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6-8 Curriculum

Published by sarojthapaliya26, 2023-07-01 04:08:46

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["(school-related) (school-related) letters, 2. write recipe and letters, e.g. leave e.g., leave application, a application. complaint letter to head instructions. 2. write simple, brief teacher. 3. interpret charts, tables 3. and diagrams. instructions. 2. write simple 4. write impressions and interpret charts, instructions. tables and diagrams. 3. interpret charts, tables opinions about topics of 4. write impressions and diagrams. personal interest (e.g. and opinions about 4. write impressions and lifestyles and culture, topics of personal opinions about topics of interest (e.g. personal interest (e.g. stories), using basic lifestyles and culture, lifestyles and culture, everyday vocabulary and stories), using basic stories), using basic expressions. everyday vocabulary everyday vocabulary 5. write short, simple and expressions. and expressions. biographies. 5. write short, simple 5. write short, simple 6. write a series of simple biographies. biographies. 6. write a series of 6. write a series of simple sentences about their simple sentences sentences about their family, living conditions, about their family, family, living and educational living conditions, conditions, and background. and educational educational 7. write simple stories based background. background. on the given picture or 7. write simple stories 7. write simple stories text or both. based on the given based on the given picture or text or picture or text or both. 8. write short, basic descriptions of events, both. 8. write short, basic past activities and 8. write very short, descriptions of events, personal experiences. basic descriptions of past activities and events, past activities personal experiences. 9. write short simple essays and personal 9. write simple essays on on topics of interest. experiences. topics of interest. 9. write short simple 10. use punctuation 10. use punctuation correctly. essays on topics of correctly. interest. 10. use punctuation correctly. 4. Language Functions S. N. Grade 6 Grade 7 Grade 8 1 Introducing others Introducing others in Asking for information formal situation and repetition of information 2 Asking for, giving Asking for, giving and Asking for, giving and and denying denying permission denying permission permission Basic Education Curriculum (Grades 6-8) 2077 68","3 Requesting and Requesting and responding Requesting and responding responding 4 Expressing good Expressing wishes Talking about personal wishes experiences 5 Making Making suggestions Persuading suggestions 6 Expressing Expressing wants and Getting things done intention with needs reasons 7 Predicting Expressing opinions and Expressing predictions feelings 8 Describing past Talking about the past Talking about the past habit 9 Comparing Making comparison and Making comparison and contrast contrast 10 Expressing Expressing obligations and Making an invitation and obligations and prohibitions responding prohibitions 11 Describing people, Describing people, places Describing people, places places and objects and objects and objects 12 Apologizing Describing appearance Expressing likes, dislikes and preferences 13 Expressing ability Expressing ability with Interpreting charts, graphs reasons and tables 14 Stating units and Describing height, weight Expressing conditions quantities and distance 15 Expressing degrees Expressing degrees of Giving explanation of probability probability 16 Narrating a Narrating a sequence of Narrating a sequence of sequence of events events events 17 Expressing surprise Expressing surprise and Making and accepting and dismay dismay offers 18 Asking for Seeking confirmation Asking for and giving information and opinion reason 19 - Reporting facts and truths Reporting 69 Basic Education Curriculum (Grades 6-8) 2077","5. Elaboration of Contents Grade: Six S. N. Language functions1 and example Gram structures\/exponents Prese 1 Introducing He is Mr. Shrestha. He is be ve others my classmate. Hello, Mr. Pun, she is Miss Smith. She is a social worker. 2 Asking for, May I use your Yes\/ giving and calculator, please? denying Of course. You may use permission it. May I come in? Yes. Can I have a look at the newspaper? Ok. Is it all right if I stay here for a while? 