ENGLISH

ALS PROJECT WORK

TERM 2
CLASS XI
2021-22
TOPICS FOR THE PROJECT WORK
(CHOOSE ONE)
1. Discovering Tut: the Saga Continues
2. Landscape of the Soul
3. The Address

General:
4. Frontline Warriors
5. Offbeat Professions (Vloggers, Stand Up comedians,
etc.)
6. Adventure Sports
 Sample Driving Questions based on the Topics

1. Discovering Tut: the Saga Continues: My team and I would like to

research on how archaeology has changed in the recent years. We
would like to understand how it helps reconstruct the past.

2. Landscape of the Soul: My team and I would like to research on the

impact of art on the mental well being of people. We would like to
understand the therapeutic effect of different art forms.

3. The Address: My team and I would like to research on the human

spirit to overcome grief and to let go of the past. We would like to
research on the concept of self healing and self motivation to
survive in the world.
Sample Driving Questions based on the Topics

General:
1. Frontline Warriors: My team and I would like to research on the lives of
Frontline Workers (doctors, nurses, health care workers, pharmacists,
municipal workers etc.) and how they fought against all odds to save
lives and help people while risking their own.

2. Offbeat Professions (Vloggers, Stand Up Comedians, etc.) : My team and

I would like to research on offbeat professions and how one’s passion
can transform into a professional career choice which was not an
option a decade ago.

3. Adventure Sports: My team and I would like to research on the concept

of adrenaline rush and why are adrenaline junkies willing to risk their
lives by indulging in activities such as jumping off a cliff or even visiting
a haunted house.
Modus Operandi (MO)/Tools to be Used
1. Panel Discussions
2. Interviews
3. Narration with researched pictures (Diorama)
4. One Act Play
5. Podcast
6. Poetry Mashup
7. Fabling
Students should use a combination of 2-3 of the above tools
available to prepare their project
First Steps to Keep in Mind for the ALS Project

1. Identify a suitable topic- simple yet challenging

2. Identify the Driving Question- keep in mind the following: What is the purpose
of the project? How will you benefit? What will you learn? How will your
research have an impact on society?
3. Identify the MO/ Modus Operandi- what tools will you incorporate to add
authenticity and make your project more interesting eg interviews, podcasts,
panel discussions etc.
4. Remember it is a project that will be testing ALS (Listening and Speaking) so
the project report is just one aspect of your assessment.
 CBSE GUIDELINES

● Assessment of Project and Viva based on the project work will be

done by the respective subject teachers. (10 marks)
● Project can be in the form of a neighbourhood survey/Role play
performance (individual/group) etc. (Online or in-person as
situation allows).
● Students shall submit a project report (5 marks) and Viva voce (5
marks).
The objectives of the project work are to enable the learners to:
● probe deeper into personal enquiry, initiate action and reflect on
knowledge and skills, views etc. acquired during the course of class XI-
XII .
● analyse and evaluate real world scenarios using theoretical constructs
and arguments
● demonstrate the application of critical and creative thinking skills
and abilities to produce an independent and extended piece of work
● follow up aspects in which learners have interest
● develop communication skills to argue logically
 Role of the teacher:
● help each learner select the topic after detailed discussions and
deliberations of the topic;
● play the role of a facilitator to support and monitor the project work of
the learner through periodic discussions;
● guide the research work in terms of sources for the relevant data;
● ensure that students understand the relevance and usage of primary
evidence and other sources in their projects and duly acknowledge the
same;
CONTD….
 Role of the teacher:
● Ensure that the students are able to derive a conclusion from the
content,
● Cite the limitations faced during the research and give appropriate
references used in doing the research work;
● Educate learner about plagiarism and the importance of quoting the
source of the information to ensure authenticity of research work;
● prepare the learner for the presentation of the project work;
● and arrange a presentation of the project file
 Steps involved in the conduct of the project:
Students may work upon the following lines as a suggested flow chart:

