Spot smash, ABC DRILLS FOR RUN UP

 1. ABC DRILLS for proper run up 

 https://youtu.be/0m1DV7lLpr0?si=a1oXIHOM-Q33cvij

2. 3 fast bowling drills 

https://youtu.be/3qMaWggNeTM?si=1VjCUNgrErJDxhSs

Trans Fat/ଟ୍ରାନ୍ସ ଫ୍ୟାଟ୍

 Trans Fat: A Harmful Dietary Component

Trans fat, also known as trans-fatty acids, is a type of unsaturated fat that has been chemically altered to behave like saturated fat. It is considered one of the most harmful types of dietary fat due to its adverse effects on cardiovascular health.

*Formation of Trans Fat*

Trans fat is primarily created through an industrial process called hydrogenation, where hydrogen is added to liquid vegetable oils to make them solid or semi-solid. This process improves the shelf life and texture of processed foods. Additionally, trans fat can also form when oils are heated repeatedly at high temperatures, especially during deep frying.

*Types of Trans Fat*

1. *Artificial (Industrial) Trans Fat*: This is the most harmful form, produced through partial hydrogenation of vegetable oils. It is widely used in processed foods due to its long shelf life, low cost, and improved taste and texture.

2. *Natural Trans Fat*: Small amounts occur naturally in foods from ruminant animals (cows, sheep, goats), such as milk, butter, cheese, beef, and lamb. These natural forms are usually present in small quantities and are considered less harmful than industrial trans fats.

*Common Food Sources of Trans Fat*

- Processed and fried foods: French fries, fried chicken, samosas, pakoras, bhaturas, doughnuts, and fried bakery items

- Bakery and packaged foods: biscuits, cookies, cakes, pastries, crackers, ready-to-eat snacks, and microwave popcorn

- Margarine and vanaspati: vanaspati ghee, margarine, and some bakery shortenings

*Health Risks Associated with Trans Fat*

Consuming high amounts of trans fat can lead to:

- Increased risk of heart disease

- Higher LDL (bad) cholesterol

- Lower HDL (good) cholesterol

- Increased inflammation

- Higher risk of coronary artery disease

*Recommended Safe Limit of Trans Fat*

The World Health Organization (WHO) recommends that trans fat intake should be less than 1% of total daily calories. For a person consuming 2000 calories per day, this equals about 2 grams or less per day.

*Identifying Trans Fat on Food Labels*

Trans fat may be listed under various names, including:

- Partially hydrogenated vegetable oil

- Hydrogenated vegetable fat

- Shortening

- Vanaspati

Even if the nutrition label indicates 0g trans fat, the product may still contain small amounts per serving.

*Comparison with Saturated Fat*

Feature Saturated Fat Trans Fat

Source Mostly natural animal fats Mainly industrial hydrogenated oils

Examples Butter, ghee, coconut oil Vanaspati, margarine, processed snacks

Health Impact Raises LDL cholesterol Raises LDL and lowers HDL

Risk Level Harmful in excess Considered more harmful

*Global Efforts to Reduce Trans Fat*

Many governments and health organizations are taking steps to reduce trans fat consumption, including:

- Banning partially hydrogenated oils

- Limiting trans fat in packaged foods

- Mandatory food labeling

- Public health awareness campaigns

*Healthier Alternatives to Trans Fat*

- Mustard oil

- Groundnut (peanut) oil

- Sunflower oil

- Olive oil

- Rice bran oil

Using fresh oil and avoiding repeated heating can also help reduce health risks.

In conclusion, trans fat is a harmful dietary component that can increase the risk of heart disease and other cardiovascular health issues. Limiting consumption of processed and fried foods, checking food labels, and choosing healthier oils can help mitigate these risks.

