নবম শ্রেণির ইংরেজি স্মানাষিক মূল্যায়ন ২০২৪ ও সমাধান
Assessment Date: 03/07/2024
Subject: English
Class- IX
1st Summative Assessment Guideline
Chapter: 1
Activities 1.3.2, 1.3.3 Teachers observe the learner’s use of strategies to outline/extracts facts and the way students have recorded them in column 3 of the table given in the activities (see page 15).
1.3.2; Now, read the note on “Facts and Opinions’ again and choose the suitable characteristics from the following list and arrange them in the two column below. Afterwards, share your ideas.
Characteristics
- Always true and can be proven
- An expression of belief about something
- Rely on observation or research
- Based on assumptions
- Has credible sources like research, newspaper etc.
- The source of the information may be the teacher, mother etc.
- To me, walking is the best way to visit a new place
- My mother has a driving licence
- . Universal
- Varies from one person to the next
- Debatable
- Has the power to influence or persuade others
- According to ‘The New Nation’ the literacy rate……..
- Supported by evidence
- Involves our physical senses, like hearing, seeing, smelling, touching, or tasting
Add numbers as many as you need
| Fact | Opinion |
| 1. Always true and can be proven | 1. An expression of belief about something |
| 2. Rely on observation or research | 2. Based on assumptions |
| 3. Has credible sources research, newspaper etc. | 3. Debatable |
| 4. Universal | 4. To me, walking is the best way to visit a new place |
| 5. My mother has a driving license | 5. Varies from one person to the next |
| 6. Involves our physical senses, like hearing, seeing, smelling, touching, or tasting | |
| 7. According to ‘The New Nation’ the literacy rate…… | |
| 8. Supported by evidence
9. The source of the information may be the teacher, mother etc. 10. Has the power to influence or persuade others |
|
1.3.3 Read the following texts. Then, discuss in pairs/groups to identify the facts and opinions in the texts. Afterwards, write down the strategies you used to distinguish between facts and opinions. Finally, express how the writer’s opinions influence your thoughts and opinions about the topics.
| Fact | Opinion | Strategies you used to separate facts and opinions | How the writer’s opinions influences your feelings/ opinions/ thoughts |
| The 1954 Nobel Prize in Literature was awarded to the American Authos Ernerst Hemingway (1899-1961) | Organizations for writers palliate the writer’s loneliness but I doubt if they improve his writing. | The writer used “I doubt” which means the writer has shared his own opinion. | The writer’s opinion has positively influenced my thoughts. |
| Unwilling to travel, after two nearly fatal plane crashes, Hemingway asked John C. Cabot, the Ambassador to Sweden at the time to read his acceptance speech. | It would be impossible for me to ask the Ambassador of my country to read a speech in which a writer said all of the things which are in his heart. | The writer has used-“It would be impossible’ to express doubt. It means the writer has shared his own opinion. | The writer’s opinion has made me realize that one’s emotions and thoughts may not be easily conveyed through someone else’s voice. |
You can list you responses in the following grid.
| Fact | Opinion | The strategies you have used to separate facts and opinions | How the writer’s opinions influences you feelings/ opinions/ thoughts |
| Theodore Roosevelt gave his “Citizenship in a Republic Speech” on April 23, 1910, at the Sorbonne in Paris | A country’s success depends on disciplined work and character. | The opinion is debatable. Some will agree, while others will opposed based on different ideologies and cultural values | The writer’s opinion has positively influenced my thoughts. |
| Theodore Roosevelt is the 26th President of the United States. | He is hero to million Americans. | The opinion is subjective and may vary depending on the Americans. | The writer’s opinion has helped me understand the difference between fact and opion. |
Activity 1.4.1 Teachers observe students’ responses to the text titled “Touch a New Height” as they, in groups or pairs, discuss and distinguish between the facts and opinions given in the text.
1.4.1 Read the following story of Farid, Then, in pairs/ groups. Identify the underlined sentences as facts or opinions. Also, discuss why you they are facts or opinions. Later, share your responses with the class.
| Facts | Opinions |
| Following the plan, one day they reached the famous mountain spot in the Keokradong and were surprised to see many people climbing the mountains. The statement describes a specific event that has already happened. It provides details about Farid and his friends following a plan, reaching a particular mountain spot, and being surprised by the sight of many people climbing the mountains. | We all need courage to start pursuing our goals. |
| People who were already there welcomed him with a round of applause/ greeted him | He thought that climbing to the next hill will be fun and challenging instead of campaign here. |
| He replied, “Most people in the crowd right there are happy with what they find easy. | |
| They don’t think that they have the potential to achieve more. | |
| Even people who are not happy they are do not want to take any risk. | |
| They think if they take risks, they will lose what they already have | |
| But to reach a new peak, we need to put in our effort. | |
| Many of them do not show any courage, and they remain part of the crowd the whole life. | |
| And keep complaining about the handful of courageous people and call them lucky. |
Chapter: 2
Activity 2.3.2 Teachers observe students’ written responses to the questions (on page 23) regarding students’ feelings and opinions about the poem ‘Crossing the Bar’.