1 The language functions should be introduced in suitable listening a 2 The suggested tasks for reading are not the titles. Some of them ar texts. Basic Education Curric","mmar Reading and Writing2 Working ent simple: hours erb Reading: 6 A biography \/no question A message of congratulation 10 Writing: A short biography A message of congratulation Completing a school registration form Punctuation Reading: A fable or a moral story Rules and regulations A poem Writing: A personal letter A set of rules Punctuation and speaking tasks too. 78 re just like the themes. The reading section should include varieties of culum (Grades 6-8) 2077","3 Requesting Will you pass me the Mod and book, please? will, responding Please, give me your pen. could Can I have your attention, please? Could you explain it to me? Sure. Of course. I'm sorry. I am using it. 4 Expressing Have a nice journey! Impe good wishes Have a good time out there! Happy Lhosar! Best of luck\/ All the best\/ Good luck for your upcoming exam! 5 Making You should stay quiet in Type suggestions a library. cond Why don\u2019t you tell it to your parents? If I were you, I would go to hospital. 6 Expressing I won\u2019t come to school Conn intention with tomorrow because I have reaso reasons to go to hospital. I am not going to watch a movie because my exam is at hand. 79","dal verbs: Reading: 10 , would, can, A story d An application for sick leave Writing: An application for sick leave Completing a skeleton dialogue erative Reading: 8 A text on celebration of a festival e2 Writing: ditional A paragraph Punctuation nectives: on Reading: 10 A story 8 Factual text Writing: Completing a skeleton story Paraphrasing sentences Reading: A short drama A text on games and sports Writing: A paragraph A set of rules Basic Education Curriculum (Grades 6-8) 2077","7 Predicting The sky is overcast. It is Simp 8 going to rain. Goin 9 Describing past habit I think Sumnima will do Used 10 better in the next exam. Past 11 Comparing I used to walk to school. Com Expressing Mina used to help her and s obligations mother. and Mohammad used to do prohibitions business. Describing I did not use to ride a people, bicycle. This house is bigger than mine. His father is fatter than my father. I am taller than my elder sister. This is a silent zone. You Shou should keep quiet here. allow You are allowed to read must but you are not allowed to talk. Mr. Thapa is a doctor. A\/an The Gobi is a desert. It is Prese Basic Education Curric","ple future Reading: 9 ng to future Weather forecast 10 A text on global warming 10 d to Writing: simple A paragraph 9 10 mparative Reading: superlative A narrative An autobiography\/diary uld, be Writing: wed to, An account of past habits of t, have to oneself A paragraph on village\/town Reading: A factual text about Nepal (mountain, river, highway, lake, forest) Hotel menus Writing: A few paragraphs on comparing two things\/places Reading: Rules and regulations A brochure Writing: Rules and regulations n, the Reading: ent A famous person\/place culum (Grades 6-8) 2077 80","12 places and full of sand. conti 13 objects It is a calculator. It can 14 Apologizing calculate enormous data. Nega 15 Expressing Excuse me, this is no Conn ability speaking zone. Will you beca keep quiet? as, b Stating units Sorry, I didn\u2019t see the and quantities sign. Com It won\u2019t happen again, Expressing sir. I\u2019m very sorry\u2026.. Mod degrees of Can you open this bottle? may, probability Are you able to read it? must Yes, I can. No, I can\u2019t. I am able to speak English. I can\u2019t speak Chinese. Do you have a scrap of\/a sheet of\/a piece of paper? I want to note down some tips on it. I have bought two kilos of rice and a bottle of milk. She is likely to be a social worker. He\u2019s in a new look. 81","inuous An electronic gadget 8 Writing: 9 ation Description of a place, person or 9 an object nectives: Reading: ause, since, A story because of A letter Writing: mmon noun A letter\/email of apology An apologizing message dal verbs: , might, Reading: t A story A poem Writing: Ordering sentences to make a story A paragraph on an event Reading: Price list An advertisement Writing: A descriptive paragraph Reading: 9 A Story A poem Basic Education Curriculum (Grades 6-8) 2077","16 Narrating a Perhaps\/Maybe he\u2019s Simp 17 sequence of going out now. 18 events The principal may Past declare a holiday Past Expressing tomorrow. Past surprise and The players entered the dismay football ground. They Past took the positions and Past Asking for began to run after a ball. Past information They were dancing when and reason I saw them. Wh q Oh, dear! Did you hear me? Here comes a man from Japan. Have you ever heard such a good news before? Oh, no! It can\u2019t be. Which is the highest mountain? What does WHO stand for? Why did you