Choose a title/topic

Collect the research material/data

Organize material/data

Present material/data

Analyse the material/data for conclusion

Draw the relevant conclusion

Presentation of the Project Work

 PRESENTATION OF THE PROJECT
The project work can be presented in the form of:
● Powerpoint Presentation/Exhibition/Skit /albums/files/song and
dance or culture show /story telling/debate/panel discussion,
paper presentation and so on.
● Any of these activities which are suitable can be performed as per
the choice of the student.
● Visually impaired/differently-abled candidates can also take up
any of these activities suitably.
 Expected Checklist for the Project Work:

● Introduction of topic/title
● Identifying the causes, events, consequences and/or
remedies
● Various stakeholders and effect on each of them
● Advantages and disadvantages of situations or issues
identified

CONTD….
 Expected Checklist for the Project Work:
● Short-term and long-term implications of strategies
suggested in the course of research
● Validity, reliability, appropriateness and relevance of data
used for research work and for presentation in the project
file
● Presentation and writing that is succinct and coherent in
project file
● Citation of the materials referred to, in the file in
footnotes, resources section, bibliography etc
 TERM- II - PROJECT WORK: 10 Marks
The teacher will assess the progress of the project work in the term II in the following manner:
Month Periodic Work
6-7 Content/data analysis and
December/ interpretation.
January Conclusion, Limitations,
Suggestions, Bibliography,
Annexures and Overall
Presentation of the project.
8 Final Assessment and
January/ VIVA by the respective
February subject teachers.
Assessment Rubrics Marks
Content analysis and its relevance in 5
the current scenario.
Conclusion, Limitations,
Bibliography, Annexures and
Overall Presentation.
Viva based on the project 5
Total 10
 Viva-Voce

● At the end of the stipulated term, each learner will present the
research work in the Project File to the respective subject teachers.
● Questions should be asked from the Research Work/ Project File
of the learner.
● The respective subject teachers should ensure that the study
submitted by the learner is his/her own original work.
 Rules
1. Use various tools to prepare your project.
2. The Project should be done in groups of 5-6 students in each.
3. The students must handwrite the project.
4. Each activity including preparation, research, division of work and
compilation should be documented in the Project Manual.
5. The manually documented project should also be available on a virtual
platform and submitted in the English google classroom.
6. Please write in about 1500 words. Include a report.
7. Write on one side and paste/ draw pictures on the adjacent page
8. Please complete your project and submit it by 1st December 2021.
WAY TO GO…
SAMPLE
 INDEX

School details/details of the students

Acknowledgement
Statement of Purpose/Objectives Goals
Introduction of the project
Background
DETAILS OF ALL CONTENT
Conclusion
Bibliography
 A Project Report
CYBERBULLYING IN SCHOOLS OF RURAL INDIA

By Poornima Shekhawat, Chintu

Divya Panwar and Hasan Abbas
Class XI C (2021-22)

Sacred Heart Convent, Ganganagar

 Objectives

This study explored the extent of the use of Internet and social media, the forms and
frequency of cyberbullying and their effects on the emotional well-being and academic
performance of grades 8–10 students in a rural secondary school in Ganganagar,
Rajasthan.

The objectives of the study were to investigate:

(1) students’ access and use of cyber technology
(2) choice of social media sites
(3) forms and frequency of cyberbullying
(4) effect of bullying on emotional well-being and academic performance
(5) students’ views on how to deal with the problem of cyberbullying
STUDENT CHECKLIST
ACTION PLAN TEMPLATE
 (SAMPLE)
CYBERBULLYING IN SCHOOLS OF RURAL INDIA PROJECT REPORT
Abstract
Background: The overwhelming use of Internet and social media among the youth leads to both negative and positive effects on
the users. Cyberbullying is one manifestation of such negative effects. Rural high school students are not immune to this modern
age social problem. To protect them against the possible hazards, it is important to study this phenomenon among this group of
young people.

Method: This study used a mixed research approach of survey and an interview schedule.

Results: The majority of participants had access to cyber technology and used Facebook frequently. More than half of the
participants experienced a wide variety of cyberbullying. They were negatively affected both emotionally and academically.

