class 10 asl problem solving task

ASL-Assessment of Speaking & Listening ( XI & XII ) CBSE

by Vandana | Sep 26, 2021 | Vandana | 13 comments

Acknowledgement : Ms Vandana Harit – Lecturer English & Resource Person- Directorate of Education, GNCTD (For audios)

My Lovely friends…. I have uploaded ASL audio recording as per CBSE Guidelines and tasks available on the CBSE website prepared by Trinity College, London. The above recording is First set of 4 tasks that can be used for XI /XII ….. The Second Set I will upload soon…. Till then, dear educators you may use it either with class XI or XII.

Script with Ans Key and student’s Questionnaire is enclosed. Kindly acknowledge 🙏

Script with Ans Key and student’s Questionnaire is enclosed.Kindly acknowledge 🙏

It’s very useful. Thank you so much for sharing. It shows how selfless and commited to your profession. Moreover the pronunciation, intonation and stress is awesome. Thanks a lot mam

Thanks a lot

Please upload for class 9 n 10 too.

Sure…soon

Respected Vandana Ma’am May God Bless You abundantly for your unstinting and untiring support

Thanks and love loads

Yeah join the group ENGLISH LECTURERS INDIA GROUP -6https://chat.whatsapp.com/IoUzR19oQyg2DWHUUdiVv7

This is very best pletform of education

Thank you very much Madam for your relentless support and efforts to make our task easier.

Thanks for sharing. I read many of your blog posts, cool, your blog is very good.

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Skills for Success defines Problem Solving as the ability to identify, analyze, propose solutions, and make decisions. Problem solving helps you to address issues, monitor success, and learn from the experience.

Discover the language in Problem Solving         

Problem Solving requires communicating with others in a way that conveys a willingness and ability to find solutions to challenges and unexpected situations. It involves receptive, expressive, reading and writing, often in combination; for example:

• Watching and reading carefully and posing questions to understand the challenges posed by a situation.
• Locating, interpreting and analyzing relevant information to identify reasons for a problem, its effects and possible solutions.
• Expressing or presenting possible solutions, including a rationale.
• Discussing options while conveying respect for others’ ideas, and recognition of one’s own biases.
• Understanding and following instructions related to problem-solving tasks.
• Interpreting feedback on a solution that has been implemented.

Explore work-related examples at each CLB stage         

The Canadian Language Benchmarks (CLB) describe communicative ability in English as a Second Language (ESL). The CLB organize 12 benchmarks into three stages of ability: Stage I (Basic), Stage II (Intermediate) and Stage III (Advanced).

Learners may already possess Problem Solving skills but lack the English and the sign language to demonstrate them. For this reason, there is no direct correspondence between Problem Solving and CLB levels.

The examples below show the language involved in demonstrating Problem Solving.

Demonstrating Problem Solving at CLB Stage I

Point out a hazard to a supervisor using gestures, signed words or ASL signs and simple phrases.

Watch and understand the description of a supervisor about what to do when a customer is upset; indicate understanding or non-understanding; ask for repetition or rephrasing as required.

Tell a co-worker that there is a problem with a routine work process; watch and read their advice on how to solve it.

Tell a supervisor that the company’s cell phone policy presents a problem for your family; ask for permission to carry your cell phone.

Read simple step-by-step instructions accompanied by diagrams to troubleshoot a piece of equipment that has stopped working.

Write a brief note to a supervisor to inform them of a shortage of supplies.

Demonstrating Problem Solving at CLB Stage II

Discuss the possible causes of a problem with co-workers; propose a solution.

Express strengths and limitations for two different solutions to a straightforward problem; suggest a compromise.

Read a customer email containing a complaint; respond by expressing empathy, summarizing the problem, identifying the cause and suggesting a possible solution.

Read an employee policy handbook to determine how to address a perceived policy breach; follow the steps and write a message to notify your supervisor.

Write an email to a supervisor to point out a dangerous working condition; explain the condition and possible consequences.

Demonstrating Problem Solving at CLB Stage III

Lead a discussion to explore solutions to a complex workplace problem; pose questions to help others expand on, justify and clarify their ideas; summarize and link ideas to facilitate consensus.

