife tourism is a good thing. It is not tourists that are killing off tigers: it is, above all, the world’s ever-increasing human population, and its incontinent need for room to live in. 231 words) A. State whether the following statements are true (T) or false (F) 6. People’s fascination with the tigers is causing them harm. 7. Wildlife tourism should be banned. 8. Tigers tourists are destroying their living places. Ans: TRUE Ans: FALSE Ans: TRUE B. Fill in the blanks with a word or phrase. 9. Wildlife tourism helps in †¦Ã¢â‚¬ ¦ . 10. Ans: employing people/ generating employment Wise and responsible behaviour is expected from tourists who go for wild life sightings Ans: human population. 15 | P a g e Set I Assessment of Speaking Skills Sample Tasks Class IX SPEAKING Instructions: ) The speaking test will be conducted for two students at a time. b) Students should not have pen, paper, mobile phone etc. c) The teacher will be an interlocutor and an assessor both. I. GENERAL INTRODUCTION (1 min) (The Interlocutor makes the students feel comfortable) Interlocutor: Good morning, I am -. Hope you are looking forward to this brief interaction. Student A: Yes -/ I am Interlocutor: And what about your? (Looking at student B) Student B: Interlocutor: What do you do in your spare time? To Student B) Student B: Interlocutor: And how about you? (To student A) Student A: -Interlocutor: What makes you special? (To student A) Student A: -Interlocutor: What about you? (To Student B) Student B: -Interlocutor: What do admi re in other people? (To student A) Student A: -Interlocutor: How about you? (To Student B) Student B: Interlocutor: Thank you, this is the end of the first part of the test. II MINI PRESENTATION (1 min Preparation+ 2 each min each for the students= 5 min) 0 Marks Now, in this part of the test, candidates are given a topic with some points. They have a minute to prepare on the given topic and two minutes for the presentation. 16 | P a g e Students are given the following sets of inputs on cards or papers. Three options are given. Only one option has to be used at a time. Interlocutor: (To both A and B) Here is your topic. Both of you prepare your presentation on it. You are given one minute for preparation. Please use pencil and paper for writing points. After one minute I am going to ask you to present your views on the topic. I can ask anyone of you first. So be prepared and get ready. (Interlocutor hands over one card with cues to both A B) I. 1. 2. 3. Mobile phones in school Security Multiple uses Distraction If the student is not able to speak at length the teacher could ask rounding off questions ? Do you think mobile phones should be allowed in school? ? Give two advantages of carrying a mobile phone to school. ? Do you think advantages outweigh the disadvantages? II. Changing Concepts and Methodologies of Teaching-learning in India 1. Examination Pattern 2. Variety of Subjects 3. Assessment Parameters If the student is not able to speak at length the teacher could ask rounding off questions ? Do you like this present system of evaluation? ? Do you learn better when you are stress free? ? Do you think some students take this system very casually? III. An incident/person/book that changed my life. 1. What it is 2. What it is about 3. How it affected me If the student is not able to speak at length the teacher could ask rounding off questions ? What was that specific quality that remained with you? ? What did you learn? ? How would you like to be now? III PAIR INTERACTION (3 mins) Interlocutor: In this part of the test the candidates A and B will discuss the given topic together . The interlocutor can refer to the assessment scale while the candidates are discussing together. Students respond to visual/ verbal stimulus. 1. Changing roles of women- a multitasker, works in office, answers phone calls, always under pressure of work. Working at home additional. 17 | P a g e 2. Growing Pollution, all kinds of pollution water, air and tourism pollution. 3. Discipline issues in schools are now becoming a serious concern. As responsible citizens discuss i. ii. iii. Kinds of indiscipline issues Reasons for growing indiscipline Advice / solutions to your fellow students. Closing (1 min) Thank you very much. That was the end of your test. The interlocutor retrieves the pencil and paper . 18 | P a g e Set II Assessment of Speaking Skills Sample Tasks Class IX SPEAKING Instructions: a) The speaking test will be conducted for two students at a time. b) Students should not have pen, paper, mobile etc. c) The teacher will act as an interlocutor (who is involved in a conversation) as well as an assessor who will also give marks to the candidates. 