join the library club? Total working hours Basic Education Curric","ple future Writing: 9 A paragraph that requires 8 simple prediction 8 continuous Punctuation 160 perfect Reading: simple A story continuous A special ceremony perfect Writing: A story A descriptive narration of an event Reading: A story A conversation Writing: Composing a dialogue question Reading: Charts, tables, diagrams A news report Writing: Interpretation of charts, tables, diagrams A short poem culum (Grades 6-8) 2077 82","Grade: Seven S. N. Language functions3 Gram example structures\/exponents Prese be ve 1 Introducing Hello! Mr. Subedi, he\u2019s a\/an, others in Mr. Mingma. And Mr. Coun unco formal Mingma, he\u2019s Mr. Mod situation Subedi. Nice to meet will, could you. May I introduce Mr. Lohani? He is an engineer. 2 Asking for, Do you mind if I take giving and your umbrella? denying Not at all. You can take permission it. Can I wear your suit tonight? Yes, certainly. 3 Requesting Will you lend me some and money? responding Of course! Would you like to go for an outing? I\u2019d love to but I\u2019m busy now. 3 The language functions should be introduced in suitable listening a 4 The suggested tasks for reading are not the titles. Some of them ar texts. 83","mmar Reading and Writing4 Hours ent simple: 6 erb Reading: , the Official conversation 8 Announcement 8 ntable and Writing: ountable Composing a dialogue Fill in a hotel check-in form dal verbs: , would, Reading: d A story A poem Writing: A personal letter An e-mail Reading: A story A letter to the editor Writing: A letter asking for a favour and speaking tasks too. re just like the themes. The reading section should include varieties of Basic Education Curriculum (Grades 6-8) 2077","Could you send me an email? I\u2019m afraid my computer is out of work. 4 Expressing Happy I wis wishes Dashain\/Lhosar\/Christma Simp s\/Eid. Happy birthday to you! Good luck! Have a nice journey! 5 Making You should pay attention Type suggestions to the teacher. cond You shouldn\u2019t tease a Mod street dog. How about playing games? If I were you, I would go with her. 6 Expressing I want to leave soon. Prese wants and Do you want to speak to Type needs the Director? cond I need a better job. If you say, I can help you. 7 Expressing I think I have a Prese opinions and wonderful idea. conti feelings It feels safe to stay here. To in I\u2019m feeling good to talk Basic Education Curric","sh \u2026 Reading: 10 ple past A special ceremony 10 An e-mail e2 Writing: 9 ditional A descriptive essay on a 10 dal: Should ceremony Reading: A story A text on health\/lifestyle A poem Writing: Message A paragraph on a familiar topic ent simple Reading: e1 A text on holiday plan ditional A poem Writing: ent An essay inuous A story nfinitive Reading: A short and simple newspaper article A speech culum (Grades 6-8) 2077 84","8 Talking about with you. used 9 the past I am enjoying your conn 10 company. and, 11 altho People were very helpful howe in the past. Com She used to work hard. and s Making Radhika\u2019s school is Mod comparison bigger than Bimala\u2019s. can, and contrast Pemba\u2019s story is the allow longest of all his friends. must Expressing Our dog is as clever as a obligations fox. Wh q and Jhuma is better at Rela prohibitions dancing than at singing. Excuse me, can I take a Describing photograph? people, No. You are not allowed places and to take a photograph objects here. You cannot leave the hotel without paying the bill. Who is the man in the white apron? He\u2019s a doctor. I lost my pen which was 85","d to Writing: 8 nectives: An essay 9 Punctuation but, Reading: 9 ough, A story ever An autobiography mparative Writing: superlative Completing a skeleton story Reading: dal verbs: Chart\/table\/diagrams could, be A poem Writing: wed to, Interpreting charts, tables and t, have to diagram A paragraph question ative clause Reading: Rules and regulations A brochure\/a leaflet Writing: Rules and regulations A brochure\/a leaflet Reading: 9 A biography A famous place\/people and lifestyle Basic Education Curriculum (Grades 6-8) 2077","12 Describing bought in India. Prese 13 appearances I love the place where I look was born and brought up. look 14 Expressing ability with Dawa looks happy. Conn reasons Keith looks like an beca actress. as, b Describing How does Juli look? height, She looks pretty. Subj weight and agree distance I can speak English Wh q because I enjoy learning (How English. much He couldn\u2019t pass the ong) exam because he had missed many classes. Subina was able to complete her task because she got up early in the morning. How