Interact effectively with a key client to identify a complaint and negotiate a mutually beneficial outcome.

Express the main issue to be resolved in a complex problem; identify key aspects to consider, and possible causes.

Read a proposal to evaluate whether the objectives, timelines, work activities and possible challenges will address a given problem.

Read and understand employment standards to determine if an employee complaint is justified.

Write a detailed report to address a workplace problem; include an analysis of the problem, its causes, and possible solutions.

XI/XII – ASL – Frequently Asked Questions

FAQs about Listening and Speaking Skills

Q1. What are listening and speaking skills?

Ans. Good communication skills improve and raise the selfesteem of a student; CBSE essentially desires that the  students acquire proficiency in it by the time they leave the portals of the school. In the present day global markets, the speaking and listening are considered to be the essential skills of real life. Effective spoken communication (speaking skill) requires being able to express your ideas and views clearly, confidently and concisely in speech, tailoring your content and style to the audience and promoting free-flowing communication. Whereas listening skills are ways to help you listen to something more effectively and be able to comprehend the message being communicated.

Q2. Why is listening important?

Ans: Listening is important to a child’s development. Even before s/he can speak, a child responds to sounds around him/her- mother’s voice, another baby’s cry. Listening skills are extremely important for academic development. Listening to others speech is an important part of communication, speech, and language development.

Q3. What are the different types of listening?

Ans. There are four basic types of listening skills. These are:

(a) Inactive listening, where you hear the words but your mind is far off and no communication takes place. (b) Selective listening where you hear only what you want to hear. (c) Active listening, where you listen closely to content and intent and; (d) Reflective listening, which is active listening when you also work to clarify what the speaker is saying and make sure there is mutual understanding.

Q4. What is the difference between hearing and listening?

Ans. Hearing is the act of perceiving sound and receiving sound waves or vibrations through your ear. Listening is the act of hearing a sound and understanding what you hear. Hearing is a skill where you use your ears only. It is one of the five senses. Listening uses different senses, like the sense of hearing, seeing, or sense of touch. Listening is a skill that lets the sound you hear go through your brain to process the meaning of it. It is a form of a communication technique that lets you understand, interpret and put meaning to what you hear. Listening can build a better relationship with  others, while hearing is just merely receiving sounds through your ears.

 Q5. What are Speaking Skills and what is its importance?

Ans. Communication is a two-way process. Good listening skills are part of good communication; you need to understand what the other person is saying to you as well as to say what you want. Communication often includes non-verbal clues such as tone of voice, facial expression, gestures, and body posture. Good communication includes being observant and focusing on the other person.

Q6. What are the barriers of effective communication?

Ans. There are typically 7 barriers to effective communication. The first is physical barriers. Each person needs his or her own space. The second is perceptual barriers, or how we each see the situation. Third, emotional barriers include fear, mistrust and suspicion. Fourth, are the cultural barriers. Fifth are language barriers. Sixth are gender barriers. Finally, interpersonal barriers are when people distance themselves from one another.

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Related posts:

• XI/XII – Sample Listening Test Paper – English Core – CBSE
• XI/XII – ASL – Topics for Speaking Test
• XI/XII – ASL – Problem Solving Tasks
• XI/XII – ASL – Listening Test Administration for students and Teachers
• XI/XII – ASL – Speaking Test Administration for Students and Teachers
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CBSE ASL Class 9 “Examiner Copy” Problem Solving Tasks for ASL Class 9 and Question and Answer for New Topics of ASL 9.

Cbse assessment of speaking and listening (asl) speaking class ix code ix-s.