2.3.2 Now, read the following summary of the poem for your better understanding and answer the following questions.
In the poem, the poet talks about death and the journey into the afterlife. Here, he uses symbols from nature like sunset, evening star, sea, tide, foam, twilight, evening bell, and flood to explain his feelings and ideas. Besides, if you read carefully, you can understand that like others, the poet also expresses his desire to cross the bar between life and death without sorrowful farewells. The poem accepts the truth that we have to leave this world, and he wishes to be calm and peaceful in the face of morality.
Question:
(a)What is the poem about?
(b) Have you found any symbols in the poem? If yes, what are those?
(c) Do you think symbol helps the poet express his ideas in a better way? If yes, explain with an example.
Answers:
(a) The poem reflects on the theme of death and the transition from life to the afterlife. Tennyson wrote this poem in the last days of his life, and it is often interpreted as a reflection on his own morality. It is noted that from the first line to the last of the poem.
(b) “Crossing the Bar” by Alfred Lord Tennyson is rich in symbolic imagery. Here are some Key symbols in the poem:
The Bar: The central symbol in the poem is the “bar” which represents the boundary between life and death.
The Sea: The act of ‘putting out to sea’ can be interpreted as a metaphor for the journey into the afterlife, symbolizing the crossing from the realm of the living to realm of the dead.
The Setting Sun: The setting sun in the poem represents the end of the life.
Twilight and Evening Bell: These elements symbolize the closing of a day or life.
Pilot: The “Pilot” mentioned in the poem can be seen as a symbol representing a spiritual guide who guide the poet’s ship as it crosses the bar during the journey from life to death.
(c) Sunset and evening star: “Sunset” and “Evening star” represent the end of the day. Just as the day is about to end, the speaker says that his life is drawing the journey from life to death.
Clear Call: The word ‘clear call” represents that someone is calling the speaker. It is a clear, unmistakable call. It is call of death. The speaker believes that he is approaching towards death.
(d) Yes, I think symbols are powerful tools in literature that help express complex ideas, themes, and emotions more effectively. For example, a heart can symbolize love, a dive peace, or a clock the passage of time, Symbols have the ability to evoke emotions and create vivid mental images. They can also trigger an emotional response and enhance the overall impact of the writing.
Activity 2.3.4 Teachers observe students’ written responses in the table given on page 25 to match the sound images with their purposes as used in the poem ‘On the Grasshopper and Cricket’.
2.3.4 Now, in groups, read the poem again and match the sound images (auditory imagery) in column A with their description in column B
| Column A | Column B |
| (a) a voice will run/ From hedge to hedge about the new-mown mead | (i) creates a visual images of birds seeking refugee from the hot sun in the shade of trees |
| (b) there shrills/ The Cricket’s song, in warmth increasing ever | (ii) Creates a sense of heat and warmth from the sun’s intensity |
| (c) hide in cooling trees | (iii) The line suggests the sound of a voice travelling from one hedge to another. The lines have created an auditory image of movement and communication |
| (d) faint with the hot sun | (iv) Suggests the cold and frosty atmosphere of winter |
| (e) lonely winter evening, when the frost | (v) The word ‘shrills’ and the mention of the Cricket’s song evoke the auditory experience of the sound the Cricket makes, which adds to the imagery of warmth and increasing sound. |
Answer: (a+iii) ; (b+v) ; (c+i) ; (d+ii) ; (e+iv)
Activity 2.4.1 Teachers observe students’ group discussion as they identify examples of visual/auditory/sensory images used in the poem and share with the class how these images help them connect with the nature.
2.4.1 Now, select a poem (in Bengali or English) from your textbook or any other book that displays the beauty of nature. Then in groups, identify the images that can be visualized, heard and sensed in the poem. Then, describe how the images contribute to making a connection between you and nature. Finally, share your responses with class.
Here are some images that can be visualized, heard and sensed in the poem “Our Small River”
| Visual Images | Auditory Images | Sensory Images |
| The winding small river, the blooming reed forest, and the lush greenery spreading across the forest create vivid visual imagery, painting a picturesque scene and connecting the reader with the beauty of nature. | The rhythmic sounds of the river, the depth of water up to the ankle in the month of Boishak, and the twinkling or glittering of sand contribute auditory richness, immersing the reader in the sensory experience of the environment. | Sensory details like the fluttering of shaliks and the act of dipping scarves in water appeal to touch, offering a tactile connection with the surroundings. |
How the images contribute to making a connection between me and nature.
Answer: These images collectively foster a profound connection between me and nature by engaging the senses. I can visualize the scenic beauty, hear the natural sounds, and feel the textures described in the poem. Such a multisensory experience enhances the appreciation for the natural world, aligning with poet’s intent in portraying the deep connection between me and the environment.
Chapter: 3
Activity 3.3.2 Teacher observes students’ responses to the questions on page 40 based of identifying features of argumentative writing.
