Specification Grid (grade 9 &10) C. English

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English Curriculum_Grade 9 &10

 

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Grade-9, Unit-7, The Resistant Moths

          Unit-7, Ecology and Environment

        The Resistant Moths (Page 86/ 87)

        Set 1: Reading Comprehension Practice

1. (Literal) What is Mahendra Yadav's primary crop, and which insects have swamped his fields?
2. (Literal) When did government officials first introduce the pesticides to the farmers, and what did they promise?
3. (Reorganization) Based on paragraphs 1, 3, and 5, trace the changing advice given to farmers regarding pesticides (from the beginning to the present).
4. (Inference) Why did the introduction of powerful chemicals ultimately cause the moth population to explode instead of controlling it?
5. (Evaluation/Reflection) Do you agree with Mahendra that the farmers are not at fault for the indiscriminate use of chemicals? Why or why not?

        Set 2: Assessment Test

1. (Literal) What two natural methods has Mahendra adopted to get rid of the moths?
2. (Literal) How did the surviving moths react after a few years of chemical application?
3. (Reorganization) Combining information from paragraphs 3 and 4, explain how the farmers' initial excitement over the pesticides transitioned into a state of despair.
4. (Inference) What does the phrase "lost the creative potential of the land itself" imply about the long-term effect of chemical fertilizers and pesticides?
5. (Evaluation/Reflection) In your opinion, is returning to traditional farming methods (like letting land lie fallow) a practical solution for modern farmers facing severe pest issues? Give a reason.