10 Marks I GENERAL INTRODUCTION (1 min) The Interlocutor makes the students feel comfortable) Interlocutor: Hello! Good morning, I am -. May I know your name please? Student A: My name is -/ I am Interlocutor: And yours? (Looking at student B) Student B: Interlocutor: Where do you live? (To student B) Student B: Interlocutor: How about you? (To student A) Student A: -Interlocutor: What do you do in your leisur e? (To student A) Student A: Interlocutor: And what do you do in your free time? To student B) Student B: Interlocutor: What hobby would you like to cultivate? (To student A) Student A: -Interlocutor: How about you? (To student B) Student B: 19 | P a g e II MINI PRESENTATION: In this part of the test teacher will give 1 minute to prepare and 2 minutes each to both students to present (5 min) Oral examiner can frame any inputs; the following two frames are suggested: (1) To student B, describe something that you own and you value it tremendously. You have 1 minute to prepare and 2 minutes to present. ? ? ? Where did you get it from? How long have you had it? What do you use it for? Why is it so important for you? If the student is not able to speak at length the teacher could ask rounding off questions ? ? ? Did you buy it/ was it a gift? Would it be easy to replace it? Is it valuable in term of money? (2) To student A: You will be given one minute to prepare on your most memorable journey you will have 2 minute to describe your journey. (Each student is given 2 minutes to present) For student A ? ? ? ? Where did you travel to? What was the highlight of your visit? monument/temple/park/relatives) Which place would you like to visit next? Why are journeys relaxing? If the student is not able to speak at length the teacher could ask rounding off questions ? Was it a trip organized by the school? ? Did you go with the family? ? Was it a place you had never seen before? ? What fascinated you? Ask student B to ask a question. To student A: (Repeat) (2) Qualities that I value in a friend For student B ? ? ? ? Qualities I like in a friend Why do I consider these qualities important How many of these qualities do I have What is that one quality that I would like to inculcate If the student is not able to speak at length the teacher could ask rounding off questions ? Do you have a lot of friends? ? Why did you pick on them? ? Why do your friends care for you? Ask student A to ask a question 20 | P a g e (3) Changing role of women ? ? ? ? Varied jobs Working mothers Financial security Economicsocial independence If the student is not able to speak at length the teacher could ask rounding off questions ? ? ? Do women in your family work outside the house? Do you appreciate women working? Why? Do you think the advantages outweigh the disadvantages? III PAIR INTERACTION (3 mins): Instructions: a) Teacher to both students A and B Look at the visual carefully. Talk together for 2 minutes. Students are given 1 minute to think and prepare. And then their respond to visual/ verbal stimulus. (1) Child Marriage (2) Growing Obesity 21 | P a g e Verbal Stimulus (3) How do you imagine life in cities in the future? The interlocutor can give the following hints: ? Work ? Leisure/Entertainment ? Travel (4) What responsibilities do you think individuals have towards the environment? The interlocutor can give the following hints: ? Life style ? Shopping ? Finance IV Closing (1 min) Thank you very much. That was the end of your test. The interlocutor retrieves the pencil and paper. 22 | P a g e Set – I Assessment of Listening Skills Sample Tasks Class XI LISTENING Instructions: a) You will listen to the librarian of a new town library talking to a group of people who are visiting the library b) Before you listen to the talk, look at the plan of the Town Library given in your answer sheet. 1. As you listen, answer questions 1 – 5 in not more than one or two words. 20 Marks Transcript: Good morning, dear students. Now we are at the entrance to the town library. My name is Anita, and I’m the chief librarian here, and you’ll usually find me at the desk just by the main entrance here. So I’d like to tell you about the way the library is organized, and what you will find where. All of you have a plan in front of you. Well, as you see my desk is just on the right as you enter, and opposite this the first room on your left has an excellent collection of reference books. Here is the place where people can read or study peacefully. Just beyond the librarian’s desk on the right is a room where we have an up- to- date periodicals section. This houses the newspapers and magazines. This room also has a photocopier in case you want to photocopy any of the articles. If you carry straight on you’ll come into a large room and this is the main library area. There is fiction in the shelves on the left, and non-fiction materials on your right, and on the shelves on the far wall there is an excellent collection of books relating to local history. We hope to add a section on local tourist attractions too, later in the year. As you walk through the far door in the library just past the fiction shelves, there is a seminar room. This room can be booked for meeting or talks. The next door leads to that is the children’s library, which has a good collection of stories and picture books for youngster below eleven. Then there’s a large room to the right of the library area – that’s the multimedia collection, where you can browse