3.3.2. Now, let’s check our understanding! Read the note on ‘Argumentative Writing’ again and tick the best one from the alternatives given below.
(a) What is the first part of an argumentative essay?
(i) Greetings (ii) Conclusion (iii) Topic presentation (iv) Introduction
(b) Which of these describes the topic of an argumentative essay?
(i) Theoretical statements (ii) Thesis statement (iii) Expository statement (iv) Introductory statement
(c) How many parts in the argumentative essay made up of?
(i) 2 (ii) 3 (iii) 4 (iv) 5
(d) Which of these is required to be chosen before working on an argumentative essay?
(i) Topic (ii) Type of essay (iii) Age of the readers (iv) Number of the readers
(e) Which of these supports the writers’ claim?
(i) introduction (ii) Conclusion (iii) Reasoning (iv) Explanation
(f) What is the main argument of an essay?
(i) Introduction (ii) Explanation (iii) Claim (iv) Conclusion
(g) What is the information that supports the writer’s reasoning?
(i) Conclusion (ii) Topic (iii) Claim (iv) Evidence
(h) What is the purpose of a refute?
(i) To introduce what the essay will be about (ii) To prove that the opposing opinion is wrong
(iii) To summaries all the ideas (iv) To provide background information
(i) Facts and data that support reasons in an argumentative essay are called ———-.
(i) reason (ii) position (iii) evidence (iv) counterargument
(j) The purpose of the conclusion is to ———-.
(i) give new information (ii) restate the argument and the reasons
(iii) restate the attention grabber and background (iv) give evidence and details
Answer: a(iv); b(ii); c(ii); d(i); e(iii); f(iii); g(iv); h(ii); i(iii); j(ii)
3.3.4
Teachers check students working in groups/pair as they (Ss)analyse and respond to the questions a-h (page 44) based on the argumentative text.
3.3.4 Read “the Sense of Beauty: Balancing our Inner and Outer Focus” against and in pairs/ groups discuss the answers of the following questions given below. Finally, share your answers with the class.
(a) Have you found the writer’s claim/ point of view in the essay?
(b) Where have you found it?
(c) How many body paragraphs are there in the essay? Do they have different arguments? If yes, what are they?
(d) Are the introduction and conclusion focused on the main point of the essay?
(e) Did the writer use any hook/ attention grabber in the essay? If yes, what is it?
(f) Did the writer use any counterargument? If yes, what is it?
(g) What are the transitions you have found in the essay?
(h) As a reader, can you easily follow the writer’s flow of ideas? Explain with examples?
Answer:
(a) Yes, the writer’s claim or point of view in the essay is that beauty may have subjective elements and also have objective aspects that universally evoke positive feeling in individuals. He further claims that the sense of beauty should involve a balance between the appreciation of both the inner qualities of a human being and external aesthetics.
(b) The writer’s claim or point of view in the text is that the sense of beauty should involve a balance between the appreciation of both the inner qualities of a human being and the external aesthetics present in the world. This claim is evident in statements such as “While beauty may be subjective to some extent, there are objective elements that universally evoke a sense of awe, pleasure, and inspiration in individuals. It encompasses the appreciation of both inner qualities and external aesthetics.”
(c) There are three body paragraphs in the text. The first body paragraph emphasizes that beauty transcends physical appearance and is rooted in qualities such as a beautiful soul, thoughts, and literature. The second paragraph emphasizes the significance of inner beauty, which encompasses qualities such as kindness, compassion, wisdom, and integrity. The third paragraph highlights that beauty enriches our lives by stimulating emotions, sparking imagination, and providing a source of inspiration. It also highlights how the outer beauty, like the composition of a symphony, the vivid colors of a painting, or the delicate design of a flower, awakens our senses and evokes feelings of joy. wonder, and tranquility.
- The introduction and conclusion focus on the main point of the text. And that is, striking a balance between inner and outer beauty embraces the full spectrum of human experience. Recognizing and nurturing the sense of beauty as a powerful force brings meaning, joy, and harmony to our existence.
- The text does not explicitly start with a hook or attention grabber, but it starts with a strong statement about the fundamental aspect of the sense of beauty.
- The text does not present a clear counterargument. Rather, it acknowledges that some argue for a primary focus on inner virtues and others claim external beauty deserves equal attention to inner beauty. So it does not engage in a direct counterargument.
- In the introduction part, the writer states that a sense of beauty prevails everywhere and encompasses the appreciation of both inner qualities and external aesthetics.
In the first line of the first body paragraph, he states that beauty is not only limited to external perceptions; rather, beauty is rooted in a pretty soul, beautiful thoughts, and beautiful literature. As a transition sentence, he further writes in the last sentence of the first body paragraph, “Beauty is not necessarily felt and appreciated by other people; it emerges within oneself.”
In the first line of the second body paragraph, the writer says what inner beauty encompasses, and in the last sentence of the same paragraph, he says the significance of inner beauty. And he writes as a translation, “Inner beauty serves as a moral compass that guides our interactions and shapes our relationships, contributing to a more harmonious and compassionate society.
