India

Objectives

• The general objectives at Level IX-X are:

  • to build greater confidence and proficiency in oral and written communication

  • to develop the ability and knowledge required in order to engage in independent reflection and inquiry

  • to use appropriate English to communicate in various social settings

    • Which text is most formal? (IX-B.1)
    • Identify audience and purpose (IX-B.2)
    • Use appeals to ethos, pathos and logos in persuasive writing (IX-I.2)
    • Which text is most formal? (X-B.1)
    • Identify audience and purpose (X-B.3)
    • Use appeals to ethos, pathos and logos in persuasive writing (X-I.2)

  • to equip learners with essential language skills to question and to articulate their point of view

  • to build competence in the different registers of English

    • Which text is most formal? (IX-B.1)
    • Choose the word whose connotation and denotation best match the sentence (IX-S.1)
    • Use words accurately and precisely (IX-S.2)
    • Which text is most formal? (X-B.1)
    • Choose the word whose connotation and denotation best match the sentence (X-S.1)
    • Use words accurately and precisely (X-S.2)

  • to develop sensitivity to, and appreciation of, other varieties of English, Indian Englishes, and the culture they reflect

  • to enable the learner to access knowledge and information through reference skills (consulting a dictionary/thesaurus, library, internet etc.)

    • Replace words using a thesaurus (IX-S.3)
    • Use dictionary entries (IX-V.1)
    • Use dictionary definitions (IX-V.2)
    • Use dictionary entries to determine correct usage (IX-V.3)
    • Use thesaurus entries (IX-V.4)
    • Replace words using a thesaurus (X-S.3)
    • Use dictionary entries (X-V.1)
    • Use dictionary definitions (X-V.2)
    • Use dictionary entries to determine correct usage (X-V.3)
    • Use thesaurus entries (X-V.4)