Conclusion: The study recommends inclusion of cyber safety and supportive mechanisms in schools.
(SAMPLE)
Introduction
The Internet and cyber technology have crept into the lives of people, surpassing any other form of technology in speed of
expansion and popularity. The most common device that makes this technology accessible is the mobile phone. The increasing
access to cyber space presents the users with many advantages, as well as challenges. One of the challenges is the abuse of this
technology for bullying. 1‘Cyberbullying’ refers to the intentional act of using any cyber medium such as mobile phones, chat
rooms, emails, instant messaging and social networking sites to hurt someone or a group of people. 2The growing increase in the
use of laptop computers, tablets and smartphones has made cyberbullying a global problem.

According to research conducted by Symantec, nationwide, nearly 8 out of 10 individuals are subject to the different types of
cyberbullying in India. Out of these around 63% faced online abuses and insults, and 59% were subject to false rumours and
gossips for degrading their image. The same study ranked India as the country facing the highest cyber bullying in the Asia Pacific
region, more than Australia and Japan.

Research has also shown that teenage victims of cyberbullying experience anxiety, fear, depression, low self-esteem, resulting in
feeling overwhelmed, vulnerable, powerless, revengeful, exposed, humiliated, isolated and losing interest in schooling and life. In
view of the severity of the side effects of cyberbullying, as well as shortage of studies on cyberbullying in rural schools this study
was conducted in a rural high school in a village in the north of Ganganagar in 2017.
(SAMPLE)
Cyberbullying in context
With the advent of the Internet, the nature and form of socialisation among youth has been transformed. Physical socialisation has
been replaced with conversations in chat rooms, text messages and other forms of cyber communication. It is not surprising that the
old act of school bullying or ‘offline’ bullying has been transferred to the cyber platforms. Cyberbullying includes sending
threatening messages, spreading rumours, attacking someone verbally, intentionally excluding someone from the group, pretending
to be someone else, publicising unflattering pictures of a person, circulating suggestive pictures and sharing confidential
information online.

Cyberbullying is especially frequent in schools. 3The increase in the number of cyberbullying incidents over the years could be
linked to the increased number of hours of online activity, a phenomenon that is common in most countries around the world.
 S. No Traditional bullying Cyberbullying

S 1 Victims of traditional bullying find

relief from the bully once they get
home away from school, where
The attackers can continue to bully 24 x
7, using social media or other Internet
mediums.
A bullying usually takes place.

M 2 The audience witnessing the act

of bullying in a traditional
setting is usually limited to
The audience is not known and can
extend beyond the circle of classmates
and the school community.
P classmates and students at
school.

L 3 The bullying continues to stay

limited and doesn’t transfer to
A message can go viral on the Net, get
commented on and shared by an
another setting. unlimited
E
number of viewers and creates an
unknown or ‘ghost audience’.

4 The bully can be identified and The bully can stay anonymous, making
remedial action can be taken. it difficult for the bullying to be
stopped.
 (SAMPLE)
Effects of cyberbullying
Bullying can seriously affect the health and well-being of the victims, especially their psychological health. Often, victims feel
disconnected from school and communities and experience traumatic stress. According to Raskauskas and Stoltz 2007, 31% of
victimised students reported being very or extremely upset, 19% were very or extremely scared and 18% were very or extremely
embarrassed by online harassment. Learners need to concentrate during lessons to perform at their best in school, but being bullied
makes it hard for them to concentrate and pay attention in class. In a study conducted by Hureva 2012, 62% of learners who were
victims of bullying did not pay attention to schoolwork, and 5% said they were always thinking of the bullies.
 (SAMPLE)
Research methodology
Research design and approach
The research design adopted a mixed-method approach. A quantitative survey questionnaire and a qualitative interview schedule
were utilised in this study.

Sampling process and data collection instrument

The researched school had four Grade 8 classes, five Grade 9 classes and six Grade 10 classes. The researcher used a lucky draw
to select one class from each grade and stratified probability sampling to select the study sample from each grade.

The sample represented male and female learners in each of the three grades. Based on the proportion of learners in the chosen
grades, 20 Grade 8, 30 Grade 9 and 30 Grade 10 learners were randomly selected. The total sample for the study consisted of 80
learners (30 males and 50 females) aged 12–18 years old. The participants completed a cyberbullying survey questionnaire, which
consisted of 37 questions.