tall is this tree? It\u2019s twenty metres. How high is Mt. Everest? It is 8848 metres. How much sugar do you want? Twenty-five kilos. How far is the school from your house? It\u2019s about two kilometres. Basic Education Curric","ent simple Writing: 8 k A biography 8 k like A paragraph describing a place 8 nectives: Reading: ause, since, A description of a celebrity because of A poem Writing: Description Reading: A story A poem News on sports Writing: Completing a skeleton story A paragraph on an event ject-verb Reading: ement A factual text (mountain, river, question highway, lake) w A prospectus h\/tall\/high\/l Writing: ) A school prospectus A descriptive text (mountain, river, highway, lake) culum (Grades 6-8) 2077 86","15 Expressing She may come earlier Mod 16 degrees of tomorrow. may, 17 probability It might rain heavily. must 18 This river must be very Simp 19 Narrating a deep. Futu sequence of Past events Mangali came out of the Past cinema. Then she saw a Past Expressing crowd outside. surprise and Somebody cried, \u201cMy Past dismay purse! My purse!\u201d Past When all gathered, the Past Seeking thief had run away. confirmation It\u2019s a wonderful idea! Ques That\u2019s great! Reporting Oh my god! It was awful. Repo facts and Oh, no! I had never spee truths expected to see this. state He is your uncle, isn\u2019t he? Rajaram works at an office, doesn\u2019t he? One should obey the rules, shouldn\u2019t one? The teacher said that the sun is a star. Julia said that the earth 87","dal verbs: Reading: 8 , might, A text on climate change 8 t A poem 6 ple future Writing: 8 A paragraph that requires 10 ure perfect prediction simple continuous Reading: perfect A story A special ceremony simple Writing: continuous A story perfect A descriptive narration of an event stion tag Reading: orted A story ech: A conversation ements (facts Writing: Composing a dialogue Punctuation Reading: A menu\/timetable Visiting a market place Writing: A hotel menu A personal letter\/e-mail Reading: A text based on facts Operating instructions of an Basic Education Curriculum (Grades 6-8) 2077","moves around the sun. and t Sudha said that two plus Zero two is four. Total working hours Grade: Eight S. N. Language functions5 and Gram 1 Mod example structures\/exponents can, 2 woul Asking for I wonder if you could Yes\/ information tell me where the and repetition nearest bank is. Can you of tell me whether the bus information for Banepa is arriving? Could you repeat it for me? Asking for, Would you mind if I use giving and your telephone? Is it all denying right if I switch on the permission fan? May I get your mobile number? Do you mind if I read it loudly? 5 The language functions should be introduced in suitable listening a 6 The suggested tasks for reading are not the titles. Some of them ar texts. Basic Education Curric","truths) electronic gadget o conditional Writing: Short messages Simple instructions 160 mmar Reading and writing6 Hours dal verbs: 9 Reading: could, Timetable\/schedule 9 ld An official letter Writing: \/no question Interpreting timetable and schedule Filling in a form Reading: A story A poem Writing: Completing a skeleton story An e-mail and speaking tasks too. 88 re just like the themes. The reading section should include varieties of culum (Grades 6-8) 2077","No, no. I don't mind at all. 3 Requesting Could you turn down Repo and the radio a bit? Would spee responding you mind helping with ques my homework? Ok. Sure\u2026. Of course I\u2019ll. I\u2019m sorry, it has broken down. 4 Talking about Have you ever eaten Prese personal pizza? I\u2019ve visited and p experiences Mustang once before. Have you ever been bitten by a snake? 5 Persuading Go ahead, Bikash, help Repo your mother in the spee kitchen. Your mother impe will be so happy. Do help me to prepare an omelet. You will also get it. 6 Getting Will you get this Caus things done document photocopied? The teacher made me sing a song. I can have my teeth filled. 