Download: ASL Class 9 Performance Descriptors

Download: ASL Class 9 Performance_Descriptors_Reduced

Class IX Speaking Plan Code IX-S 8 minutes Stage 1: Introduction (1 minute)

Section time     Procedure 10 secs               Examiner: Hello, please sit down.                             My name is X.                             What’s your name? (to Candidate A)                             And what’s your name? (to Candidate B)                             So your names are (name and serial number A)                             and (name and serial number B). 25 secs

                           (Candidate A), ask question from Section A.                            Candidate A responds 25 secs

                          (Candidate B), ask question from Section B.                           Candidate B responds

Stage 2: Topic Presentation (4 minutes)

 Examiner: Now (Candidate A), you are going to tell us               about your topic.               When you have finished, (Candidate B) will ask you a               question and then I will ask you some more questions.               Would you like to begin please? 1 minute

  Candidate A speaks 15 secs

Examiner: Thank you. (Candidate B) can you ask              (Candidate A) a question please?               Candidate B asks question; Candidate A responds. 40 secs

Examiner asks 2 or 3 follow-up questions as appropriate             from the topic prompt list             Use follow-up stems given in Section B

Examiner: Thank you. Now (Candidate B), you are going to tell us about your topic. When you have finished, (Candidate A) will ask you a question and then I will ask you some more questions. Would you like to begin please? 1 minute

Candidate B speaks 25 secs

Examiner: Thank you. (Candidate B) can you ask (Candidate A) a question please? Candidate A asks question; Candidate B responds. 1 minute

Examiner asks 2 or 3 follow-up questions as appropriate from the topic follow up questions list. Use follow-up questions from Section B

Stage 3: Problem solving (3 minutes)

Examiner: Thank you. Now let’s go to the next task. I’m going to give you a card which has information about a problem. I will now read out the information for you once. I’d like you to read it too and then discuss together how you are going to solve the problem. You have 2 minutes to do this. OK? Here is your problem. Stage 3 sample problem solving card. Choose problem task. Hand to candidates. Refer to same problem task in Section C Candidates read card (25 secs) then ask them to start speaking. 2 mins

Candidates discuss the problem and a solution. 35 secs

Examiner: OK, can you stop now please. Option A (for candidates who have reached a solution): Thank you. Option B (for candidates who have not reached a solution): Can you agree on a solution? What is it? Candidates explain Ask Question from the problem task you used in Section C Please stop there. That’s the end of the test. Thank you and goodbye.

SECTION A INTRODUCTORY QUESTIONS

Topic       Area Questions Place          Where do you live? Do you like it? School        What do you like about your school? Hobbies     Do you have a hobby? Tell me about it? Study          What is your favourite time to study? Why? Weekend    How do you spend your weekend? Holiday      Do you go out of ………………. <city> during holidays? Where do you like to go? TV               Do you like watching TV? Why?/Why not?

SECTION B TOPIC FOLLOW-UP QUESTIONS

EXAMINER COPY

Have you ever ______? Have you ever been _____? Tell me about that. If I want to learn ______, what do I need to do? If/when you can ______ again, what will you do next time? What will happen if/when I/you/we don’t ______? What happens if/when ______? Where were you ______-ing? Tell me about what you must do when you ______? Do(n’t) you have to/need to ______? Why? In your opinion what’s the best way to ______? What’s your opinion of ______? What do you think about ______? Why (is that)? Why do you like _____-ing ______? Why do you want to (be a) _____? Why should young people/students ______? Why do you think ______ is important? Why is ______ your favourite ______? Why did you choose to ______ at that time/then/now? Could there be a difference in _____? Don’t you have to/need to _____? Why? What must you _____? How would you compare _____ and _____? What kind of ______ would you prefer? Why? Would you prefer to ______ or ______? Why? How would you say ______ has affected/could affect you?

SECTION C PROBLEM-SOLVING TASKS AND FOLLOW-UP QUESTIONS

EXAMINER COPY CLASS IX ASL PROBLEM-SOLVING TASKS (B1) CODE IX-S Task 1 Prompt

One of your classmates talks very loudly and does not let others participate in class discussions. Discuss the problem. What advice you would give her?

Follow-up questions

a. Would your class agree…? b. How would your friend react…? c. Could you think of another way you could…? d. What role do you think the teacher…? e. How would you react to…? What would you say to…? f. How can you help her…? g. Is there a way you could…? How would your teacher respond…? How would your friends respond…? h. How can you use humour…? i. Could you speak to…? Why/Why not? j. In what other ways could you…?

