Bin-Sachivalaya Model Paper Part 02

Bin-Sachivalaya Model Paper Part 02

English at later levels: Higher-order skills  Vocabulary, reading, and literature

    The debate on “instructed” and “incidental” vocabulary acquisition suggests that the very large vocabulary¹⁵ required of a high-school student for academic purposes is not acquired in an all-or-none, “taught” manner, but built up gradually and incrementally through reading (cf. Krashen 1989; Schmitt 2000). When language is adequately taught in the early years, the learner can naturally build up these higher-order skills independently, with some guidance from the classroom. Research has also shown us that greater gains accrue when language instruction moves away from the traditional approach of learning definitions of words (the dictionary approach) to an enriched approach, which encourages associations with other words and contexts (the encyclopedia approach) (Fawcett and Nicolson 1991; Snow et al. 1991).

      Materials used or available as texts in class libraries may be in print as well as multi-media formats. Children must be exposed to a whole range of genres. As at all levels, but particularly at this level, the materials need to be sensitive to perspectives of equity (gender and societal) and harmony (between humans, and between humans and nature), given that a quantum of independent reading is expected (at least half a dozen pieces in a year). Sensitisation to language as a vehicle of gendering can also be initiated for those groups where teacher and student competencies permit this; this is an ideal area for an across-the-curriculum exploration of language use.

Download Click Here

Paper 01 Click Here

Part 02 Click Here

Paper 02 Click Here

Paper 03 Click Here

Part 02 Click Here


Bin-Sachivalaya Model Paper Part 01  Click Here


Talati Model Paper All - Click Here


Gujarat na Jilla All With Picture - Click Here