89","orted Reading: 9 ech: Yes\/no Announcement stion Instruction Writing: Announcement message ent perfect Reading: 9 past simple A memoir 8 A diary entry orted Writing: ech: A diary entry eratives An account of a memorable event sative verbs Reading: A story A poem Writing: Completing a skeleton story Punctuation Reading: 9 A description of a ceremony Scientific invention Writing: Paraphrasing A description of a ceremony Basic Education Curriculum (Grades 6-8) 2077","7 Expressing That will probably cost Simp 8 predictions you at least a hundred Goin 9 rupees. Perhaps\/maybe Futu 10 Talking about it will rain. the past She is unlikely to arrive Past soon. Past Making Past comparison It\u2019s probable\/possible Used and contrast that Nepal will win in the test match. Com Making an and s I used to drink milk in my breakfast, but now I Prep drink tea. When the telephone rang, I was having dinner. After he had sold the cow, he bought some goats. Your essay is longer than mine. Sujan\u2019s speech is better than Kamal\u2019s. Nepal is the most beautiful country in the world. Wood is not as heavy as metal. I wonder if you are free Basic Education Curric","ple future Reading: 8 ng to future Weather forecast ure perfect A text on migration Writing: A paragraph on environment Punctuation simple Reading: 8 continuous A story perfect A historical event d to Writing: A narrative essay Completing a skeleton story mparative Reading: 9 superlative Change in lifestyle Electronic gadgets Writing: A paragraph on comparing things, places, etc. positions Reading: 6 culum (Grades 6-8) 2077 90","11 invitation and on Saturday. How about (Plac 12 responding going to the cinema this Ques 13 evening? Describing We would be delighted Rela places, if you could\u2026\u2026 Artic people and Of course, I\u2019d love to objects but\u2026.. I won\u2019t say no. I Yes\/ wish I could but\u2026\u2026. Wh q Expressing Verb likes, dislikes The woman who is ive and wearing a red sari will preferences give you some food. much The book which I some Interpreting bought last week was charts, graphs stolen. and tables I went to Pokhara where my aunt lives. Do you like ice-cream? Which do you prefer classical or modern music? I like\/love \u2026 very much. I would rather have Chinese food. I can\u2019t stand it when people insult me like that. According to the chart, \u2026 The table shows that\u2026\u2026\u2026 91","ce and time) Invitation cards\/e-mail stion tag An advertisement Writing: Invitation messages\/notes Designing an invitation card ative clause Reading: 7 cles A famous place, person A factual text (mountain, river, highway, forest) Writing: A descriptive essay \/No question Reading: 8 question A text on hobbies, interests b+ing\/infinit A poem Writing: An essay on hobbies and interests h\/many Reading: 8 e\/any Charts, graphs and tables Writing: Basic Education Curriculum (Grades 6-8) 2077","14 Expressing If Nepal wins the Type conditions football match, there and t will be a big party. cond 15 Giving explanation If I were a monitor, I Conn would tell it to the class reaso 16 Narrating a teacher. contr sequence of Had you informed me events earlier, I would have Past come to meet you. Past Past Bicycles are popular these days because they are inexpensive and eco- friendly. I went to the bank in order to \/to cash a check. He saved money so that he would buy a piece of land. When Sumnima woke up early in the morning, she heard a strange noise outside. Then she peeped through the windowpane from her bedroom. She noticed Basic Education Curric","e 1, type 2 Interpretation of charts, graphs 8 type 3 and tables 8 ditional Reading: A story nectives: A news report on, purpose, A poem rast Writing: Completing a story A news story Punctuation Reading: Argumentative text An official notice Writing: A notice An argumentative essay simple Reading: 9 continuous An anecdote perfect A historical event Writing: A historical event A story culum (Grades 6-8) 2077 92","17 Making and some people shouting at Pass accepting each other\u2026\u2026. offers Inten Would you like and e 18 Asking for lemonade? I\u2019ll ring the and giving bell if you like. Shall I Repo opinion carry your bag? 19 Reporting Thank you. That would be great. I\u2019d love to. Yes, please. That would be very nice. What are your thoughts on that? Do you go along with that, don't you? That\u2019s a good point. I see your point. I don\u2019t think so. I agree with you to an extent, however\u2026.. It's too hot today. What do you think? He told me to get ready by 9 o\u2019clock. The teacher said that Kapilvastu is in Nepal. She asked me why I was excited. Total working hours 93","sive Reading: 8 A story 10 A poem Writing: An e-mail A reply letter to an invitation nsifiers (too Reading: enough) A short newspaper article A poem Writing: An essay Punctuation orted speech Reading: 10 A story 160 A news report Writing: Completing a skeleton story A news report Basic Education Curriculum (Grades 6-8) 2077","6. Learning Facilitation Process Learning facilitation process is an integral part of the curriculum. This ensures learning on the part of the students. While facilitating, the teacher should use a variety of teaching-learning methods. A combination of various teaching-learning methods and techniques is encouraged for effective teaching and facilitation. Above all, English is to be taught in English. This will give ample exposure to the students. It is advised to use simple English as far as possible. Translation can be used only when it is really necessary. The teachers can use Nepali when they are giving instructions to set up a task or to explain complicated rules. 