through and borrow videos and DVDs. We also have CD-Roms you can borrow to use on your computer at home. It was originally the art collection but that’s been moved to another building. And that’s about it – oh, yes before I forget; there’s also the Library Office, on the left of the librarian’s desk. Ok, now I hope you all are fairly well acquainted with the layout of the library. (360 words) 23 | P a g e Instructions: You will listen to two short extracts. As you listen, tick the correct answer. Transcript: 11. The tiger population has dipped from thousands to few hundreds. Look at the graph depicting the tiger world population which is very dismal. It reflects a dramatic fall in the tiger population. Identify the graph. Tick your answer. A. B. C. D. A Ans: D B C D 1 mark 12. Now look at the Pie chart of populations of English native speakers. The pie chart reveals that the USA by far had an overwhelming majority. This was followed by the United Kingdom. Australia seemed to have the least numbers of English native speakers. Choose the pie chart which reflects the situation of native speakers of English. B A C D A B C D Ans: D 24 | P a g e 4 Marks 1. Before listening to the narration by one of the campers please read the question 1 – 4 given in your answer sheet. Listen to the narration and with the words that you hear. Transcript: One day in 1924, five of us who were camping in the Cascade Mountains of Washington saw a group of huge apelike creatures coming out of the woods. We retreated in terror and locked urselves in our cabin. The creatures pelted rocks against the walls of the cabin. All of us inside were quaking in our shoes. 8. 9. 10. 11. The number of campers†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Place of camping†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Intimidated by†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Method of attackâ⠂¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4. pelted rocks Ans: 1. Five 2. Cascade Mountains 3. huge apelike creatures 2. Here is a dialogue between Neetu Kumar and the receptionist. Neetu Kumar is fixing a doctor’s appointment. Listen to this dialogue and answer the questions given in your sheet. Transcript: Receptionist: Good morning, KVG Hospital. How can I help you? Neetu: I am Neetu Kumar. I’d like an appointment with your cardiologist, Dr Suresh Reddy, please. R: For when would you like the appointment? N: For tomorrow? R: Please hold the line. I’ll check if I can fit you in tomorrow. N: Sure, thanks. R: Thanks for holding. I’m afraid Dr Suresh is fully booked tomorrow. Would you like to see our other cardiologist Dr Dinesh Mehra instead? N: I’m sorry, but we’d prefer to see Dr Reddy. R: That’s all right. In that case, would you like an appointment with him for the day after? N: That’d be fine. R: Would 12 noon suit you, Ms Kumar? N: Sure. R: Could I have the patient’s name and age? N: It’s Mrs Prema Kumar. She’s 65. R: Is this her first visit to KVG? 25 | P a g e N: Yes. R: Are you consulting Dr Reddy on your physician’s advice? N: No, a friend of mine suggested we see him. R: OK, I’ve put you down for 12 noon, Friday, 15 September. Please be here by 11. 30. N: Thanks! R: You’re welcome. Can I have your phone number, please? N: 9940109932 R: Thank you, Ms Kumar, have a nice day! Task Fill in the information in the appointment book. 12. 13. 14. 15. 16. 17. 18. 19. 20. Doctor ________________________ Day and date __________________________ Time ________________________________ Name of atient _________________________ Age _______________________ Referral Yes/No If Yes, doctor’s name ____________________________ Contact person __________________________ Contact phone number ___________________________ 26 | P a g e Set – I Assessment of Speaking Skill Sample Task Class XI I GENERAL INTRODUCTION (1 min) 10 Marks (The Interlocutor makes the students feel comfortable) Interlocutor: Good morning, I am -. Student A: My name is -/ I am Interlocutor: And yours? (looking at student B) Student B:Interlocutor: How would you describe yourself? to student B) Student B: Interlocutor: What about you? (to student A) Student A: Interlocutor: What is that one thing that you would like to change in yourself? (to student A) Student A:-(The interlocutor/assessor gives instructions for the mini presentation. ) II MINI PRESENTATION In the mini presentation, students are expected to speak for two minutes on a given topic. The interlocutor gives them pencil and paper to write points. They are not supposed to write complete answers. (1 min Preparation+ 2 each min for students= 5 min) The input cards are given to the students. Any one out of the four can be given to the pair. The Interlocutor may ask any student A or B begin first. After one student has finished his or her presentation, the student should be asked to ask a question on the mini presentation. The same process should be repeated with the other student also. a. What skill would you like to learn most in the future? Why? (1) My choice of a career ? ? ? Why is it important? How do you hope