In the first sentence of the third body paragraph, he writes that beauty brings enrichment to our lives. In the last line of the same paragraph, he again writes, “By exposing ourselves to beauty, we cultivate a richer and more meaningful existence.
In the conclusion, the writer restates the main point of the text. And that is: striking a balance between inner and outer beauty embraces the full spectrum of human experience. Recognizing and nurturing the sense of beauty as a powerful force brings meaning, joy, and harmony to our existence
- Yes, I can. The flow of ideas is well developed in the introduction, body paragraphs, and conclusion. The essay progresses successively from presenting the fundamental nature of the sense of beauty in human existence the inner and outer aspects of beauty to its significance for individuals and society,
Activity 3.4.2
Teachers check students’ individual production of an argumentative written text following the
Organizational features and steps a-f.
3.4.2. It’s time to work! Let’s see, say and sort the problems around us. Follow the given instructions and take necessary help from your teachers, family, friends etc. to complete the work.
- First, identify some issues around you that need to be addressed and prepare a list of them.
- Then, think and discuss in pairs/groups to decide on one issue from the list. Choose one that you can argue on and write your topic and determine your position.
- Next, talk to the people around you to know their opinions regarding the topic and take notes to use further.
- Now, read all the arguments you have got and plan your argumentative essay. Write the introduction, and body paragraphs (2-3 your arguments and 1-2 counterarguments you got from your conversation with the people), explain the arguments and use evidence to support the arguments. Finally, write the conclusion.
- Here, edit your writing and write the final draft.
- Now, share it with the class. Also, you may publish it in your school magazine or any newspaper to draw the attention of the concerned authority.
Answer:
- Identifying Issue
| Category | Issue |
| Gender Equality | Women’s rights, Global Feminism |
| Health | Maternal Health, Extreme Poverty, Limited Access to Health Care Service for certain Groups |
| Human Rights | Human Rights Violations |
| Education | Fund Crisis in Education |
| Youth Unemployment | Lack of Job Opportunities for Young People |
- Choosing an Issue: After thinking and discussing in groups, we chose “Fund Crisis in Education”
Topic: Fund Crisis in Education
Position: Arguing for more funding in education
- Collecting Opinions: We have collected opinions by talking to people around us, including students, teachers and parents. Parents are worried about the quality of education and the lack of access to educational resources. Students reveal disappointment about limitation to necessary study materials.
- Planning and writing of an argumentative essay
The Imperative of Increase Funding for Education
The role of education is shaping the future cannot be overstated. As societies evolve, the demand for education is also increasing. However, the issue of inadequate funding poses a significant obstacle to achieving the full potential of education.
| This essay argues that increasing funding for education is necessary because it is impossible to provide students with access to modern textbooks, educational materials, and extracurricular activities without enough funds. |
| One of the reasons why I argue for increased funding is that insufficient funding hampers the ability to provide students with up-to date textbooks. |
Outdated textbooks hinder their capacity to stay abreast of contemporary knowledge and advancements. With increased financial support, we can ensure the regular updating of textbooks, Lining up educational content with their latest developments. Another reason that calls for increased funding is that insufficient resources limit accessibility to essential materials. Lack of resources, such as a computer lab, a science lab, and other updated learning materials, hinders the learning process. Therefore, learning efficiency is seriously interrupted.
| Surveys show that a significant percentage of students lack access to up-to-dated educational materials. |
So we can say that a lot of funding is required to make education more fruitful.
| Furthermore, to provide students with access to extracurricular activities in all institutes, a sufficient amount of funding is necessary. |
Limited access to sports, arts, and other activities in our society creates a disadvantage for our students. Extracurricular activities play a vital role in comprehensive development. Nut underprivileged schools often face limited opportunities to provide activities beyond the curriculum. Students in privileged schools have more opportunities for extracurricular activities, which can enhance their overall learning experience.
| A survey reveals a significant disparity in the availability of extracurricular programs among schools. |
Therefore, adequate funding is imperative to equalize access to these activities, which w3ill foster a better education.
| Some may argue that because of budget limitations, an additional budget for education is not possible. Due to budget constraints, authorities cannot provide the required resources. |
We acknowledge the issue of budget constraints, but for long-term benefits, the authority can invest more in education, transferring funds from unproductive sectors to education.
We may conclude by saying that
| increased funding in education is crucial for the development of a nation. |
By addressing the issue, we can nurture the talent of every student. Some challenges may exist, but the evidence supports the need for change. It’s time to emphasize education and invest in education for its long-term benefit.
Chapter: 4
Activity 4.2.1 Students outlines various tonal expressions (e.g., reflective, persuasive, descriptive) by doing the matching activity.