  • to develop curiosity and creativity through extensive reading

  • to facilitate self-learning to enable them to become independent learners

  • to review, organise and edit their own work and work done by the peers

    • Organise information by main idea (IX-F.2)
    • Choose the topic sentence that best captures the main idea (IX-G.1)
    • Choose the analysis that logically connects the evidence to the claim (IX-H.6)
    • Transitions with conjunctive adverbs (IX-K.1)
    • Avoid double, illogical and unclear comparisons (IX-K.2)
    • Use parallel structure (IX-K.4)
    • Remove redundant words or phrases (IX-K.5)
    • Rewrite the sentence in active voice (IX-L.2)
    • Use the correct frequently confused word (IX-M.1)
    • Identify and correct errors with frequently confused words (IX-M.2)
    • Identify and correct errors with frequently confused pronouns and contractions (IX-M.3)
    • Correct errors with commonly misspelled words (IX-M.4)
    • Correct errors in everyday use (IX-M.5)
    • Identify plagiarism (IX-N.1)
    • Use the correct homophone (IX-Q.1)
    • Identify and correct errors with homophones (IX-Q.2)
    • Choose the word whose connotation and denotation best match the sentence (IX-S.1)
    • Use words accurately and precisely (IX-S.2)
    • Replace words using a thesaurus (IX-S.3)
    • Use dictionary entries (IX-V.1)
    • Use dictionary definitions (IX-V.2)
    • Use dictionary entries to determine correct usage (IX-V.3)
    • Use thesaurus entries (IX-V.4)
    • Identify sentence fragments (IX-W.2)
    • Identify run-on sentences (IX-W.3)
    • Choose punctuation to avoid fragments and run-ons (IX-W.4)
    • Form and use plurals: review (IX-Y.1)
    • Form and use plurals of compound nouns (IX-Y.2)
    • Identify and correct errors with subject and object pronouns (IX-Z.1)
    • Subject and object pronouns review (IX-Z.2)
    • Pronouns after 'than' and 'as' (IX-Z.3)
    • Identify and correct pronoun errors with 'who' (IX-Z.4)
    • Use relative pronouns: who and whom (IX-Z.5)
    • Use relative pronouns: who, whom, whose, which and that (IX-Z.6)
    • Identify vague pronoun references (IX-Z.7)
    • Identify all of the possible antecedents (IX-Z.8)
    • Identify and correct errors with subject-verb agreement (IX-BB.1)
    • Identify and correct errors with indefinite pronoun-verb agreement (IX-BB.2)
    • Identify and correct verb agreement with compound subjects (IX-BB.3)
    • Identify and correct inappropriate shifts in verb tense (IX-CC.3)
    • Form and use comparative and superlative adjectives (IX-DD.1)
    • Good, better, best, bad, worse and worst (IX-DD.2)
    • Form and use comparative and superlative adverbs (IX-DD.3)
    • Well, better, best, badly, worse and worst (IX-DD.4)
    • Use the correct pair of correlative conjunctions (IX-EE.1)
    • Misplaced modifiers with pictures (IX-FF.1)
    • Select the misplaced or dangling modifier (IX-FF.2)
    • Are the modifiers used correctly? (IX-FF.3)
    • Commas with non-restrictive elements (IX-GG.1)
    • Commas with direct addresses, introductory words, interjections, interrupters and antithetical phrases (IX-HH.1)
    • Commas with compound and complex sentences (IX-HH.2)
    • Commas with coordinate adjectives (IX-HH.3)
    • Use semicolons and commas to separate clauses (IX-II.1)
    • Use semicolons, colons and commas with lists (IX-II.2)
    • Semicolons, colons and commas: review (IX-II.3)
    • Use dashes (IX-JJ.1)
    • Use hyphens in compound adjectives (IX-JJ.2)
    • Decide whether ellipses are used appropriately (IX-JJ.3)
    • Identify and correct errors with plural and possessive nouns (IX-KK.1)
    • Identify and correct errors with compound and joint possession (IX-KK.2)
    • Correct capitalisation errors (IX-LL.1)
    • Capitalising titles (IX-MM.1)
    • Formatting titles (IX-MM.2)
    • Formatting and capitalising titles: review (IX-MM.3)
    • Organise information by main idea (X-F.2)
    • Choose the topic sentence that best captures the main idea (X-G.1)
    • Choose the analysis that logically connects the evidence to the claim (X-H.6)
    • Transitions with conjunctive adverbs (X-K.1)
    • Avoid double, illogical and unclear comparisons (X-K.2)
    • Use parallel structure (X-K.4)
    • Remove redundant words or phrases (X-K.5)
    • Rewrite the sentence in active voice (X-L.2)
    • Use the correct frequently confused word (X-M.1)
    • Identify and correct errors with frequently confused words (X-M.2)
    • Identify and correct errors with frequently confused pronouns and contractions (X-M.3)
    • Correct errors with commonly misspelled words (X-M.4)
    • Correct errors in everyday use (X-M.5)
    • Identify plagiarism (X-N.1)
    • Use the correct homophone (X-Q.1)
    • Identify and correct errors with homophones (X-Q.2)
    • Choose the word whose connotation and denotation best match the sentence (X-S.1)
    • Use words accurately and precisely (X-S.2)
    • Replace words using a thesaurus (X-S.3)
    • Use dictionary entries (X-V.1)
    • Use dictionary definitions (X-V.2)
    • Use dictionary entries to determine correct usage (X-V.3)
    • Use thesaurus entries (X-V.4)
    • Identify sentence fragments (X-W.2)
    • Identify run-on sentences (X-W.3)
    • Choose punctuation to avoid fragments and run-ons (X-W.4)
    • Form and use plurals: review (X-Y.1)
    • Form and use plurals of compound nouns (X-Y.2)
    • Identify and correct errors with subject and object pronouns (X-Z.1)
    • Subject and object pronouns review (X-Z.2)
    • Pronouns after 'than' and 'as' (X-Z.3)
    • Identify and correct pronoun errors with 'who' (X-Z.4)
    • Use relative pronouns: who and whom (X-Z.5)
    • Use relative pronouns: who, whom, whose, which and that (X-Z.6)
    • Identify vague pronoun references (X-Z.7)
    • Identify all of the possible antecedents (X-Z.8)
    • Identify and correct errors with subject-verb agreement (X-BB.1)
    • Identify and correct errors with indefinite pronoun-verb agreement (X-BB.2)
    • Identify and correct verb agreement with compound subjects (X-BB.3)
    • Identify and correct inappropriate shifts in verb tense (X-CC.3)
    • Form and use comparative and superlative adjectives (X-DD.1)
    • Good, better, best, bad, worse and worst (X-DD.2)
    • Form and use comparative and superlative adverbs (X-DD.3)
    • Well, better, best, badly, worse and worst (X-DD.4)
    • Use the correct pair of correlative conjunctions (X-EE.1)
    • Misplaced modifiers with pictures (X-FF.1)
    • Select the misplaced or dangling modifier (X-FF.2)
    • Are the modifiers used correctly? (X-FF.3)
    • Commas with non-restrictive elements (X-GG.1)
    • Commas with direct addresses, introductory words, interjections, interrupters and antithetical phrases (X-HH.1)
    • Commas with compound and complex sentences (X-HH.2)
    • Commas with coordinate adjectives (X-HH.3)
    • Use semicolons and commas to separate clauses (X-II.1)
    • Use semicolons, colons and commas with lists (X-II.2)
    • Semicolons, colons and commas: review (X-II.3)
    • Use dashes (X-JJ.1)
    • Use hyphens in compound adjectives (X-JJ.2)
    • Decide whether ellipses are used appropriately (X-JJ.3)
    • Identify and correct errors with plural and possessive nouns (X-KK.1)
    • Identify and correct errors with compound and joint possession (X-KK.2)
    • Correct capitalisation errors (X-LL.1)