Task 2 Prompt

Your friend is part of the district volleyball team and often has to miss classes. His teachers and his parents are unhappy about this and have asked him to quit sports. With your partner, discuss what he should do to resolve his problem.

a. How would you…? b. How could you and your classmates help…? c. What could you tell your friend’s parents…? d. What role do you think your friend’s coach…? e. What could you tell your teachers…? f. What can you tell him to counter this view? g. How easy/difficult do you think it would be for you to suggest…? Why? h. Can you think of a real life example…? How could you use the example…? i. Do you think it is unfair…? j. What do you think can be done…?

Task 3 Prompt

You’ve noticed that some of your classmates converse rudely with the bus driver. With your partner, discuss why you think they behave that way. What advice would you give them?

a.Would you persist with… or give up? b. What can you tell…? c.Would you involve teachers/parents…? d. Why not try to…? e. Why is it important to… ? f.Would you use an example…? g. How would you counter…? h. How easy/difficult do you think it would be for you…? i. Can you think of how you could…? j. Why do you think this happens…? How can it be changed? k. What do you think about…?

Task 4 Prompt

Last week your friend was hurt when a basketball hit him. Discuss with your partner what  safety rules should be followed in the school playground. How can these be implemented?

a. Do you think…? Why/Why not? b. Would it solve …? c. How could you help…? d. What could you think of…? e. Would you say that…? f. Would you suggest…? Why? g. If there is one thing you would like to… what would it be? Why? h. How easy/difficult do you think it would be…? i. What warning could be…? j. How could the sports coaches…?

Task 5 Prompt

Your friend is participating in a group dance competition. However, she does not attend rehearsals. The rest of the group is annoyed with her. Discuss your partner what advice you would give to your friend and the group.

a. What could you say to make them…? b. What warning would you give to her to make her realize…? c. What would you tell the group…? d. How can you solve…? e. Do you think dance competitions…? Why/Why not? f. How would you react to her …? Would this be acceptable to…? g. Would you agree with …? Why/Why not? h. How can you motivate…? i. Would you involve others…? Why/Why not? If you did, what would you tell them? j. Would you accept…?

Task 6 Prompt

Many of your classmates do not bring their books to class and disturb others during class. Discuss with your partner why they behave in this way and what can be done to resolve the problem.

Follow-up questions a. What role does your class teacher…? How could she/he…? b. Would you take the issue to…? How would you react? c. Do you think it would be a good idea…? d. Would this help solve…? e. Would you agree with…? Why/Why not? f. Should such behaviour be…? What are the drawbacks…? g. What is the next corrective action…? h. What reward do you think…? How would it change…? i. Would it be a good idea to…? j. Have you ever been…? How did you manage…?

Task 7 Prompt

Y our friend spends all his free time watching TV. With your partner discuss: • What problems can this lead to? • How can he be encouraged to take up more productive activities?

Follow-up questions a. Would you agree with …? Why/Why not? b. How easy/difficult do you think it would be…? Why? c. If you could involve… what would you suggest? d. How can you help…? e. Would it be a good idea to…? Why/Why not? f. Why do you think television…? g. What role do … play in…? h. Do you think it would be a good idea…? Why? i. When can television be regarded as…? j. Would you suggest that people stop…? Why?

Task 8 Prompt

Two of your friends want to go to the cinema after school but their parents do not give them permission to do so. Discuss what their parents’ views might be and how your friends can try and persuade them..

Follow-up questions a. How do you think your friends would react to…? b. Would you agree with…? Why/Why not? c. How easy/difficult do you think it would be…? Why? d. If you could involve YOUR parents… Would they agree? Why? e. Would it be a good idea to ask your teacher…? Why/Why not? f. What promise/compromise could your friends make…? g. Would you react…? h. How can it affect the students in the long run…? i. How can parental guidance help to…? j. What would you advise…? Would they accept…?

Task 9 Prompt

Your class has planted trees outside the school and decided to assign duties to students to look after them. However, some of the students are not taking care of them. Discuss with your partner how they could be encouraged to participate.