The first cyberbullying victim was identified by the teacher, who in turn introduced the other five respondents to the researcher,
who completed a qualitative interview schedule in writing. There were five female victims and one male victim. The data from the
quantitative survey provided answers for research questions on the access, use, popular sites, and frequency and forms of
cyberbullying, and the qualitative data provided answers for the nature and effect of cyberbullying on the victims. The quantitative
data was analysed.
(SAMPLE)
Ethical consideration
Ethical procedures were followed and permission from the school principal, the school governing body and written permission
from the parents of the participants were obtained. The participants were verbally and in writing informed of their rights before
participating in the survey. The principle of confidentiality was fully observed as the questionnaire was anonymous and the
qualitative interview schedule was filled in, in private.
(SAMPLE)
Results (Evidence attached)
Access to cyber technology, popular sites and frequency of use In total, 67 (84%) of the participants said that they
had a cell phone and had access to the Internet; the rest accessed the Internet through their friends’ phones.

The great majority of the study participants (90%) confirmed that their favourite social media site was Facebook and they used it
regularly. Out of the 80 participants, a majority 67 (84%) used social media more than twice a week. Overall, 95% of participants
used the Internet at least once a week.
(SAMPLE)
Forms of cyberbullying
The participants of this study experienced different forms of cyberbullying. Out of the 80 participants, 54 (68%) were victims of
harassment whereby the bully posted offensive pictures or videos on social media, 53 (66%) experienced rumours being spread
about them, 52 (65%) received aggressive text messages, 49 (61%) received harmful remarks because of their background, 48
(60%) were called harmful names, 47 (59%) were teased and 42 (55%) were deliberately ignored by their peers.

As for the nature of cyberbullying, the six cyberbullied victims who filled in the qualitative interview schedule, described their
ordeal in the following words. The victims said:
‘My friend posted a picture [of] myself and a baboon and compared it and wrote that it looks like me on social media.’ (Victim 6, female, student)

(Other 2-3 quotes)

(SAMPLE)
Measures to deal with cyberbullying
Participants were asked to offer suggestions on how to deal with the problem. 1. 100% suggested that the school
should put into place a cyberbullying policy 2. 92% believed that there should be consequences for the bullies
3. 100% indicated that the teacher should be responsible for dealing with the bullies 4. 91% said victims should talk with
an adult about bullying in school 5. 100% emphasised that the school should prevent bullying.

Limitations of the study

1. This research was limited to the study of victims of cyberbullying and did not include the bullies.

2. The language of the survey questionnaire was English. (The participants in this study were not English first-language speakers
and even though the teacher assisted in translation of some of the questions in the questionnaires, it is possible that some of the
younger respondents did not understand all questions fully as required.)
(SAMPLE)
Conclusion and recommendations

The findings of the study clarified the significance of cyberbullying in the lives of students in this rural high school, which might
be experienced by students in similar settings in India. It showed that even though students in this school had access to the latest
cyber technology, they were not equipped to prevent and cope with its negative effects and suffered in solitude.

This study, therefore, recommends

1. the appointment of a counselling teacher
2. the establishing of an anti-cyberbullying policy at schools.

In view of the fact that government intends to expand e-learning and cyber technology we further urge
3. the inclusion of cyber safety and cyber protection strategies in all e-learning training and the school curriculum.
4. further research on the cyberbullies, as well as studies on cyberbullying
 (SAMPLE)
Acknowledgements
Competing interests
The authors declare that they had no financial or personal relationships that may have inappropriately influenced them in
writing this article.

Authors’ contribution
Poornima Shekhawat was the project leader. Chintu Singh and Divya Panwar were responsible for implementation and data
collection. Poornima and Hasan Abbas were involved in the final write-up of the research report.
 References/ Bibliography
https://doi.org/10.1111/jcc4.12010

http://
www.cyberbullying.ca/
https://doi.org/10.1111/capa.12159

http://www.pewinternet.org/2014/10/22/online- http://cyberbullying.org/2015-
harassment/ data

Belsey, B., 2004, Cyberbullying.ca

Campbell, M.A., 2005, ‘Cyber bullying: An old problem in a new guise?’, Journal of Psychologists and Counsellors in Schools 15(1), 68–76.
2015 Cyberbullying Data, 2016 .

