Week 2 — Application & Exam Simulation

Report back Week 1's diagnostic results honestly, then set this week's aim: apply everything under real conditions.

Naming the weak section out loud (as a class trend, not individuals) motivates Step 2 far better than skipping straight to new content.

Use Week 1's diagnostic tally to decide which ONE or TWO sections need this slot — don't re-run everything, that defeats the point of diagnosing first.

If the diagnostic showed no single weak section, use this slot for extra memoriter recitation checks instead — it's the easiest mark to lose to nerves.

13 of the paper's 100 marks are Section F, untouched in Week 1: hints-to-paragraph (4), passage-based Q&A (4), letter writing (5, choice of one of two prompts). One model plus one practice item per format.

Model (from Unit 2's own Writing step): a poor wood-cutter · axe falls in pond · angel appears · golden and silver axes offered and refused · iron axe accepted · rewarded for honesty. Reviewed rule: read the hints twice/thrice · understand the sequence · connect the points naturally · arrange in 2–3 sentences · give a suitable title.

Practice: crow thirsty · finds a pitcher with a little water · beak cannot reach it · drops pebbles in one by one · water rises · crow drinks and flies off.

Practice passage (drawn from Unit 2's own taught supplementary, not unseen): “Jim Corbett tracked the Champawat Tigress, which had killed 436 people in Nepal and India before he was asked to hunt her. When he finally shot her, a postmortem revealed her upper and lower canine teeth on the right side were broken — an old gunshot wound had left her unable to catch her natural prey, forcing her to become a man-eater.”

Questions: a) Who tracked the Champawat Tigress? b) How many people had she killed? c) What did the postmortem reveal? d) Why had she become a man-eater?

Model (from Unit 1's own Writing step): the 9-part formal letter (sender's address through to sender's name) and the 7-part informal letter, reviewed on the board.

Practice, choose one: Formal — write to the Municipal Officer about a broken street light in your area. Informal — write to your friend describing how you spent your summer holidays.

Format compliance (all required parts present) is graded before content quality — drill the skeleton first, especially for the letter.

One full-length paper, same structure and time as the real exam: Section A Vocabulary (21) · Section B Grammar (20) · Section C Prose (15) · Section D Poem (16) · Section E Supplementary (15) · Section F Writing Skill (13). Sit it like exam day: silent, timed, notes closed, in the actual exam hall if possible.

This needs a dedicated 2.5-hour sitting, not a normal period — schedule it like a real exam, ideally in the last 3–4 days before the quarterly. Mock Paper A, its PDF, and the interactive Test Hub are all linked above — use whichever fits your class.

Go through the mock paper section by section, marks-first: which sections lost the most marks class-wide, right before the actual exam. With six sections on this paper, budget review time by each section's own marks, not equally — Vocabulary (21) and Grammar (20) each deserve roughly triple the time given to Writing Skill (13).

This is the last full-class teaching slot before the exam — prioritise ruthlessly by section marks, not by instinct.

Three exam-day tips, then one self-chosen home task matched to each student's own weakest section from Step 5.

Keep this calm and short — the mock paper already did the hard work.