Follow-up questions a. How do you think your friends would react to…? b. Would you agree with what your partner…? Why/Why not? c. How easy/difficult do you think it would be…? Why? d. If you could involve junior students… what would you say…? Would you blame…? Why/Why not? e. Would it be a good idea to involve…? Why/Why not? f. What role do you think…? g. What do you think is…? How best can you make…? h. If you could… what would…? Why? i. Do you think the school’s initiative…? How can you use…? j. What rewards/recognition… do you think…? Would you suggest…?

Task 10 Prompt

You have seen a classmate tear pages from books in the library. Although you have spoken to him about this, he denies doing anything wrong. Discuss with your partner what you should both do.

Follow-up questions a . How do you think your friend would react to your idea that he…? b. Would you agree with what your partner has said about …? Why/Why not? c. How easy/difficult do you think it would be for you…? Why? d. What role does…? e. Would it be a good idea to…? f. Do you think you could suggest…? g. What would you do…? h. What sort of…? Which one do you think…? i. Would installing a photocopier…? j. Do you think reading…?

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commentscomments

thankful for your help.

Hi Aaron Roy K Thomas, Thanks for appreciating our work.

Team eVirtualGuru.com

Very good it is more helpful

one of your friend write very slowly due to this he misses this question in the examination resulting in loss of marks how will you help him to improve his writing speed

I want a solution to my problem, that is: some of your friends order more food than they can eat when they go out to eat at a restaurant. Often the food is wasted.discuss with your partner.plzz reply fast.

I too have same problem

Good can anyone solve this problem

You can suggest your friends not to do so and if they refuse tell or show them the struggle of small kids, adults and old people for getting just one time meal a day. I think there is no one in this world who will refuse for this sentence. Anyone will listen to you then.

Thanks for your help and guidance

Hi Akshay, Thanks for your appreciation. Continue visit eVirtualGuru.com

srs 152 nasir pir

Your friend has health problem and he/she is absent today you are not explain your teacher or classmate

You visit a place of historical importance with your friends and across people who scribble their names and messages on the walls of the monuments. Although you don’t take it up with them, you are upset by the accident, discuss with your partner • How you can create awareness regarding such things. • What roll students can play to check such actions. Please reply fast

what could you tell people who? and do you think it is unfair

we to have same problem plz help….

thankyou everyone who are the members of this site may god bless u to make a site a grant success

it was a really usefull one

I want solution of my problem. Some pf my classmates are underconfident im speaking in english and do not know how to get help? Also they dont know how to improve their spoken english.

I want solutions for my problem my problem is that you visit a historical place with your friend and came across people who scribble there name and messages on the walls of the monuments. Although you don’t take it up with them , you are absent why the incident. Discuss with your partner

Food same problem…..

It is very helpful. This is my first ASL. I hope i will perform good.

I also have a question Your friend has not done as well as she expected to do in her exams.she is upset and now blames her teacher for her performance.Discuss with your partner what would you do To help her to get over her disappointment and to move forward.

It’s really helpful for me.😁😀😅l will be able to do well in my first asl.

you have observe that most of the students in your are only worried about marks and do not thing about acquiring knowledge parents are satisfied as long as their children are scored good marks in their report cards. You feel this is encourage rote learning.

I have a question that today most of the students are doing rote learning and get good marks but they have no knowledge. There parents are also satisfied. So how we can discourage rote learning?

Children now days are leading a seclentary life style and have unhealty eating habits. As a result, opesity among school is on the rise. Discuss your partner what problem this might cause. What should be done to convince the school student to adopt a healthy life style.

Children now a days are leading a sedentary life style and have unhealthy eating habits.as a result obesity among school children is on the rise. PleAse help me in this 😢😢

Thanks it helped me a lot. It brought about a boost in my confidence level to perform my ASL. Thanks once again..

thanks…! a lot for your proper guidance.

I want a solution of this question? Pls help me in this You have seen a classmate tear pages from books in the library. Although you have spoken to him about this, he denies doing anything wrong. Discuss with your partner what you should both do.

Great post.

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The stuff is rather helpful.Hi, excellent web-site you’ve got right now.

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