to achieve your goal? How do you think would you be a productive member of the society? If the student is not able to speak at length the teacher could ask rounding off questions 27 | P a g e ? How did you decide on your choice? Do you have other options? (2) What would you preferlife in Rural or Urban area? ? ? ? Choice Three reasons Difference If the student is not able to speak at length the teacher could ask rounding off questions ? Have you been exposed to both the life styles? ? How is it different? (3) Advantages of co education ? ? ? Society consists o f men and women Rapport is built Helps in adult life If the student is not able to speak at length the teacher could ask rounding off questions ? ? What do you prefer? Why? Does it add to your comfort? (4) A book that I enjoyed reading ? ? Why did you pick up the book? How long did you take to read it? Genre of the book If the student is not able to speak at length the teacher could ask rounding off questions ? What kind of books do you enjoy? ? Have you heard or of seen a book that has been filmed? III PAIR INTERACTION (3 mins) Students respond to visual/ verbal stimulus. Students AB look at the picture and talk together to describe it. (1) Rag Pickers 28 | P a g e Teacher could ask prompt question: 1. 2. What are the environmental hazards if the waste is not managed in time and properly? What kind of a holiday would you prefer? Students look at the pictures and choose one, then talk together? Teacher could ask a prompt question. 3. ? ? ? Studying abroad High cut offs Easy money from parents Brand value and status symbol 4. Changing Values ? things that give status to people in your country ? changes since your parents’ time ? Reasons for changes IV Closing (1 min) 29 | P a g e Assessment of Listening Skills Class XI Set – II 20 Marks Instructions: a) Before listening to the passage on Tsunami read the questions. (1 min) b) Listen to the passage on Tsunami that caused devastation in Japan. While you listening complete the blanks. Transcript: The tsunami that hit Japan on March 11, 2011 has been labelled the countrys worst tragedy since World War II. The 8. 9-magnitude earthquake that hit north-eastern Japan and the 23-feet tsunami it triggered has left a trail of devastation in its wake. After the Ferocious Friday some numbers continue to haunt: tens of thousand dead; even more missing; 4,50,000 rendered homeless. The Japanese are familiar with natural disasters and are trained in handling a calamity and ways of evacuation. Statistics speak of a tremor occurring somewhere in the country about every five minutes with annually there being up to 2,000 quakes. But no amount of preparation proved enough for the recent calamity of colossal proportion. Natures fury swept aside every safeguard in place. Many perished in split seconds and those who escaped the wrath pleaded for aid in every possible way. The catastrophe has lead to an outpouring of grief from around the world. The quake-tsunami double blow wrecked parts of a beautiful country and scarred lives. It couldnt, however, crack the inherent willpower or destroy the strength of character of its beautiful people; the people who have stayed admirably calm under chaos and begun regrouping forces to rebuild what they have lost. Most eyewitness accounts from the affected zones spoke about residents experiencing power outages, shortage of drinking water and food but there being no panic, arson or emotional breakdown, as reported from other countries where similar disasters have struck. It’s temperament reflecting a society that cares for its neighbour. It was not the countrys technical competence which endeared, it was its people. They displayed dignity, discipline and a genuine desire to assist. (274 words) While you listen to the passage, tick the correct option 1. The tsunami of 2011 has been labelled the †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. . the countrys worst tragedy since World War II. b. the countrys worst natural calamity c. the countrys worst earthquake d. the country’s worst economic disaster Ans: b. the countrys worst natural calamity 30 | P a g e 2. The Japanese are familiar with natural disasters because†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. a. there is a tremor in the country about every five minutes b. they have nerves of steel and presence of mind c. they are technologically advanced and can cope with disasters d. they are used to being hit by a tsunami Ans: a. there is a tremor in the country about every five minutes B. Fill in the blanks 3. The quake-tsunami wrecked the beautiful country and scarred lives but it couldnt destroy †¦.. 