SESSION : ACTIVITY : II CLASS : VII SUBJECT : ENGLISH MONTH : NOVEMBER Assessment of Speaking and Listening (ASL) Topic

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1 SESSION : ACTIVITY : II CLASS : VII SUBJECT : ENGLISH MONTH : NOVEMBER 2018 Content Coverage Assessment of Speaking and Listening (ASL) Communicative Skills in English Language Post content task Learning Objectives Through this activity the students are expected to: communicate effectively and confidently in spoken language in a wide range of situations. prepare, organise and deliver an engaging oral presentation. identify and use appropriate vocabulary. use the appropriate tone, posture, gesture, pause and maintain eye contact while speaking. listen to a wide range of oral texts, summarize, record and respond to them. listen critically for specific information. follow instructions and directions. distinguish between facts and opinions Duration Listening task- 1 teaching period Speaking task minutes Task / Tools/ Techniques For testing listening skill, an audio track will be played, and worksheets will be given to the students. For testing speaking skill, groups of students will take up a discussion on the topic which will be given on the spot. Execution of task / Procedure The listening test comprises of a variety of tasks. The tasks are graded according to the length of the task and the difficulty level. The students will hear a recording of the Listening Input or listen to a reading of the listening input. It will be played twice. The students are required to answer a set of questions based on the audio. The test consists of 2 questions, and the students will be required to attempt all the parts of both the questions. For the Speaking Test the total administration time for the speaking assessment would be approximately 3-4 minutes. The speaking test will be conducted for two or three students at a time. In the speaking test, the students are divided into groups of 2 or 3. Each group is given a pictorial cue/non verbal cue, on which they have to hold a conversation. The cue can be a gesture, a news item, a body posture, an object, too. The students are not allowed to write full length scripts. They may jot down only points only that they can elaborate upon during the time of the presentation. Prior to the day of the speaking test, as assistance to students to prepare for the presentations, the teacher can suggest relevant topics like health, environment, sports, academics, family and so on, on which the cues can be based.

2 Each group is given 2-3 minutes each, to present their commentary/debate/conversation In case a student has not been able to speak, the teacher may use the last 1 minute to give a fresh opportunity to that student. The following will be the criteria for assessing the Speaking task: Fluency, language and pronunciation-5 marks Interactive initiation and turn talking-5 marks The marking key for the Listening task is prepared before the test is administered. At the end of the test, the answer scripts are collected and marked. The Assessment of Speaking and Listening Skills aims at developing values of patient and impartial listening. The speaking test teaches values of speaking at the right time, concisely and meaningfully. It also aims at inculcating the ability to start and hold a conversation on any given topic. It aims at tapping on the social skills of a child. The students also learn to research on a topic, and thus imbibing life skills and moral values. The teacher gives feedback of the work and suggests ways to improve the listening and speaking skills. Evaluation and feedback of the peers are also encouraged. More such tasks can be taken up for enhancing listening and speaking skills.

3 SESSION : PROJECT WORK : Activity 2 CLASS : Vii SUBJECT : Hindi ACTIVITY : Individual DATE OF SUBMISSION : Content Coverage *fiz; [ksy* vuqpnsn ys[ku ikb laca/kh O;fDrxr xfrfof/k Learning Objectives Procedure [ksyksa ds izfr #fp o tkxzr djuka Nk=ksa dk lokzaxh.k fodkla Nk= *fiz; [ksy* fo k; ij,d vuqpnsn fy[ksaxsa lkfk gh ml [ksy ls lacaf/kr fp= Hkh fpidk,wxs aa izlrqrhdj.k 5 vad Hkk kk kq)rk 5 vad,dtqvrk vksj izse lh[ksxs aa iqu% le>kdj dk;z ds fy, izsfjr fd;k tk,xka