ଟ୍ରାନ୍ସ ଫ୍ୟାଟ୍ (Trans Fat): ଏକ କ୍ଷତିକାରକ ଖାଦ୍ୟ ଉପାଦାନ

ଟ୍ରାନ୍ସ ଫ୍ୟାଟ୍, ଯାହାକୁ ଟ୍ରାନ୍ସ-ଫ୍ୟାଟି ଏସିଡ୍ ମଧ୍ୟ କୁହାଯାଏ, ଏହା ଏକ ପ୍ରକାର ଅସନ୍ତୁଳିତ ଚର୍ବି (unsaturated fat) ଯାହାକୁ ରାସାୟନିକ ଭାବେ ପରିବର୍ତ୍ତନ କରାଯାଇ ସନ୍ତୁଳିତ ଚର୍ବି (saturated fat) ଭଳି କରାଯାଇଥାଏ। ହୃଦ୍‌ରୋଗ ଉପରେ ଏହାର ପ୍ରତିକୂଳ ପ୍ରଭାବ ଯୋଗୁଁ ଏହାକୁ ସବୁଠାରୁ କ୍ଷତିକାରକ ଖାଦ୍ୟ ଚର୍ବି ଭାବରେ ବିବେଚନା କରାଯାଏ।

ଟ୍ରାନ୍ସ ଫ୍ୟାଟ୍ କିପରି ତିଆରି ହୁଏ?

ଟ୍ରାନ୍ସ ଫ୍ୟାଟ୍ ମୁଖ୍ୟତଃ 'ହାଇଡ୍ରୋଜେନେସନ୍' ନାମକ ଏକ ଶିଳ୍ପ ପ୍ରକ୍ରିୟା ମାଧ୍ୟମରେ ସୃଷ୍ଟି ହୁଏ, ଯେଉଁଥିରେ ତରଳ ପନିପରିବା ତେଲକୁ କଠିନ କିମ୍ବା ଅର୍ଦ୍ଧ-କଠିନ କରିବା ପାଇଁ ସେଥିରେ ହାଇଡ୍ରୋଜେନ୍ ମିଶାଯାଏ। ଏହି ପ୍ରକ୍ରିୟା ପ୍ରକ୍ରିୟାକୃତ ଖାଦ୍ୟର ସ୍ଥାୟୀତ୍ୱ (shelf life) ଏବଂ ଗଠନରେ ସୁଧାର ଆଣିଥାଏ। ଏହା ବ୍ୟତୀତ, ଯେତେବେଳେ ତେଲକୁ ବାରମ୍ବାର ଉଚ୍ଚ ତାପମାତ୍ରାରେ ଗରମ କରାଯାଏ, ବିଶେଷ କରି ଛଣାଛଣି ସମୟରେ, ସେତେବେଳେ ମଧ୍ୟ ଟ୍ରାନ୍ସ ଫ୍ୟାଟ୍ ତିଆରି ହୋଇଥାଏ।

ଟ୍ରାନ୍ସ ଫ୍ୟାଟ୍ ର ପ୍ରକାର:

୧. କୃତ୍ରିମ (ଶିଳ୍ପଭିତ୍ତିକ) ଟ୍ରାନ୍ସ ଫ୍ୟାଟ୍: ଏହା ସବୁଠାରୁ କ୍ଷତିକାରକ ରୂପ, ଯାହା ପନିପରିବା ତେଲର ଆଂଶିକ ହାଇଡ୍ରୋଜେନେସନ୍ ଦ୍ୱାରା ଉତ୍ପନ୍ନ ହୁଏ। ଏହାର କମ୍ ଖର୍ଚ୍ଚ ଏବଂ ଉନ୍ନତ ସ୍ୱାଦ ଯୋଗୁଁ ଏହା ପ୍ରକ୍ରିୟାକୃତ ଖାଦ୍ୟରେ ବହୁଳ ଭାବରେ ବ୍ୟବହୃତ ହୁଏ।