4.2.1 Now read the following statements in column 1 and in pairs/ groups, match them with their tones (how you feel when reading the sentences) in column 2. Later, check your answers with the pair/ group next to you.
| Column 1 | Column 2 |
| a. The fluffy white clouds floated in the bright blue sky. | 1. Curious |
| b. Every mistake is an opportunity to learn and grow. | 2. Reflective |
| c. I wonder why some plants have different coloured flowers. | 3. Persuasive |
| d. Joining a club or extracurricular activity can help you develop new skills and make friends. | 4. Descriptive |
| e. When I think about my favourite hobby, it brings me joy and helps me relax. | 5. Inspirational |
Answer:
| Column 1 | Column 2 |
| a. The fluffy white clouds floated in the bright blue sky. | 4. Descriptive |
| b. Every mistake is an opportunity to learn and grow. | 5. Inspirational |
| c. I wonder why some plants have different coloured flowers. | 1. Curious |
| d. Joining a club or extracurricular activity can help you develop new skills and make friends. | 3. Persuasive |
| e. When I think about my favourite hobby, it brings me joy and helps me relax. | 2. Reflective |
Activity: 4.3.6
Students read a text and then do a matching activity to outlines various words and sentences given in the text and identify various tones expressed through them.
4.3.6 Now, read the text in Activity 4.3.5 again and identify the following tones in the text. You may list your responses in the following grid.
| Tone | Example words and sentences in the Text |
| The tone of optimism | |
| The tone of affection and care | |
| The tone of challenge and hardship | |
| The tone of comfort and security | |
Answer:
| Tone | Example words and sentences in the Text |
| The tone of optimism | “Your future is assured,” “Nothing can harm now,” and “this lovely world, these precious days.” |
| The tone of affection and care | “Your success in the ring this morning was, to a small degree, my success.” “Your mean a great deal of Zuckerman, and he will not harm you, ever.” |
| The tone of challenge and hardship | “The autumn days will shorten and grow cold” and “ the snow of winter” |
| The tone of comfort and security | “I feel peaceful, “ “Your future is assured, “ and “you will live to enjoy the beauty of the frozen world,” “You will live secure and safe, Wilbur, |
Activity 4.3.2
Students, in groups/pairs, analyse the purposes of various tones (e.g. formal, narrative, emotional etc.) given in the table by completing the table, especially column 3.
4.3.2 Read the given sentences in the left column and the respective tones in the middle column. Now in pairs/ groups, discuss and write in the next column how the statement gives the exact tones stated in the mid-column. One is done for you.
| Sentences | Tones | How the statement gives the exact tone |
| a. Joining a club or extracurricular activities can help you develop new skills and make friends. | Persuasive | Here, the writer inspires the reader to join a club or extracurricular activities, and it explains the benefits of joining a club or extracurricular activities. |
| b. Please ensure that your assignments are submitted on time. | Formal | The statement’s tone is formal as it uses polite language “please ensure”. It stresses a professional expectation for timely submission of assignments. |
| c. Guess What? I got an A+ in SSC! | Informal | The tone is informal as the statement starts with an informal expression (Guess what?). It exchanges personal information setting a relaxed and conversational manner. Exclamation points and abbreviation like “A+” add to the informal tone. |
| d. I will never forget the day I went on a thrilling roller coaster ride at the amusement park. | Narrative | This statement has a narrative tone since it describes a particular event in a story telling manner while recounting a personal experience. |
| e. When I think about my favourite hobby, it brings me joy6 and helps me relax. | Reflective | The statement’s tone is reflective, as the statement involves a reflection of the favourite hobby on emotions and well-being. |
| f. On my birthday, the heartwarming surprise from my friends made me feel grateful and loved. | Emotional | The tone is emotional as the speaker expresses strong feelings of gratitude and love in response to a touching birthday surprise from his friends. |
| Sentences | Tones | How the statement gives the exact tone |
| g. Should students be allowed to have cell phones in school? There are strong arguments both for and against this issue. | Controversial | The tone is controversial, as the statement presents a topic that elicits opposing viewpoints and acknowledges the presence of strong arguments on both sides of the issue. |
| h. I don’t think the weather will clear up for our outdoor field trip/ study tour. It’s been raining all week. | Pessimistic | The statement’s tone is pessimistic since it expresses a negative expectation regarding the weather for an upcoming outdoor field trip. It points to the persistent rain as a cause for concern. |
| i. I won’t tolerate anyone disrespecting me or my friends. Go away! | Aggressive | The statement’s tone is aggressive because it takes a firm stance against disrespectful behaviour and ends with an order for someone to leave aggressively. |
| j. How does the Internet work? I’m really curious about the technology behind it. | Curious | The statement conveys a strong desire to understand the technology underlying the Internet. |
Activity 4.3.4
Students, in groups/pairs answer the questions a-e (page 56) by analyzing the purposes of tonality in the given text.