4 SESSION : PROJECT WORK : Activity 2 CLASS : Vii SUBJECT : Hindi ACTIVITY : Individual DATE OF SUBMISSION : Content Coverage Hkfo ;r~ dky y`v~ ydkj&izfke iq# k ikb laca/kh O;fDrxr xfrfof/k Learning Objectives Nk= y`v~ ydkj&izfke iq# k dk iz;ksx djuk lh[ksaxsa Procedure Nk= viuh lald`r dk;z iqflrdk esa y`v~ ydkj&izfke iq# k lacaf/kr nl iafdr;kw fy[ksaxsa izlrqrhdj.k 5 vad Hkk kk kq)rk 5 vad lald`r Hkk kk ds izfr #fp tkxzr djuka iqu% le>kdj dk;z ds fy, izsfjr fd;k tk,xka

5 SESSION : ACTIVITY : III CLASS : VII SUBJECT : MATHS MONTH : November 2018 Content Coverage Learning Objectives Triangle Inequality Practical Geometry Construction of triangles. Individual Students will be able To verify that a triangle can be drawn only if the sum of lengths of any two sides is greater than the third side, using broom sticks. Set 1: 5 cm, 7 cm, 11 cm Set 2: 5 cm, 7 cm, 14 cm Set 3: 2 cm, 3 cm, 6 cm Procedure MATERIALS REQUIRED 1. Broom sticks 2. A pair of Scissors/Cutter 3. A-4 size sheets 4. Fevicol 5. A ruler Step: 1. Cut the broom sticks according to the above given measurements Step: 2. Try to make triangles out of these triplets Step: 3. Paste the triangles as it is on A/4 sheet. Step: 4. Record the lengths of triangles in all the three cases.in the given table along with the possibility of the triangle formation. Step: 5. OBSERVATION TABLE SET SIDE SIDE SIDE3 SUM POSSIBILITY OF 1 2 OF 2 TRIANGLE SIDES> FORMATION THIRD SIDE SET 1 SET

6 2 SET3 Step: 6. Note your observation and hence infer the SUM OF 2 SIDES OF A TRIANGLE IS ALWAYS GREATER THAN THE THIRD SIDE. 10 Marks Activity 8marks Neatness and presentation 2marks Students will learn the activity by doing. Construction of triangles on the basis of this property will be done in the class.

7 SESSION : PROJECT WORK : INDIVIDUAL ACTIVITY CLASS : VII SUBJECT : SCIENCE ACTIVITY : III Reproduction in Plants Content Coverage Different methods of asexual reproduction. Application of reproduction. Post Content Learning Objectives To understand the concept of reproduction. To learn the various types of asexual reproduction. Procedure Task 1:-Identification of asexual method of reproduction through the diagram shown to the students. Task 2:-Explain the identified method of reproduction. Task 3:-Give one example which undergoes the identified method of reproduction. Task 1:- 2 marks Task 2 :- 6 marks Task 3 :- 2 marks Significance of reproduction in the life processes. Teacher will explain & guide the student in order to complete the task.

8 SESSION : ACTIVITY : III CLASS : VII SUBJECT : SOCIAL SCIENCE MONTH : NOVEMBER 2018 TYPES OF FORESTS Content Coverage CHAPTER 6 :- NATURAL VEGETATION AND WILDLIFE(Geography) - project based chapter Exploration Activity Creative Presentation Learning Objectives Students would be able to understand the different types of forests. To Inculcate a sense of awareness among students about the different types of natural vegetation and wildlife. Procedure MATERIALS REQUIRED :- 4 A-4 SIZE SHEETS. Pictures of tropical evergreen forests and tropical deciduous forests. Pictures of animals residing in these forests. DECORATIVE MATERIAL ( crayons, giltter etc.) STEPS TO BE FOLLOWED :- (1) Read the information about the tropical evergreen forests and tropical deciduous forests given on page no of chapter 6 natural vegetation and wildlife ( geography ).

9 (2) on the basis of your reading, write the differences between the tropical evergreen forests and tropical deciduous forests. (at least 3) (3) Illustrate your answer with pictures of the tropical evergreen forests and tropical deciduous forests. (4) Paste the pictures of any 2 animals which we will likely found in these forests. Content Presentation - 5 marks Creativity - 5 marks Total - 10 marks Students would be able to learn about different types of forests. Students would be able to evolve awareness about the different types of natural vegetation and wildlife. A discussion on the types of forests found in India.