Creswell, J.W., 2009, Research design: Qualitative, quantitative, and mixed methods approaches, 3rd edn., Sage, Thousand Oaks, CA.
Cunliffe, D., Morris, D. & Prys, C., 2013, ‘Young Bilinguals’ language behaviour in social networking sites: The use of Welsh on Facebook’,
Journal of Computer-Mediated Communication 18, 339–
361.
Deschamps, R. & Mcnutt, K., 2016, ‘Cyber bullying: What’s the problem?’, Canadian Public Administration / Administration
Publique du Canada 59(1), 45–71, viewed 20 June 2017,
from
Duggan, M., 2014, ‘Online harassment’, Internet, Science & Tech
 SOME POINTS FOR REFERENCE
Flow Sometimes, essays / reports just have a natural flow to them.
● For example, if you need to include background information about your topic, that's going
to be one of the first points in your essay / report. You wouldn't put background
information at the end of the paper.
● Same with talking about future trends -- that's something that would go at the end of the
essay / report.

Pro / Con When planning out your essay / report, plan to match points together.
● If your first point is a con, immediately follow it with the matching pro.
● Often with a pro/con essay , you will pick a side. If you do, offer the other side first and
then follow with your side. (This will make it look as though you're rebuking the opposition
and will make your essay / report stronger.)

CONT….
 SOME POINTS FOR REFERENCE

Original If you are writing an essay / report that requires you to provide your own original research or
Research insight, you should
● start off talking about other people's research or literature first and then work your way
towards your findings.
● end your essay / report, with your original material.

Weak to In most cases, the closer to the end of the essay / report, the more important the point is.
Strong This is partially because when people read your essay / report, they will remember the final points
more than the beginning ones.
● It's a good idea to have your essay / report go from your weakest point to your strongest
point. You want the stronger points to be the one that people remember.
So, how do you tell weak points from strong ones?
● Look at how many supportive claims you will have for each point. The more supportive
claims, the stronger the point.
WRITING THE INTRODUCTORY PARAGRAPH
If you planned your essay / report, then most of the introductory paragraph is already written. Now you just need a
beginning and an end.
Beginning ● NEVER start your essay / report, saying, "In this essay /
Sentence(s) report,, I will" or "This essay / report, is about."
● Start strong. In your research, have you come across an
odd factoid or interesting quote? Try starting your essay /
report,with that.
● You could also start with an anecdote.

Middle ● The middle sentences cover the different points in your

Sentences essay / report,. If you've already planned which order to
write the points in the paper, you already know which
order to place them in your introductory paragraph.
● You don't have to include every single point, but make
sure the important ones get in there.

Ending ● ● All the previous sentences have been building up to this--

Sentence your final conclusion.
● This statement expresses the overall idea of your paper
and shows where you stand on the topic.
 THE ‘BODY’ PARAGRAPHS- Sentence starters
Expressing a Viewpoint Comparison and Contrast
● According to my point of view, … Similarly, ...
● My position is that...
In comparison, ...
● In my view, ...
● As I see it, ... In the same way/manner, ...
● To me, ... Likewise, ...
● I think that... Just like (before), ...
● I believe that... Complementary to this...
● In my opinion, ... In contrast, ...
● It seems to me that... On the contrary, ...
● My stance is that…
This is in contrast to...
Cause and Result Starters On the other hand, ...
For this purpose... Whereas...
Since... However, ...
Otherwise... Nevertheless, ...
Subsequently... Notwithstanding...
That's why… Despite this, …
Due to the fact that…
And yet…
This means that...
For this reason… While this is the case…
Therefore… Then again…
With regard to… That aside…
Considering…it can be concluded that… Conversely...
It can be seen that…
It is apparent that…
After examining…
The connection...demonstrates…
 THE ‘BODY’ PARAGRAPHS- Sentence starters
For Prior or Background Ideas For Emphasizing
Prior to this… As usual…
Customarily… Above all…
Initially… Obviously…
In the past… No doubt…
Beforehand… In this situation…
Over time… Especially…
Traditionally… As a rule…
At the time of… Clearly…
The traditional interpretation… Without a doubt…
Recently… It should be noted…
In earlier… Positively…
Until now… For the most part…
Indeed…
For Additional Ideas More importantly…
In addition… Unquestionably...
Furthermore…
As well as… To Give Examples
Additionally… An illustration of…
Subsequently… Such as…
Another reason… Specifically…
Likewise… As an example…
Another essential point… To illustrate…
Firstly, ….secondly,... As demonstrated by…
Coupled with… It is shown….
In the same way… This can be seen…
Ten again… For instance…
Moreover… For example…
Also… Markedly…
Equally important… In this case…
Including…
Especially...
VIVA
TYPES OF SUGGESTED QUESTIONS