୨. ପ୍ରାକୃତିକ ଟ୍ରାନ୍ସ ଫ୍ୟାଟ୍: ଗାଈ, ମେଣ୍ଢା, ଛେଳି ଭଳି ପ୍ରାଣୀଙ୍କ ଠାରୁ ମିଳୁଥିବା ଖାଦ୍ୟ ଯଥା କ୍ଷୀର, ବଟର, ପନିର୍ ଏବଂ ମାଂସରେ ଅଳ୍ପ ପରିମାଣରେ ଏହା ପ୍ରାକୃତିକ ଭାବରେ ଥାଏ। ଏଗୁଡ଼ିକ ଶିଳ୍ପଭିତ୍ତିକ ଟ୍ରାନ୍ସ ଫ୍ୟାଟ୍ ତୁଳନାରେ କମ୍ କ୍ଷତିକାରକ ବୋଲି ମାନାଯାଏ।

ଟ୍ରାନ୍ସ ଫ୍ୟାଟ୍ ର ସାଧାରଣ ଉତ୍ସ:

ପ୍ରକ୍ରିୟାକୃତ ଏବଂ ଭଜା ଖାଦ୍ୟ: ଫ୍ରେଞ୍ଚ୍ ଫ୍ରାଇଜ୍, ଚିକେନ୍ ଫ୍ରାଇ, ସିଙ୍ଗଡ଼ା, ପକୁଡ଼ି, ଭଟୁରା, ଡୋନଟ୍ ଏବଂ ବେକେରୀର ଛଣା ଖାଦ୍ୟ।

ବେକେରୀ ଏବଂ ପ୍ୟାକେଟ୍ ଖାଦ୍ୟ: ବିସ୍କୁଟ୍, କୁକିଜ୍, କେକ୍, ପେଷ୍ଟ୍ରି, କ୍ରାକର୍ସ ଏବଂ ମାଇକ୍ରୋୱେଭ୍ ପପକର୍ଣ୍ଣ।

ମାର୍ଜାରିନ୍ ଏବଂ ବନସ୍ପତି: ବନସ୍ପତି ଘିଅ, ମାର୍ଜାରିନ୍ ଏବଂ କିଛି ବେକେରୀ ଶର୍ଟନିଂ।

ସ୍ୱାସ୍ଥ୍ୟଗତ ବିପଦ:

ଅଧିକ ପରିମାଣର ଟ୍ରାନ୍ସ ଫ୍ୟାଟ୍ ଖାଇବା ଦ୍ୱାରା:

ହୃଦ୍‌ରୋଗର ଆଶଙ୍କା ବଢ଼ିଥାଏ।

LDL (ଖରାପ) କୋଲେଷ୍ଟ୍ରଲ୍ ବୃଦ୍ଧି ପାଏ।

HDL (ଭଲ) କୋଲେଷ୍ଟ୍ରଲ୍ କମିଯାଏ।

ଶରୀରରେ ପ୍ରଦାହ (inflammation) ବଢ଼ିଥାଏ।

ସୁରକ୍ଷିତ ସୀମା:

ବିଶ୍ୱ ସ୍ୱାସ୍ଥ୍ୟ ସଂଗଠନ (WHO) ଅନୁଯାୟୀ, ଦୈନିକ ମୋଟ କ୍ୟାଲୋରୀର ୧% ରୁ କମ୍ ଟ୍ରାନ୍ସ ଫ୍ୟାଟ୍ ଗ୍ରହଣ କରିବା ଉଚିତ୍। ଜଣେ ବ୍ୟକ୍ତି ଯଦି ଦିନକୁ ୨୦୦୦ କ୍ୟାଲୋରୀ ଖାଉଛନ୍ତି, ତେବେ ଏହା ପ୍ରାୟ ୨ ଗ୍ରାମ୍ କିମ୍ବା ତା’ଠାରୁ କମ୍ ହେବା ଉଚିତ୍।

ଖାଦ୍ୟ ଲେବଲ୍ କିପରି ପଢ଼ିବେ?