6.1 Principles of Learning Facilitation The learning facilitation process in English should follow the following principles: a. Fun and engagement: A great way to make students learn a language easily is to get them engaged in the learning process. When teachers use activities that make learners engaged with fun, students are more willing to participate and take risks. b. Communicative activities: Learning English is primarily for communication so an English class should have lots of real-life communicative tasks and activities. c. Exposure: Language learning depends on the amount of exposure the students get. It is in English class where students should get the chance to listen to English. Teachers need to use simple English and avoid the use of translation into students' language until when it's really necessary. d. Personalization: Personalization takes place when activities allow students to use language to express their ideas, feelings and opinions. Personalization ensures true communication as learners communicate real information about themselves. e. Content and language integrated learning: Meaningful contents relating to the real world help learners comprehend not only the content but also the accompanying language. Integrating content and language is a clear departure from mere communication towards a meaningful cognition through the language being learnt. f. Diversity as a resource: In diverse classrooms with learners from multilingual and multi-cultural backgrounds, exploiting diversity as a resource helps not only in the teaching-learning process but also in creating Basic Education Curriculum (Grades 6-8) 2077 94","social cohesion. The contents from diverse contexts establish the pluralistic concept first in classrooms and later in the real world. g. Learning through Information and Communication Technology (ICT): With the advent of ICT, language learning has been more accessible to the learners. The mobile phone and media technologies allow learners to access learning materials from anywhere and anytime. The use of ICT tools in classroom pedagogy gives learners more autonomy in different ways. h. Learners' autonomy: Students learn better when they get autonomy. The strategies that promote learners' autonomy like; self-correction, peer correction, self-learning, etc. should be encouraged. 6.2 Methods and Techniques Based on the above-mentioned pedagogical principles, the following methods and techniques have been suggested in order to deliver this curriculum: \uf0b7 Question-answer \uf0b7 Demonstration \uf0b7 Games \uf0b7 Use of pictures\/flashcards \uf0b7 Use of chants and rhymes \uf0b7 Pair work and group work \uf0b7 Acting\/role play\/simulation \uf0b7 Drill \uf0b7 Storytelling \uf0b7 Dictionary use \uf0b7 Use of ICT tools \uf0b7 Reading aloud \uf0b7 Silent reading \uf0b7 Dictation \uf0b7 Brainstorming \uf0b7 Mind-mapping \uf0b7 Controlled writing \uf0b7 Guided writing \uf0b7 Jigsaw reading \uf0b7 Assembling strip story \uf0b7 Think, pair, share 95 Basic Education Curriculum (Grades 6-8) 2077","\uf0b7 Individual work \uf0b7 Use of audios\/videos \uf0b7 Sentence starters \uf0b7 Use of worksheets \uf0b7 Modeling \uf0b7 Freewriting \uf0b7 Project work \uf0b7 Cued dialogue The teachers can make use of other appropriate methods and techniques as per the need of contents and context. 7. Student Assessment Assessment should be an integral part of teaching-learning process. Both formative and summative assessment should be carried out to assess the students' learning. The main purpose of formative assessment is to improve learning. Formal as well as informal assessment strategies will be used in formative assessment. Some tools for formative assessment can be classroom activities and classroom tasks, observation of students' work and performance, homework, project work, oral and written test, unit and trimester examinations, self and peer assessment and so on. Summative assessment will be carried out to determine the learning level of the students. Both internal (50%) and external (50%) assessment will take the form of summative assessment. 