4.3.4 Read the following note and then in pairs/ groups, explain how the author’s feelings and emotions are hidden in the text through words. Finally, share your findings in the class:
How the author’s use of tones are reflected in the text
The author’s attitude and feelings towards Mr. Collins are characterized by a mixture of irony, criticism, and perhaps a touch of amusement. The author uses language that conveys a negative and mocking perspective on Mr. Collins’ character, upbringing, and education. Phrases such as “not a sensible man,” “deficiency of nature,” “illiterate and miserly father,” and “self-conceit of a weak head” highlight how the author wanted to portray Mr. Collins. The portrayal of Mr. Collins’ humility- ty is initially countered by self-conceit, and his association with Lady Catherine de Bourgh is shown with irony. While the text remains primarily a mockery, there’s an underlying layer of amusement in the portrayal of Mr. Collins’.
Question:
(a) What specific words or phrases did the author use to describe the character of Mr. Collins?
(b) How did the author use those words or phrases to describe Mr. Collins’ character?
(c) How does the author’s language affect your idea of Mr. Collins’ character?
(d) What emotions did you experience while reading text? Was it positive, negative, neutral, or sarcastic?
(e) Did the tone of the text change at any point? If yes, describe it.
Answers:
(a) The author used particular terms and expressions to depict Mr. Collins’ character, including “not a sensible man,” “deficiency of nature,” and “self-conceit of a weak head.”
(b) The author mockingly and negatively portrayed Mr. Collins’ character with these words and phrases. The description focuses on Mr. Collins’ lack of sensibility, the shortcomings in his nature, the negative influence of his father’s poverty and illiteracy, and his conceit, which results from a weak intellect.
(c) Author’s language shapes my impression of Mr. Collins as a character with significant flaw. The author presents a very unfavourable and critical pictures of Mr. Colliuns’ character. Words like “deficiency of nature,” “Illiterate” and “self-conceit” imply thatr Mr. Collins lacks positive qualities.
(d) While reading the text, I experienced negative emotions, considering the author’s critical and mocking tone. (e) Yes, The text changes its tone. Despite Mr. Collins’ unfavourable characterization, the author has found certain aspects of his personality amusing or hilarious. This provides a subtle element to the overall tone while acknowledging contradictions in Mr. Collins’ personality.
Activity 4.4.1
Students complete the table on page 60 to analyse the purposes of various tonality devices found in the five poems chosen by them.
Answer:
| Name of the poem | Tone of poem | Quote from the poem | Your explanation |
| a. “The Children’s Song” by Rudyard Kipling | The tone of the poem “The Children’s Song” can be described as solemn, reverent, and hopeful. টোনকে গৌরবময়, শ্রদ্ধাশীল, এবং আশাব্যজ্ঞক বলা যেতে পারে | Land of our Birth, we pledge to thee/ our love and toil in the years to be. | The poem expresses a deep sense of patriotism and devotion to one’s country, as well as a belief in the power of children to build a better future. |
| b. “Leisure” by William Henry Davies | The poem “Leisure” has a melancholy and reflective tone. একটি বিষন্ন এবং প্রতিফলিত টোন রয়েছে। | “A poor life this if, full of care, / We have no time to stand and stare.” | The poem expresses a longing for a simpler life, one in which there is more time to appreciate the beauty of the natural world. |
| c. “From a Railway Carriage” by Robert Louis Stevenson | The tone of the poem is exuberant, joyful, and childlike. টোন উচ্ছসিত, আনন্দময় এবং শিশুসুলুভ | FASTER than fairies
Faster than witches Bridges and houses Hedges and ditches |
The poem perfectly conveys the wonder and excitement of a young child expiring train travel for the first time and its speed. |
| d. “Stopping by Woods on a Snowy Evening” by Robert Frost | The tone of the poem could be best described as quiet reflection. কবিতা টির টোনকে শান্ত প্রতিফলন হিসেবে সর্বোত্তম ভাবে বর্ণনা করা যেতে পারে | The woods are lovely, dark and deep,
But I have promises to keep, And miles to go before I sleep, And miles to go before I sleep. |
The poem explores the conflict between the poet’s desire to enjoy the tranquility of a snowy woodland and his sense of responsibility to continue his journey. The poet is captivated by the serene scene of snow-covered woods but feels obligated to move on due to societal obligations and commitments. The poem reflects on themes of nature, duty, and the choices we make in life. |
| Avevi Avwme wd‡i-
Rxebvb›` `vk |
The tone of the poem is desirous and hopeful. টোন আকাঙ্খিত ও আশাবাদী | Avevi Avwme wd‡i avbwmwouwUi Zx‡i- GB evsjvq
nq‡Zv gvbyl bq- nq‡Zv ev k•LwPj kvwj‡Ki †e‡k |
The poet expresses a deep yearning to return to nature. He also expresses hope that he will be able to find a way to connect with nature, even if it is in a different from. |
Chapter: 5
Activity 5.2.2 Students complete the table on page 63 to identify the steps of writing a problem solving text by reflecting on a writing activity done by them.
5.2.2Now, reflect on the steps you have followed in doing Activity 5.2.1 and tick the steps you have followed from the given list to solve the problems.
| The steps | Yes | No |
| Identify the problem | ||
| Find out the reasons causing the problem | ||
| Identify the necessity to solve this problem | ||
| Find out some possible solutions first | ||
| Then, identify the effective solutions to the particular problems | ||
| Consider that the suggested solutions are realistic and implementable | ||
| Think about the duration of time it will take to solve the problem | ||
| Consider, how it would look like after the solution has been implemented | ||
Activity 5.3.2
Students, based on their reading of a text, various organisational features of a problem-solving text and analyse them to complete the description of the organizational features given in column 3 of the grid.
5.3.2 Essay on Conversation Confidence: Now read the following text and do the matching activity to check our understanding of the text. Conversation Confidence: Unlocking the Power of effective communication.
Read the following concept/ term in the first column and their description/ elaboration in the column next to it. Then match, the conceps/ term with their descriptions/ elaboration. Later share your answers with the class.
| Concept/ Term | Description/ Elaboration of concept |
| a. Conversation confidence | 1. Podcast, music, movies, announcements, weather forecasts etc. |
| b. Non-verbal cues in communication | 2. Difference in accent, speed, colloquial expressions or cultural differences. |
| c. Barriers of meaningful communication | 3. Tells about the key ways to develop conversation confidence |
| d. Hindrances of objective listening | 4. Joining language clubs, participating in language contests, or delivering short presentations in the target language |
| e. Challenges of new language | 5. The art of expressing oneself clearly, listening attentively, and engaging in productive exchange |
| f. A way to know the problems of the community | 6. Visiting the academy’s social media pages or listening to locally produced news |
| g. Authentic audio materials | 7. Having preconceived notions, biases, lack of empathy or being judgmental |
| h. Confidence-building activites | 8. Body language, facial expressions, tone of voice, hand gestures etc |
| I. Conclusion | 9. Fear in public speaking, being judged or criticised |
Answer:
(a+5): Note: Text Book page 70, line 6 (b+8): Note: Text Book page 70, line 20
(c+9); Note: Text Book page 70, line 12 (d+7); Note: Text Book page 70, line 17, 18
(e+2); Note: Text Book page 70, last para (f+6); Note: Text Book page 71, line 10
(g+ 1) Note: Text Book Page 72, line 6 (h+4); Note: Text Book 72, line second para first line
(i+3); Note: Text Book Page 72, last para
Activity 5.3.1
Students read a note on ‘The writing techniques for problem-solution text’ and write the main body paragraph 2 (solution) following the step by step process described in the note and in the instructions given on page 68.
5.3.1 Read the following note in the box on ‘The writing techniques for problem-solution text’ and share your understanding in pairs/ groups. Later, share it with the whole class.
Note
The writing techniques for problem-solution text Problem-solution text is a popular form of writing. Here, writers first describe or discuss a problem, convince the reader to care about it and finally, suggest solutions. A good problem-solution text suggests one or some well-explained solution(s) to solve the problem. In this type of writing, the focus is equally on both the problem and the solution. Now, look at the following structure that will help you to write a well-constructed Problem-solution text.
The structure of a problem-solution text:
Essay on Students are losing interest in attending school
The education system is a critical foundation for the success of students in life. However, the unfortunate reality is that many students struggle to maintain an interest in school. They may lose motivation and feel disengaged, leading to poor academic performance and even dropping out. As educators, parents, and guardians, it’s crucial to understand the root causes of this issue and find effective ways to address it.
What does it mean to “lose interest in school”?
Losing interest in school is a common phenomenon among students that refers to the gradual decrease in enthusiasm and motivation to learn. It is a multifaceted issue with various causes, such as a lack of relevance or interest in the subject matter, poor teacher-student relationships, or external factors such as bullying or family problems.
Students may begin to disengage from school, leading to lower grades, absenteeism, and, eventually, dropping out. Losing interest in school is a complex issue requiring careful attention and targeted intervention to ensure students remain engaged and motivated to learn.
The importance of addressing the issue
Addressing the issue of losing interest in school is crucial as it can significantly impact a student’s academic performance, mental health, and future prospects. They may also begin to exhibit behavioral changes, such as acting out or becoming withdrawn. These negative outcomes can have long-term consequences, such as limiting their career options and leading to negative outcomes in life. Moreover, when students lose interest in school, it can impact their mental health and well-being. They may begin to feel disconnected from their peers, lose self-confidence, and experience low self-esteem. This can lead to feelings of anxiety, depression, and hopelessness, which can further exacerbate the issue.
Impact on academic performance
When students lose interest in school, it can impact their academic performance. They may disengage from learning, leading to declining grades and absenteeism. They may also stop participating in class activities and assignments, leading to incomplete work and lower grades. This lack of engagement can also impact their ability to retain information, leading to a further decline in academic performance.
Furthermore, when students lose interest in school, it can impact their future academic and career prospects. Students who dropout of school are at a higher risk of experiencing unemployment and poverty later in life. They may also struggle to find employment or have limited career options, leading to a lower quality of life.
There are several signs that a student may be losing interest in school. One of the most common signs is a decline in grades. Students may begin to receive lower grades than usual or stop completing assignments altogether. Absenteeism is another common sign of losing interest in school. Students may begin to miss classes or skip school altogether, leading to missed opportunities for learning.