ଟ୍ରାନ୍ସ ଫ୍ୟାଟ୍ ବିଭିନ୍ନ ନାମରେ ଲେଖାଯାଇଥାଇପାରେ, ଯଥା:

Partially hydrogenated vegetable oil (ଆଂଶିକ ହାଇଡ୍ରୋଜେନେଟେଡ୍ ପନିପରିବା ତେଲ)

Hydrogenated vegetable fat (ହାଇଡ୍ରୋଜେନେଟେଡ୍ ପନିପରିବା ଚର୍ବି)

Shortening (ଶର୍ଟନିଂ)

Vanaspati (ବନସ୍ପତି)

ସ୍ୱାସ୍ଥ୍ୟକର ବିକଳ୍ପ:

ସୋରିଷ ତେଲ

ଚିନାବାଦାମ ତେଲ

ସୂର୍ଯ୍ୟମୁଖୀ ତେଲ

ଅଲିଭ୍ ତେଲ

ରାଇସ୍ ବ୍ରାନ୍ ତେଲ

ଶେଷରେ, ପ୍ରକ୍ରିୟାକୃତ ଏବଂ ଭଜା ଖାଦ୍ୟ କମ୍ ଖାଇବା, ଖାଦ୍ୟ ଲେବଲ୍ ଯାଞ୍ଚ କରିବା ଏବଂ ସ୍ୱାସ୍ଥ୍ୟକର ତେଲ ବ୍ୟବହାର କରିବା ଦ୍ୱାରା ଆମେ ଏହି ବିପଦରୁ ରକ୍ଷା ପାଇପାରିବା।

Even though many countries have reduced trans fat, some foods still commonly contain it, especially when made with partially hydrogenated oils or repeatedly heated oils. In India, a few items are particularly important to watch.

⚠️ 1. *Vanaspati (Hydrogenated Vegetable Oil)*

*Vanaspati* is one of the largest sources of industrial trans fat in India, produced by hydrogenation of vegetable oils. It's cheaper than real ghee, so it's often used in *halwai sweets*, *bakery products*, *street foods*, and *cheap restaurant cooking*.

2. *Bakery Products* (cheap commercial ones)

Some *bakery products* still contain *shortening* or *vanaspati*, which may contain trans fat. Examples: *biscuits*, *cream biscuits*, *cakes and pastries*, *puff pastries*, and *bakery buns*.

3. *Deep-Fried Street Foods*

*Street foods* may develop trans fat when oil is reheated many times at high temperatures. Examples: *samosa*, *kachori*, *pakora*, *jalebi*, and *bhatura*.

The Food Safety and Standards Authority of India (FSSAI) has introduced rules limiting trans fat in foods to less than 2% of total fat.

✅ Simple rule for health: Try to eat more fresh home-cooked food and fewer *deep-fried* or *cheap bakery foods*.

Five surprising foods that people think are healthy but may contain hidden trans fat:

4. *Cream Biscuits*: often contain *vegetable shortening* or *hydrogenated oils*.

5. *Instant Noodles*: usually pre-fried before packaging, which can produce trans fat.

6. *Microwave Popcorn*: may contain *hydrogenated oils* or *artificial butter flavouring*.

7. *Frozen Paratha / Frozen Snacks*: often contain added fat, including *hydrogenated fats*.

8. *Non-Dairy Coffee Creamer*: often made with *hydrogenated vegetable oils*.

Trans fat usually hides in foods that are industrially processed, fried, or made with hydrogenated oils. A good health rule is: “The more natural and fresh the food, the safer it is.”

ଯଦିଓ ଅନେକ ଦେଶ ଟ୍ରାନ୍ସ ଫ୍ୟାଟ୍ (trans fat) କମାଇ ଦେଇଛନ୍ତି, ତଥାପି କିଛି ଖାଦ୍ୟରେ ଏହା ସାଧାରଣତଃ ମିଳିଥାଏ, ବିଶେଷ କରି ଆଂଶିକ ହାଇଡ୍ରୋଜେନେଟେଡ୍ ତେଲ (partially hydrogenated oils) କିମ୍ବା ବାରମ୍ବାର ