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Paper II : Project Work - 20 Marks
In addition to the syllabus prescribed for Classes XI and XII, candidates are
also required to be assessed in Project Work.
Project Work for Class XI
Candidates are to be assessed in two projects: (i) Listening Skills; (ii) Speaking
Skills.
This assessment would be done internally, by the School, during English course
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work and shown in the student’s report and school record. Details of assignments
for Project Work on Listening and Speaking Skills are given below:
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Listening Skills
An unseen passage of about 500 words is to be read aloud, twice, the first
time at normal reading speed (about 110 words a minute) and the next time
at a slower speed. The passage may be taken from any novel, newspaper,
magazine article, journal and so on but not from an ICSE or ISC textbook.
Students may make brief notes during the readings followed by answering
objective type questions based on the passage, on the paper provided.
Speaking Skills
Students are to be assessed through an individual presentation of about three
minutes followed by a discussion with the subject teacher, for another two
or three minutes.
Some of the themes which may be addressed are:
1. Narrating an experience
2. Giving directions or instructions on how to make or operate
something
3. Providing a description
4. Giving a report
5. Expressing an opinion or a theme-based conversation
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Internal Evaluation by the Teacher (20 Marks):
Assessment
Criteria
Description
Listening
Skills (Aural)
Response to questions based on
listening comprehension
10
Speaking
- Content
2
Skills (Oral)
- Fluency
2
- Vocabulary
2
- Sentence structure
Marks
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- Confidence
TOTAL
2
2
20
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Listening (Aural) Skills
Listening is a complex process that involves hearing, understanding and
analysis. It requires conscious effort on the part of the listener. It is generally
assumed that listening is automatic — it comes naturally like breathing. But
effective listening is much more than that. Like any other skill, listening skill
can be developed through continuous practice.
Ten Steps to Become an Effective Listener
 Listen to Learn
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Listening requires the temporary suspension of all unrelated thoughts.
In order to become an effective listener, you have to learn to control
what goes in your mind. In fact, you must learn to listen, so that you
can listen and learn.
 Face the Speaker
You must maintain an eye contact with the speaker. This will keep you
focused and involved in the speech. Remember, anybody worth listening
to is worth looking at.
 Listen to Speaker’s Words
Focus on the speaker’s words and try to picture what he is saying. If you
count the number of times the speaker fumbled or used wrong tense,
then you are not attentively listening to what is being said.
Keep an Open Mind
Listen to the topic with an open mind, i.e., do not let your preconceived
ideas influence you. Remember, if you listen to a speech with preconceived notions, then you will not be able to listen to what the speaker
is saying. Your preconceptions would act as a filter and you will only
listen to what supports your preconceived ideas.
Remove Physical Barriers
Do not allow the physical barriers like shuffling of papers, someone
talking and looks of the speaker to hamper your listening process.
 Do not Interrupt
Do not interrupt the speaker when you don’t understand something. Wait
for the speaker to complete his speech and raise your queries when you
are asked to do so.
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Treat Listening as a Challenge
Do not give up and stop listening when you find the information being
presented either boring or difficult to understand.
 Stay Active by asking Mental Questions
Active listening requires you to be on your toes. You can think faster than
the speaker. Frame questions about what is being said. Besides, taking
down notes requires you to make decisions about what to write. Always
write down information regarding dates, physical attributes, names and
colours.
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React to the Messages
You must react to the messages the speaker is giving by sending out
non-verbal signals. Your face must show the emotions to indicate that
you are following what the speaker is saying.
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Triumph over the Environment
Do not allow the environment of your class to act as a hindrance to
effective listening. The classroom may be too noisy, too hot, too cold,
too bright or too dark. Do not give in to such inconveniences but stay
focused on what is being said.
Pattern of Assessment
For the Aural English Exam, a passage will be read aloud by the Examiner
twice, the first time at normal speed and the second time at a slower
speed. During the readings the candidates can make brief notes. At the
end of the second reading, they have to choose the most appropriate
answer from the Multiple-Choice Questions and mark (a), (b), (c) or
(d) in the circle near the question. One mark will be awarded for each
correct answer.
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English - Class XI
INTERNAL ASSESSMENT ON LISTENING SKILLS
ENGLISH LISTENING SKILLS
Material:
Guidelines for Teachers
1. The Teacher’s copy comprising Guidelines for Teachers and the Passage for
Oral Reading.
2. The Question Paper comprising questions and answers in multiple choice.
Instructions for the conduct of the assessment:
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1. Candidates are seated as for a written examination.
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2. The recommended number of candidates at a sitting is thirty.
3. The question Paper and a sheet of rough paper are to be distributed to the
students before the reading of the passage takes place. At this stage students
enter their name, class, roll number on the question paper and read the
‘Note for Students’.
4. The passage is read aloud clearly by the teacher twice, the first time at
normal speed (about 110 words a minute) and the second time at a slower
speed. Between the two readings the teacher may give a pause for about
three minutes to allow the students to read the questions.
5. Students may make brief notes on the rough paper given to them, during the
readings.
6. At the end of the second oral reading the teacher directs the candidates to
answer the objective type questions given in the question paper.
7. Candidates will enter their answers in ink.
8. The duration of the assessment is 30 minutes, which includes the time taken
for the two readings and answering the questions on the question paper.
The passage is overleaf.
Specimen Passage
The Examiner reads:
No one, it seems, is very fond of a rat. Except another rat perhaps, and as the rat
population of the world exceeds the human one, we are told, there is a problem.
City dwellers or villagers alike, we are never more than thirty metres from a rat;
well that’s what they say. It’s a sobering thought if you remember that rats spread
diseases, sometimes terrible diseases like bubonic plague for example.
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All of which makes it doubly unfortunate that while we don’t like rats, rats evidently
do like us; they like our houses, our barns, our warehouses and granaries; they like
the warmth and shelter we provide; above all, they like sharing, i.e., stealing, the
food we eat. I know that in India there are some temples where the rat is welcome,
indeed revered, but its devotees are well outnumbered by those who think it a pest.
How do we get rid of them if they become so numerous as to constitute a real
menace, even to life and limb? It isn’t easy, for though we may exterminate a few,
their powers of rapid reproduction are legendary, and they say the female rat
makes the best mother in the world. Poison them? Gas them? Well you can try
but the modern rat has become virtually immune to these methods and, in any
case, the disposal of dead carcasses, down rat runs or under floorboards is itself a
difficult business which, if neglected, leads to thoroughly unpleasant odours and
yet more fear of disease.
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Over the centuries and in different lands throughout the world, many different
remedies have been tried, and usually found wanting. Morocco for instance dealt
with its plague of rats by importing thousands of domestic cats mainly from
England. But though cats and certain dogs, like terriers, might keep numbers
down, they will never totally rid a place of what so many regard as vermin.
One old gentleman resorted to rat psychology. The rat, he said, is a wonderfully
clean animal and if it can, will preserve itself and its surroundings in as clean a
state as possible. So, he argued, why not make it impossible for a rat to stay clean?
the answer, he thought, was tar, for rats dislike it more perhaps than anything else,
for once it gets on to their fur, they find it most difficult to remove.
Adapted from ‘Rats’ by PJO Taylor.
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ENGLISH
INTERNAL ASSESSMENT ON LISTENING SKILLS— CLASS XI
ENGLISH LISTENING SKILLS SPECIMEN QUESTION PAPER
Name:.....................................................................................................................................
Class: ..................................................................Roll No.:...................................................
Note for Students
A passage will be read aloud by the teacher twice. During the readings you may
make brief notes on the rough paper you have been provided.
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At the end of the second reading, you will answer the questions in ink on the
question paper.
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The duration of 30 minutes includes the time taken for the two readings and
answering the questions on the paper.
Listen to the paragraph which will be read out for you twice and then answer
the questions on this paper:
Choose the most appropriate answer and write (a), (b), (c) or (d) in the circle.
1.
2.
3.
The population of rats in the world is
(a)
more than that of humans
(b)
the same as that of humans
(c)
much the same as that of other pests
(d)
none of the above
Rats pose a danger to human beings:
(a)
because they contaminate food
(b)
because they dirty their homes
(c)
because they spread dangerous diseases
(d)
because they multiply rapidly
Rats like our homes because:
(a)
they feel safe there
(b)
our homes are an easy source of food
(c)
they like the warmth and shelter that we provide
(d)
all of the above
[1×10=10]
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4.
5.
6.
7.
8.
9.
10.
In India there are some ________ where rats are welcome.
(a)
homes
(b)
institutions
(c)
districts
(d)
temples
The fact that rats are found close to habitation is proved by the
statement.
(a)
Rats like our homes and barns.
(b)
Rats can spread terrible diseases among humans.
(c)
Human beings are never further than 30 metres from a rat.
(d)
Rat population of the world exceeds the human one.
Ways of eliminating rats are _______.
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(a)
many
(b)
easy
(c)
difficult
(d)
inconvenient.
The problem of rats was dealt with by importing cats from England
by the country __________.
(a)
Spain
(b)
United States of America
(c)
Morocco
(d)
India
An old gentleman used __________ to eliminate rats.
(a)
hypnosis
(b)
scientific methods
(c)
the Pied Piper
(d)
rat psychology.
He discovered that rats hated __________.
(a)
acid
(b)
pesticides
(c)
tar
(d)
powder
According to rat psychology, the rat is a wonderfully __________
animal.
(a)
dirty
(b)
harmful
(c)
clean
(d)
auspicious
Answers
1. (a)
2. (c)
3. (d)
4. (d)
5. (c)
6. (c)
7. (c)
8. (d)
9. (c)
10. (c)
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Speaking (Oral) Skills
Speaking is a communication tool used to inform, motivate, persuade,
influence or entertain the listeners. A good speech has the power to alter
the emotions and thoughts of others.
For the ISC Oral Examination, the examiners will assess the students
for Speaking Skills on the following criteria:
Content
The students are required to choose one topic from the five topics,
speak for about three minutes on the same and then discuss it with
the examiners for three minutes. So the choice of topic is of utmost
importance. Therefore, choose the topic about which you have sufficient
knowledge and the confidence of answering questions on it during the
discussion. The subject matter for the topic should be relevant, rich in
content and original.
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 Fluency
It is the ability to use the language at normal speed, without repetition
and with the flow of connected speech. The speaker must have full
operational command over the language, i.e., correct forms of grammar,
vocabulary and pronunciation to attain fluency.
Organisation
The content of the topic chosen should be sequenced and organised. This
can be done by dividing the subject matter into three parts — introduction,
body and conclusion. The introduction of the speech arouses the interest
of the listeners. The body of the speech develops logically the ideas
set forth in the introduction. It includes strong supporting arguments,
accurate and up-to-date information. Finally, the conclusion sums up
the entire topic. It gives the examiners the impression that the speaker
has justified the chosen topic.
A speech introduction can be illustrated by the image of a door. The
speaker takes the audience to the door. Then he proceeds to tell them
what is on the other side of the door he wants to show them. He escorts
them into the room, i.e., the body of the speech. And finally, he takes
them inside the room (conclusion) without the listeners’ realising that they
have walked through the door. It will be as if they have been teleported
there by the speaker.
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 Vocabulary and Sentence Structure
It is the quality of the language that gives shape to the content. If the
language is not appropriate, the speaker is not able to convey what he
wants to convey. In order to improve the language of the speech, the
following tips should be used:
(i) Use short simple sentences. Choice of simple words and their well
thought out use can have an impact and power.
(ii) Use striking images in the form of similes and metaphors.
(iii) Use striking adjectives and adverbs for emphasis.
(iv) Use anecdotes and humorous statements to enliven your speech.
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 Confidence
How confidently the speaker delivers his speech reflects his knowledge,
preparation and conviction. The following tips need to be taken care of
while delivering the speech:
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 Volume of Voice refers to how loud or soft the speaker’s voice is. If
the audience cannot hear the words of the speaker, they will not be
able to understand them. Similarly, if the speaker is too loud, he
would appear to be rude. So the speaker has to maintain a volume
which is pleasant and audible to the listeners.
 Tempo refers to the rate of speech at which the speaker speaks. The
tempo of the speech keeps the audience hooked to what is being
said. If the speaker is too slow, the audience get bored. Similarly, if
the speaker races through his speech, the audience find it difficult
to keep pace with him.
 Pitch refers to the range at which the speaker is comfortable while
speaking and is pleasant to the listener to hear. The pitch should not
be too high or too low.
 Tone of the voice suggests the attitude and feelings of the speaker.
Sometimes a speaker speaks in a flat monotone. This makes active
listening difficult. This is because the way a speaker uses his tone
reflects the meaning of words used. For example, see the difference in meaning when the tone is changed:
She is my friend. (Not yours)
She is my friend. (Just a friend)
She is my friend. (Not others)
 Diction refers to the ability to pronounce words correctly. It can be
improved by continuous practice.

Manner refers to the impression the speaker makes on his listeners.
He should look pleasant, enthusiastic and confident. The speaker’s
body language is very important. He must appear relaxed even if he
is feeling nervous. His gestures should be natural, spontaneous and
not out of place.
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ENGLISH - CLASS XI
INTERNAL ASSESSMENT ON SPEAKING SKILLS
ENGLISH SPEAKING SKILLS
Guidelines for Teachers
1. Students are to be assessed through an individual presentation of about
three minutes followed by a discussion with the subject teacher and/or
the listening group for another two or three minutes.
2. Each student will be given a question paper containing instructions and
five topics out of which he/she must choose one to speak on.
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3. The students will be allowed one hour for preparation.
4. Efforts should be made by the teacher to put the students at ease before
the presentation begins.
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5. The student’s talk is to be followed by a two or three-minute interaction
with the teacher and/or the listening group, during which the student
may answer queries or clarify points.
6. The teacher will be required to assess the students individually.
The students will be graded as follows:
The student speaks fluently, with a wide range of expression;
pronunciation, stress and intonation good; range of vocabulary
excellent; can easily substitute one word for another; tense forms and Grade A
prepositions correctly used; content is well sequenced and organised
as well as original; has full operational command over the language.
The student has to make an effort at times to search for words;
nevertheless smooth delivery on the whole; only a few unnatural
pauses; a few minor grammatical and lexical errors but most
utterances are correct; the speaker’s intention and general meaning Grade B
are fairly clear, a few interruptions by the listener for the sake of
clarification may be necessary.
Fluency fair; basic vocabulary good; use of language may not
be idiomatic; influence of the Mother Tongues till present in
pronunciation, stress and intonation; Occasionally fragmentary
delivery, but succeeds in conveying the general meaning; most Grade C
of what the speaker says is easy to follow but interruptions are
necessary to help him to convey the message; some grammatical and
lexical errors.
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The student speaks with poor fluency; influence from Mother Grade D
Tongue in pronunciation and/or stress and intonation causes some
difficulty in comprehension of overall message; range of vocabulary
limited; hesitation while searching for appropriate words or phrases;
communication often disjointed; mistakes in use of tenses.
The student cannot convey the most basic information. Very halting Grade E
and fragmentary delivery. Limited range of vocabulary; long
and unnatural pauses; subject matter negligible; no emphasis on
important points; serious pronunciation errors as well as many basic
grammatical and lexical errors.
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ENGLISH
INTERNAL ASSESSMENT ON SPEAKING SKILLS
CLASS XI
ENGLISH SPEAKING SKILLS SPECIMEN QUESTION PAPER
Note for Students
1. You are required to speak for about three minutes, on any one of the
five topics given below. At the end of your talk, your teacher and/or the
listening group will start a discussion with you on the topic on which
you have spoken, for about two to three minutes, during which you may
answer queries or clarify points.
2. You may refer to brief notes during the course of your talk, but reading
from the script or excessive dependence on the notes will be penalised.
3. You will have an hour to prepare your subject independently.
Choose any one topic given below:
(i) Describe a journey you undertook by train or bus and comment on your
fellow passengers and your experiences.
(ii) Briefly describe the rules of a game (outdoors or indoors) that you like to
play and say why you enjoy the game.
(iii) In what ways do you think India has developed since Independence?
Discuss the areas where development is still required, in your opinion.
(iv) Talk about the most unforgettable person you have ever met. What
qualities did you find in that person, which you will always remember?
(v) Describe a wedding you have attended giving attention to customs or
traditions that were followed, the manner in which the bride and groom
were dressed, the food, the lights, the music and celebrations in which
you participated.
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English Speaking Skills :
Specimen Question Paper
English Paper-1
(Preparation Time : One hour)
(Presentation Time : Three minutes)
Note for Students
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You are required to speak for about three minutes, on any one of the five topics
given below. At the end of your talk, your teacher and/or the listening group will
start a discussion with you on the topic on which you have spoken, for about two to
three minutes, during which you may answer queries or clarify points.
You may refer to brief notes during the course of your talk, but reading from the
script or excessive dependence on the notes will be penalised.
You will have an hour to prepare your subject independently.
Choose any one of the topics given below:
(i) Do you think modernisation and westernisation are identical concepts?
Give your opinion.
(ii) One of Robert Frost’s famous poems tells us about a man who takes
the road less travelled. Describe an incident when you also chose the
less travelled path and the effects it had on you.
(iii) Do you think that the developed nations should write off all the debts
of the poor countries? Express your views for or against the statement.
(iv) Talk about the most unforgettable person you have ever met. Describe
the qualities of the person that have left a lasting impression on you.
(v) Describe a wedding you have attended recently giving information
about the customs followed, the manner of dressing by the groom
and the bride, the food, the lights and the celebrations in which you
participated.
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Model Answers
(i) Do you think Modernisation and Westernisation are identical concepts?
Give your opinion.
Respected Teachers and dear friends,
I stand here to express my opinion on whether Modernisation and
Westernisation are identical concepts or not.
In the present era, with the glare and glitter of satellites, computers, sophisticated
technology, internet and digitalisation, life seems to have become a bed of
roses. The old order has indeed, changed, yielding place to new. Elegant
outfits, fashionable hairstyles, preference for pop music and ultramodern
gadgets have become an attribute of the modern man. There is a craze for
Western lifestyle, music, food habits, culture—in short, anything bearing
the epithet ‘Western’ finds a ready market even in remote areas. In all this
humdrum do we ever pause to reflect over the evil effects of adopting an alien
lifestyle? Does a modern man necessarily have to be Western in his words
as well as deeds? Are Westernisation and Modernisation identical concepts?
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Modernisation implies an improvement in the standards of living, marching
towards progress and aspiring for the very best in every department of human
activity. It means reaching the higher plane in thoughts, words and deeds.
Winds of change are sweeping every sphere of activity in science and technology,
trade and transport, sports, commerce and education. Industrialisation and
urbanisation have revolutionised the life of man today. Life has become cosy
and comfortable as the exquisite gifts of modernisation like the television,
computers, internet, electronic gadgets, robots, aeroplanes, etc. lie scattered
around us. Modernisation in agriculture has come as a blessing to the farmers.
Easy accessibility to improved and high-yielding varieties of seeds, fertilisers,
manure and modern equipment have all facilitated progress. Advances in
medical science have improved the quality of life and conferred immense
benefits on society.
In the West, the cup of materialism is full to the brim and overflowing, but
the cup of spiritual pleasure is sadly empty. Broken homes, ruined lives and
an insecure existence remind us of their failures as human beings. Emotional
void, neurosis, distintegrated personalities are the outcome of the empty
cultural values of these people.
However, there is no denying the fact that there is much that is good in the
West: their spirit of adventure, the policy of earning while learning, work
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culture, their sense of time, sophisticated technologies and scientific adventure.
There is no harm in accepting the good and discarding the evil in the West.
Elegant looks may be a mark of Westernisation; elegant outlook is the mark of
modern life. In a truly modern society, material and moral progress go hand
in hand. Charming looks and narrow-minded outlook are not compatible;
they lead us nowhere. Modernisation consists in shedding the insular beliefs
of caste, creed, sex and status. Modernisation leads to peace, progress and
prosperity. Westernisation may not do so. Thus, our aim in life should be a
modern society that combines the best of the East and the West.
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Thank you.
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Practice for Speaking Skills
Providing a Description
(ii)One of Robert Frost’s famous poems tells us about a man who takes
the road less travelled. Describe an incident when you also chose the
less travelled path and the effects it had on you.
Respected Teachers and dear friends,
I stand here to describe an incident to prove that one should take the
road less travelled; it may be fraught with dangers but it always leads to
an enriching experience.
‘The road less travelled’ is a phrase taken from the poem ‘The Road Not
Taken’ by the famous poet Robert Frost. In fact, the poem is about making
an important choice, a choice that can change a person’s life forever. In the
poem, the fork in the road is symbolic of the choice the speaker has to make
about his life. Each path corresponds to a different directions his life may
take, so he has to choose carefully.
We, the students find one such occasion when we pass the Class X Exam
and enter Class XI. We have to choose which stream to join — Humanities,
Commerce or Science. But for me choice had to made when I was in Class
VI in my previous school. I had to choose any one sport from among cricket,
badminton, basketball and Judo. Everyone in my class chose the more popular
sports. But I was in a dilemma, I was the only one left to make a choice.
At that time I have seen girls in my colony practising Judo and Karate in a
nearby park, as a part of self-defence training being given by Delhi Police.
My teachers and classmates tried to persuade me to join Basketball as I was
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taller than all my classmates in class. I could not make a decision. I went
home and asked my parents. Though my father told me to select Basketball,
my mother told me follow my heart. For two days, I could not sleep well. But
then, I decided to follow my inner voice and joined Judo Classes. Initially,
I had lots of problems. None of my friends or classmates were there. I had
joined a game that requires both physical and mental strength. The strenuous
exercises would cause such bodyaches that I cannot express in words.
After overcoming these troubles, I had to face the biggest problem when
I entered the Judo competitions. I failed in at least ten competitions in which
I participated. I got frustrated but did not give up. I continued practising
in school and even after school hours in a private Judo training institute.
I won my first Judo competition after two years and since then I have not
looked back. I won inter-school and then district level competition. My
biggest achievement was when I won the Gold Medal at the All India Judo
Competition. As you all know I have joined this school in Class XI. Everyone
in this school, all my teachers and friends have been very supportive. I am
happy that I chose Judo over other popular sports. Many students in my
previous school and in this school are following my footsteps and learning
Judo. So friends, though walking on the road less travelled is full of pitfall
but at the end of it, it is a joyful and enriching experience. It leaves a new
trail that becomes the road often travelled.
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Thank you.
Expressing an Opinion
(iii) Do you think that the developed nations should write off all the debts
of the poor countries? Express your views for or against the statement.
For the View
Respected Teachers and dear friends,
I stand here to speak for the view that the developed nations should
write off all the debts of the poor countries.
Debt is a huge issue for the developing, especially the poor countries
of the world. According to an estimate, the current $ 4 trillion of external
debts owed by developing countries costs them more than $ 1.5 billion a
day in repayments.
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These include countries in Africa, Asia and Latin America. They spend
four times on loan repayment than on their health. There is little or no
industrial development and no avenues for employment. So, the developed
nations should write off all the debts of the poor countries.
First, with the debt burden removed, the chances of viable growth
and development would significantly improve in the poor countries.
Second, it would help them to save their scarce resources which are used
to pay interest on the debt. Third, improvement in health, education and
trade is essential for the development of poor nations, but if they remain
buried in debts, the vicious circle would continue indefinitely, unless their
debts are written off. Four, the rich nations use the debts given to poor
nations to control those nations and their resources for their own benefits.
Last but not the least, the debts hampers the progress of these countries because
no nation or company wants to make investments in a debt-ridden nation.
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There are examples of nations who made good use of debt write offs
to spur growth in important sectors of their economies. For example, the
government of Uganda used savings from the debt waive off to waive off
school fees for more than two million children. Similarly, Mozambique, Senegal
and Burkina Faso used these funds to fight AIDs in their respective countries.
Against the View
Anti-poverty crusaders always welcome the act of writing off the debts of
poor countries. But the question is — is this a positive step in the eradication
of poverty in the world’s poor countries? The answer is definitely ‘No’.
The developed nations should not write off all the debts of the poor
countries First, there is a risk that the money will not go to the people but
would be siphoned off by the government and bureaucrats of these nations.
Second, the poor nations have not made much progress with these debts
and their condition has gone from bad to worse. Third, even if all the debts
are written off, they would still need to borrow, not for development but
for survival. Four, the money lent is the taxpayers money and writing off
debts burdens the taxpayers as they have to increase their taxes to cover
the written off debts. Therefore, these countries should develop their own
resources rather than borrowing from rich nations.
Thank you.
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