Samwad
SAMPLE QUESTIONS
FOR
ENGLISH PROFICIENCY TEST FOR CLASS X
Rationale of the Test
The test is text independent i.e. it is not based on a set text or syllabus. As a Proficiency Test, it tests both skills and knowledge. There is a balance between key aspects of language – as, for instance, reading skills, involving language knowledge as well as ability to process meanings through inference, analysis, comparison and evaluation; knowledge of grammar and vocabulary to the extent that is required for general communicative tasks. Specific skills involved in writing are also important
e.g. awareness of the structure of simple written texts, how they are organized, and the kinds of formats that are used ‐ in letters, for instance.
Reading is given 30 marks as it is the basis for grammar & writing and because it is important in further studies which students have to undertake in their later academic work. One passage of reading is of narrative type, (it may be an extract from a story) and tests candidates’ understanding of events, characters, descriptions and also the perception of meanings which are implicit in the details of the story. One passage is a non‐fictional text containing information, argument, opinion, facts and ideas. Reading of this kind is focused on ability to arrive at the gist of an idea/argument, to correctly separate opinions from facts (which implies some ability to analyse), to be able to distinguish main ideas from subordinate ones, to understand the tone or viewpoint e.g. humorous, ironic, serious etc. The third passage is a short poem, around 20 lines. This is to test if candidates can understand language which is composed differently – it is not linear, has hidden meanings, unusual expressions and uses sound effects (e.g. rhyme), simile and metaphor which conveys meaning
indirectly
FOR
ENGLISH PROFICIENCY TEST FOR CLASS X
Rationale of the Test
The test is text independent i.e. it is not based on a set text or syllabus. As a Proficiency Test, it tests both skills and knowledge. There is a balance between key aspects of language – as, for instance, reading skills, involving language knowledge as well as ability to process meanings through inference, analysis, comparison and evaluation; knowledge of grammar and vocabulary to the extent that is required for general communicative tasks. Specific skills involved in writing are also important
e.g. awareness of the structure of simple written texts, how they are organized, and the kinds of formats that are used ‐ in letters, for instance.
Reading is given 30 marks as it is the basis for grammar & writing and because it is important in further studies which students have to undertake in their later academic work. One passage of reading is of narrative type, (it may be an extract from a story) and tests candidates’ understanding of events, characters, descriptions and also the perception of meanings which are implicit in the details of the story. One passage is a non‐fictional text containing information, argument, opinion, facts and ideas. Reading of this kind is focused on ability to arrive at the gist of an idea/argument, to correctly separate opinions from facts (which implies some ability to analyse), to be able to distinguish main ideas from subordinate ones, to understand the tone or viewpoint e.g. humorous, ironic, serious etc. The third passage is a short poem, around 20 lines. This is to test if candidates can understand language which is composed differently – it is not linear, has hidden meanings, unusual expressions and uses sound effects (e.g. rhyme), simile and metaphor which conveys meaning
indirectly