4. The Japanese experienced shortage of drinking water and food but they did not resort to†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5. What endears the Japanese to the world is their †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Ans: 3. the strength of character/ the will power 4. unlawful means/ panic, arson or emotional breakdown 5. dignity, and discipline II. 1. Listen to James talk about his routine, and fill in the blanks given in your answer sheet: Transcript I guess I should tell you about what I do everyday. First, everyone has to get up at 5:30 A. M. The silly old rooster amed Harry loves to wake us up. Next, we have to make our beds and tidy up the cabin before our camp counsellor, Jeff, comes to inspect the place. Then, we have breakfast around 6:30 A. M. After that, we have some free time, so Ive been going down to the nearby stream to fish for a couple of hours. But yesterday, the only thing I caught was a n old shoe and a tree branch. Great catch, huh? Then when I was trying to swat a mosquito buzzing around my head, I slipped and fell in the stream and lost my fishing pole. That ended my fishing career. 6. 7. 8. 9. James is woken up by. The first thing that James does is†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ He eats breakfast at about †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ James talks of two mishaps when he went†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2. Listen to the town planner describes the road. Which one is he talking about. Transcript Many types of road exist around the world. We are looking for well laid out thoroughfare which will be aesthetically laid out with a canopy of trees. 31 | P a g e A B C D Ans. C 3. Match the graphs to the correct definitions Transcript 10. 11. 12. 13. Ans: 1. 2. 3. 4. Sales fell steadily through over the year. Sales rose steadily over the year Sales increased sharply from June. Sales bottomed out in May C A B D A B C D 32 | P a g e 4. Match the images with the correct descriptions B C D Transcript 14. 15. 16. 17. Ans: a. b. c. d. 5. Youngman with dark glasses and a happy face Good-looking young man with black eyes Young man with glasses and a beard Old man with curly hair and glasses D A B C Listen to the telephonic conversation and fill in the blanks Transcript F: Hello Mrunal, Mira here. M: Hi Mira, how are you doing? F: I’m good but busy as always. Actually, I’m completing a project with Wipro. In fact I wanted to talk to you as I’m looking for an assistant – any ideas? M: Is it the database project? F: No, it’s about developing our brand. M: I see. Do you know what kind of person you are trying to find? F: The person needs excellent qualifications – it’s more the creative side of things. Moreover we need the person to be involved in. M: You could give Neera a call. She’ll help you as she’s doing all kinds of consultancy work. Currently she’s an advisor to a couple of large companies I believe. I can email you her details if you like. F: Great, thanks Ans a. b. c. d. 33 | P a g e a project an assistant creative / involved neera 18. Mrunal was busy completing †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 19. Mrunal wanted to Mira to help him find †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 20. Mrunal wanted the person who was†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. and †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Closing 34 | P a g e Assessment of Speaking Skill Set II Class XI 10 Marks I GENERAL INTRODUCTION (1 min) (The Interlocutor makes the students feel comfortable) Interlocutor: Good morning, I am -. Student A: My name is -/ I am Interlocutor: And yours? (looking at student B) Student B: Interlocutor: What do you do in your leisure time (To student B) Student B: -Interlocutor: What other hobby would you like to develop? To student A) Student A: -Interlocutor: what would you like to develop? (To student B) Student B: Interlocutor: who is your favourite actor? (To student A) Student A: -Interlocutor: And yours? (To student B) Student B: II MINI PRESENTATION (1 min Preparation + 2 each min for both the students= 5 min) 1. Your school is planning to organize an adventure camp during summer vacations. The Secretary of the School Adventure Club has offered the following three choices. As a member of the club which place would you prefer? Give reasons for your choice. (Interlocutor gives different input card to both students. Four samples are given) ? ? ? Seven day swimming camp at lake Bhimtal Four day trekking camp at Pehalgam, Srinagar Five day river rafting camp at Rishikesh 35 | P a g e 2. Talk about a book you have read recently ? ? ? Why did you decided to read that book? How long did it take to finish the book? What genre of book it was? 3. Talk about your favourite news channel. ? ? ? 4. ? ? ? ? III How often you use this news source Why do you use this channel What other sources you use E-learning. Autonomous learning Adds variety Gives choices Clarifies concepts PAIR INTERACTION (3 mins) Students respond to visual/ verbal stimulus. Students look at the pictures and talk together for three minutes 1. Elderly –sad and lonely, neglected by their family members. Dependent on others for their physical needs. Money not adequate to meet the expenses of medicines. 36 | P a g e 2. E-revolution in India. Awareness in villages about computers. Government has brought out e-tablets which are cost-effective Energy Saving devices in new computers. Closing 37 | P a g e