Behavioral changes are also a sign of losing interest in school. Students may become withdrawn, apathetic, or exhibit acting-out behaviors. They may also show changes in mood or behavior, such as increased irritability, aggression, or lack of motivation.
Common reasons for losing interest in school
Lack of relevance and interest in the subject
One of the most common reasons for losing interest in school is a lack of relevance and interest in the subject matter. When students do not see how the subject relates to their lives or future career goals, they may struggle to find the motivation to engage with the material. For example, a student who does not enjoy math may struggle to see the value in learning algebra or geometry. This lack of interest can lead to disengagement from the learning process, causing the student’s grades and motivation to suffer.
To address this issue, educators can use active learning techniques that help students connect the material to their lives. This can include incorporating real-life examples or providing opportunities for hands-on activities. Teachers can also try to explain how the subject relates to future career prospects and the real world.
Poor teacher-student relationship
Another common reason for losing interest in school is a poor teacher-student relationship. Students who do not feel supported or respected by their teachers may withdraw from learning. For example, a teacher who does not provide feedback or support to struggling students may cause those students to feel discouraged and lose motivation.
To address this issue, teachers can work to build positive relationships with their students. This can include providing regular feedback, being available for questions or concerns, and creating a supportive and respectful learning environment. When students feel valued and respected by their teachers, they are more likely to stay engaged and motivated in their learning.
Difficulty in keeping up with the curriculum
Keeping up with the curriculum can also be a reason for losing interest in school. When students struggle to understand the material or keep up with the pace of the class, they may become frustrated and disengaged. This can lead to a decline in grades and a lack of motivation to continue learning.
Teachers can use differentiated instruction to tailor the learning experience to the individual needs of each student to address this problem. This can include providing extra support or resources to struggling students or adjusting the pace of the curriculum to ensure that all students have a chance to keep up.
External factors such as bullying, family problems, or other life stressors can also affect a student’s school life. For example, students dealing with bullying or harassment may feel too anxious or overwhelmed to focus on their studies. A student experiencing family problems or personal issues may struggle to stay engaged in their learning.
To address this issue, educators and counselors can provide support and resources to students dealing with external stressors. This can include counseling services, support groups, or referrals to outside resources. By providing students with the tools and support they need to manage external stressors, educators can help make sure that all students have the opportunity to succeed in their academic pursuits.
There are several reasons why students may lose interest in school, and addressing these issues requires a multifaceted approach that involves providing students with the resources and support they need to stay engaged and motivated in their learning.
Strategies to help students stay engaged
Active learning techniques
One effective strategy for helping students stay engaged in their learning is to use active learning techniques. Active learning involves allowing students to participate actively in the learning process rather than simply listening to lectures or reading materials. Examples of active learning techniques include group work, project-based learning, and hands-on activities.
By using active learning techniques, educators can help students connect with the material more meaningfully. They can engage in discussions, collaborate with their peers, and apply their learning concepts to real-world situations. This can help students stay motivated and interested in their learning, leading to improved academic performance and a deeper understanding of the subject matter.
Creating a positive learning environment
Another critical strategy for helping students stay engaged in their learning is to create a positive learning environment. A positive learning environment is supportive, respectful, and safe. It is a place where students feel valued and respected and free to express their ideas and opinions.
To create a positive learning environment, educators can establish clear expectations for behavior, provide positive reinforcement for good behavior, and address any negative behavior promptly and respectfully. They can also create a welcoming classroom environment by decorating the room with posters, artwork, and other visuals that reflect the subject matter or student interests.
Incorporating real-life examples into the curriculum is another effective strategy for helping students stay engaged in their learning. Real-life examples can help students connect the material they are learning to their own lives, making it more relevant and meaningful. It can also help students see the value in their learning and motivate them to continue learning.
Educators can incorporate real-life examples using case studies, role-playing, or simulations that reflect real-world situations. They can also bring in guest speakers or take students on field trips to expose them to real-world applications of the subject matter.
Giving students a sense of control
Finally, giving students control over their learning can also help them stay engaged and motivated. Students who feel like they have a say in their learning are more likely to take ownership of their education and feel invested in their academic success.
To give students a sense of control, educators can offer choices in assignments, assessments, or subject matter. They can also provide opportunities for self-directed learning or project-based learning, where students have more control over the pace and direction of their learning.
Activity 5.4.2
Students produce a problem solving essay on an existing problem following the step by step guidelines and organisational features suggested in the activity.
Chapter: 6
Activity 6.3.2 Teachers check students’ answers to the questions about the organisational features of compare and contrast text.
Activity 6.3.2.1 Teachers check students’ completed grid in which they describe various features (e.g. the compared subject, the thesis statement etc.) of the compare-contrast text they have read.
Activity 6.4.1
Teachers check the final draft of the compare-contrast essay produced by students following the steps and organisational features suggested in the activity.
Activity 6.4.2
Teachers check the final draft of a compare-contrast essay produced individually by students following group work.