● Summarise your research within 1 minute.

● What are the practical applications of your research?
● How does your research help in solving the underlying problems?
● How did you come up with the subject of your research?
● What was the source of inspiration behind this thesis/research?
● What is the key idea that is indispensable to your research ?
● What is the key focus of this research?
● What are the core areas of concern in your submission?
● What research methodology have you applied to address this issue?
● What were the alternative methods you could have used to address the subject matter of concern?
● Why did you feel it necessary to spend your resources in this area of study?
● What aids did you use to support your research?
● Which source of reading did you find most helpful in your research?
● Can you list 3 memorable learnings from this project ?
● What do you know of the recent developments in this field?
● How did you come up with the interview questions?
● Describe any one necessary decision taken in the process of the project.
● Share the strong and weak aspects of your research.
● What is the relevance of your research in the current scenario?
● Where do you think your research can be practically applied?
● What would you say you have achieved in the process of this project?
● Elaborate on how your findings relate to this topic.
● Highlight the strong and weak areas of your research.
● What were the major motivations behind this research?
● What study/ research, according to you, should be a follow-up to this project?
● Who will be more interested in this research project?
● Which of your research observations are you most interested in/curious about?
● What is the area in which you wish to be examined?
● What have you done that merits a good grade?
● Summarise your key findings.
● What’s original about your work?
● Which topics overlap with your area?
● Where do current technologies fail such that you (could) make a contribution?
● Which of your findings is your personal favourite?
● Why did you choose this method to conduct this research?
● What motivated you to conduct this research?
● What was the biggest challenge that came your way?
● How would you evaluate your work on a scale of 1-5? Why
● Share an unpleasant experience you’ve had during the course of this project?
● What would you say was the biggest challenge and how did you overcome it?
● How did you/ your team/ group decide on the share of responsibilities/ area of responsibilities?
● Could you manage to stick to the deadlines mentioned in your planning sheet? (Why not?/ How did you manage?)
● What advice would you share with your peers, based on your learning through this project?
● Share a couple of enjoyable moments during the project working?
● Which of your findings is your personal favourite?
● Why did you choose this method to conduct this research?
● What motivated you to conduct this research?
● What was the biggest challenge that came your way?
● How would you evaluate your work on a scale of 1-5? Why?
● Were you short of any resource while conducting this research?
● How did you deal with the ethical implications of your work?
● Do you feel that this issue/ topic was worth working on? Why?
● What would you have gained by using another approach?
● What would have improved your work?
● What are the main issues and debates in this subject area?
● What motivated and inspired you to carry out this research?
● Could you have managed the workings of this project better on your own / in a team / in a group? Why?
 REFLECTIONS
QUESTIONS
1) What were some of the most interesting discoveries I made while working on this project? --About the
problem? About myself? About others?
2) What were some of my most challenging moments and what made them so?
3) What were some of my most powerful learning moments and what made them so?
4) What is the most important thing I learned personally?
5) Did I use the right choice of tools/ procedures in my process ? Could I have done things differently? How?
6) What moments made me most proud of my efforts?
7) How often did I need to discuss things with my group members/ change my plan of action? Why?
8) When did I realize that I had come up with my final best idea/solution?
9) How do I feel my work contributes to real-world situations and problems?
10) What most got in the way of my progress, if anything?
11) How well did I and my team communicate overall?

12) When did my collaborative communications fall short of the group's expectations, if ever?

13) What were some things my teammates did that helped me to learn or overcome obstacles?

14) How did I help others during this process? How do I feel I may have hindered others?

15) Were my milestones and goals mostly met, and how much did I deviate from them if any?

16) What did I learn were my greatest strengths? My biggest areas for improvement?

17) What would I do differently if I were to approach the same problem again?

18) What's the one thing about myself above all others I would like to work to improve?

19) How can I better support and encourage my teammates on future projects?

20) How will I use what I've learned in the future?

(Source-wabisabilearning)
REFLECTIVE SENTENCE FRAMES

When reflecting and analyzing thoughts, it easier to start the reflective writing process with sentence frames.
1. I wonder,…
2. I discovered,...
3. I think,…
4. I learned,…
5. I've reflected on,...
6. After further reflection I,...
7. What I thought (believed) was wrong,...
8. My imagination was on fire after,..
9. I know my understanding is,..
10. My mind was changed after reading,...
11. I have considered many ideas/thoughts/facts,…
12. How did/do I feel after learning/ reading,…
13. What would I say about,…
14. I have two/three takeaways after learning/ reading,…
15. For me the most important/interesting idea/issue/fact was,…
16. A few suggestions that I will give myself,…
17. I have improved my understanding of,…
18. Having learned about,… I feel/ know/ question/ think/ wonder/ understand/
doubt/ felt/ realized,…
19. Because I do not fully comprehend I will need to,…
20. My comprehension/ understanding/ knowledge was expanded after/ when I,…
21. This knowledge could be essential for me, in my,…
1. Previously I thought (did not think),…
2. My new understanding of,…began after I…
3. I have developed a deep appreciation for,…
4. Initially, I questioned my understanding about,…
5. Having learned/ studied/ read I know feel/ think/ know/ realize/ wonder/
question/ know,…
6. Initially, I never questioned,…
7. This new insight/knowledge/understanding is essential for me because,…
8. After researching the important facts, I was surprised by,…
9. This makes me feel,…
10. For me, I am not yet certain about...
11. The significant/relevant/poignant/important for me was,…
12. What I discovered today is,…
13. I've deliberated on many issues,…
14. I've found a new way to look at this,…
15. I see some things in a new light,…
16. What I never considered before was,…
17. What I was hoping to learn/discover/uncover is...
18. I recently figured out why/how/who,…
19. I was challenged when,…
20. I slowly changed my mind about,…
21. I had some pretty strange notions about,…
22. I learned that...
23. More often than not I …
24. A different idea I have on...
25. A few interesting things I've learned,…
26. On (Mention date) - I was inspired to,…
27. I’ve discovered that,…
28. There are many (or different) ways to look at,…
29. After careful deliberation,…
PARAMETERS FOR OVERALL ASSESSMENT
Criteria for speaking abilities:
Pronunciation, Vocabulary, Accuracy, Interaction, Fluency

1. Pronunciation:
Required to clearly articulate words, pronunciation of unusual spellings and use intonation.

2. Vocabulary:
Use of extensive and appropriate vocabulary during the viva. Use of vocabulary appropriate to the project’s context

3. Accuracy:
Use correct grammatical structures.

4. Communication:
Creative use of the language to make their points understood

5. Interaction:
● Able to understand and answer questions independently or only when the questions are translated into simpler words or repeated
● Able to give appropriate responses in a conversation?

6. Fluency:
How comfortable are the students as they express themselves?
How easily do the words come out?
Are there inappropriate pauses and gaps in the way a student speaks?
 Acknowledgements
A project is a golden opportunity for learning and self-development. We consider ourselves
fortunate and privileged to have such wonderful mentors guide us through the journey for the
completion
of the project.

Our sincere thanks to Dr. Yash Dutta, Principal, Sacred Heart Convent, Ganganagar, who
despite being extraordinarily busy took time out to address us and guide us.

Our heartfelt gratitude tour Teacher Guide, Ms. Karuna Thyagarajan, for her patience and
belief in us. Her exemplary investment in the complete process, constant encouragement
and insightful feedback helped us achieve our objective/s.

We would also like to thank the principal and faculty of Tirampal Secondary School,
Chitkal village, Ganganagar for allowing us to conduct our research amidst them. Lastly,
we would like to thank our family members whose support helped us complete the
project within the deadline.
THANK YOU