• At the end of this stage learners will be able to do the following:

  • give a brief oral description of events/incidents of topical interest

  • retell the contents of authentic audio texts (weather reports, public announcements, simple advertisements, short interviews, etc.)

  • participate in conversations, discussions, etc. on topics of mutual interest in non-classroom situations

  • narrate the story depicted pictorially or in any other non-verbal mode

  • respond in writing to business letters, official communications

    • Which text is most formal? (IX-B.1)
    • Which text is most formal? (X-B.1)

  • read and identify the main points/significant details of texts like scripts of audio-video interviews, discussions, debates, etc.

    • Organise information by main idea (IX-F.2)
    • Choose the topic sentence that best captures the main idea (IX-G.1)
    • Identify supporting evidence in a text (IX-H.4)
    • Organise information by main idea (X-F.2)
    • Choose the topic sentence that best captures the main idea (X-G.1)
    • Identify supporting evidence in a text (X-H.4)

  • write without prior preparation on a given topic and be able to defend or explain the position taken/views expressed

    • Choose the best evidence to support a claim (IX-H.3)
    • Choose the analysis that logically connects the evidence to the claim (IX-H.6)
    • Choose the best evidence to support a claim (X-H.3)
    • Choose the analysis that logically connects the evidence to the claim (X-H.6)

  • write a summary of short lectures on familiar topics by making/taking notes

  • write an assessment of different points of view expressed in a discussion/debate

    • Identify audience and purpose (IX-B.2)
    • Compare passages for tone (IX-B.4)
    • Identify audience and purpose (X-B.3)
    • Compare passages for tone (X-B.4)

  • read poems effectively (with proper rhythm and intonation)

  • grasp the theme of the poem and appreciate the creative uses of language

    • Interpret figures of speech (IX-C.2)
    • Classify figures of speech: euphemism, hyperbole, oxymoron, paradox (IX-C.3)
    • Classify figures of speech: review (IX-C.4)
    • Use context as a clue to the meanings of foreign expressions (IX-R.2)
    • Use the correct foreign expression (IX-R.3)
    • Interpret figures of speech (X-C.2)
    • Classify figures of speech: euphemism, hyperbole, oxymoron, paradox (X-C.3)
    • Classify figures of speech: review (X-C.4)
    • Use context as a clue to the meanings of foreign expressions (X-R.2)
    • Use the correct foreign expression (X-R.3)

  • to transcode information from a graph/chart to a description/report