7.1 Internal Assessment Internal assessment consists of several components. A portfolio of each student should be maintained by the teacher. The portfolio consists of the details on students' performance in different assessment areas given in the table below. The record of student's project work, test papers or other proof of the students' performance should be kept in his\/her portfolio. The allocation of weightage to each of the assessment areas will be as specified in the table below: S. N. Assessment area Weightage a Participation (attendance: 2 and students' performance in 4 teaching-learning activities: 2) b 16 Reading and writing (Each skill carries 50% weightage) c Listening and speaking (Each skill carries 50% weightage) 20 d Terminal test 10 Assessment in each area from a to c above should be done regularly; however, to keep a record, the assessment is to be done every four units. Basic Education Curriculum (Grades 6-8) 2077 96","7.2 Rating Scale The assessment of participation, reading and writing; and point scale given below. Level Rating Below 1 Participation the Basic 2 a. Below 75% of attendance. Basic b. Very little participation in tasks. a. 75% to 80% of attendance. b. Little participation in the tasks. Above 3 a. 80% to 85% of attendance. basic b. Participation in classroom Proficie 4 activities is satisfactory. nt a. 85% to 90% of attendance. b. Participation in classroom activities is appreciable. Advanc 5 a. 90% and above attendance. ed b. Participation in classroom activities is outstanding. 7.3 Suggested Tasks for Reading and Writing The tasks should cover the learning outcomes of the a teacher should design the appropriate tasks themsel observation, scoring the task, etc. should be used. The sug 97","d listening and speaking should be done according to the five- Description Listening and speaking Able to do very few tasks. Reading and writing Able to do very few tasks. e Able to do 30% to 50% of Able to do 30% to 50% of the given tasks correctly. the given tasks correctly. Able to do 50% to 70% of Able to do 50% to 70% of m the given tasks correctly. the given tasks correctly. Able to do more than 70% Able to do more than 70% m to 90% of the given tasks to 90% of the given tasks correctly. correctly. Able to do more than 90% Able to do more than 90% m of the given tasks correctly. of the given tasks correctly. assessment period. The following are the samples only. The lves. For the assessment purpose, different methods like ggested tasks for assessing reading and writing are as follows: Basic Education Curriculum (Grades 6-8) 2077","Reading tasks Wr 1. A reading comprehension test with different 1. A types of reading texts: story, timetable, menus, p charts, calendar, notice, letter, news stories, 2. W brochure, biography and short essay. Use a different type of text at each assessment. The (No question types can be: True\/False, Fill in the sho gaps, Multiple choice, Matching, Ordering, Short per answer questions) 2. The questions should cover literal comprehension, reorganization, inference and evaluation skills. 3. Ask the students to read a short story in English (get the book from the library or somebody else) and ask reading comprehension questions orally. 7.4 Suggested Tasks for Listening and Speaking Testing of listening and speaking skills is integrated into speaking tasks themselves. The tasks should cover the tasks for testing listening and speaking skills are as follow a. Ask the students to listen to a piece of radio\/televi b. Interview your students about their personal inform c. Ask the students to talk to each other about the tas d. Use a test-like task as suggested in the table below Basic Education Curric","riting tasks A writing task that covers the mechanics of writing: punctuation, spelling, capitalization, etc. Writing tasks like: a. A short paragraph. b. A short story. c. A news story. d. A short dialogue. e. A personal letter. f. A leave application. g. A description of table\/charts\/diagrams h. A short essay. i. A dialogue ote: The tasks chosen for the assessment of students' learning ould reflect the tasks they have practised in the assessment riod.) o internal assessment. Teachers need to prepare listening and learning outcomes of the assessment period. The suggested ws: ision news and write a couple of sentences that they hear. mation. sks they have completed in the assessment period. w: culum (Grades 6-8) 2077 98","Listening tasks Speaking \uf0b7 Listen and act \uf0b7 Quest \uf0b7 Descr \uf0b7 Listen and draw \uf0b7 Descr \uf0b7 Readi \uf0b7 Listen and answer \uf0b7 Talki \uf0b7 Speak \uf0b7 Listen and follow \uf0b7 Retel \uf0b7 Readi \uf0b7 Listen and tick (Teacher vocabula \uf0b7 Dictation (The teacher can use recorded audio or his\/her voice for testing students' listening skill. The test items for 'listen and answer' can be true\/false, multiple-choice, fill in the blanks or matching.) Note: For the students with impairment, alternative tests given instead of listening and speaking according to their 7.5 Internal Assessment Record Form (Grade 6-8) Assessment 1 Assessment 2 Assessment 3 S. Student's N. Name PAR RW LS PAR RW LS PAR RW LS (PAR: Participation, RW: Reading and writing test, LS: L \uf0b7 Score 1 to 5 in each column from assessment 1 to 5 f 99","g tasks range of tion-answer ribing picture ribing people\/place\/object ing aloud ing about oneself king on a simple topic lling stories ing aloud rs need to assess accuracy, ary, structure and fluency) like reading comprehension or paragraph writing should be r types of impairment. Assessment 4 Assessment 5 Average PAR Total LS PAR RW LS PAR RW LS PAR RW LS Avg RW Avg X0.8 Avg X4 X 3.2 Listening and Speaking.) for each student according to the rating scale. Basic Education Curriculum (Grades 6-8) 2077","\uf0b7 Calculating average = Sum of scores attained by in e \uf0b7 Calculating total: PAR= average X 0.8, RW = averag 7.6 Score Obtained in Internal Assessment The students' scores in two trimester examinations shou converting the score is score\/full marks X weightage (5) a The record of internal assessment in all the aspects should S. N. Students' Participation Reading and Liste writing (16) spea name (4) 7.7 External Assessment The final examination is based on the written test which writing section. The test follows the following test specifi Reading (25 marks) The assessment of reading skill follows the following structure: 1. Reading 1: One short reading text from the textbook w one type of comprehension question (5 marks) 2. Reading 2: One short reading text from the textbook w one type of comprehension question (5 marks) 3. Reading 3: One short reading text not given in the textbook with one type of comprehension question (5 marks) 4. Reading 4: One short reading text not given in the textbook with two types of comprehension questions (1 marks) Basic Education Curric","each aspect\/Number of assessments (5) ge X 3.2, LS = average X 4 uld be converted to the weightage (5 marks). The formula for and should be recorded in a form. d be recorded in a form like this: ening and Trimester examinations Grand aking (20) Total First (5) Second Total (5) (10) covers reading and writing skills. Grammar is incorporated in ication chart. Writing (25 marks) with The assessment of writing skill follows the following with structure: 1. Punctuation: A short and simple paragraph 10 containing ten punctuation errors. (5 marks) 2. Guided writing: One task: paragraph\/news story\/story\/description of tables\/charts and diagrams with some guidelines (5 marks) 3. Freewriting: One task: personal or official letter, or a short essay (10 marks) Grammar: 5 marks The grammar questions should cover the following contents: culum (Grades 6-8) 2077 100","Note: \uf0b7 Text types for reading 3 and 4: Story, dialogue, timetab menus, charts, calendar, notice, letter, news stories, brochure, biography and short essay). \uf0b7 The length of the text of reading 3 and 4 should not exce 250 and 300 words respectively. \uf0b7 Question types: 1. True\/False 2. Fill in the gaps 3. Multiple choice 4. Matching 5. Ordering 6. Short Answer Questions \uf0b7 Text type should be different for reading 1 and 2. For example, letter in Reading 1 and story in Reading 2. \uf0b7 Type of texts in Reading 1 and 2 should not be repeate in Reading 3 and 4 too. \uf0b7 Reading 4 should at least contain three questions for testing of vocabulary. \uf0b7 The distribution of comprehension questions should be based on the following table: Type of comprehension Number of questions Literal comprehension 10 Reorganization 6 Inference 6 Evaluation and reflection 3 101","ble, 1. Article eed 2. Preposition 3. Tense ed 4. Connectives e 5. Question tag 6. Reported speech 7. Voice 8. Conditional sentences 9. Subject-verb agreement 10. Question and negation Types of questions: 1. Reproduction: It should cover tense, question tag, reported speech, voice, question and negation) (5X0.5=2.5 marks) 2. Multiple choice (individual sentences or a contextual passage): It should contain article, preposition, connectives, conditional sentence and subject-verb agreement) (5X0.5=2.5) Note: \uf0b7 The writing task type should not be similar to that of reading texts given in the reading section. 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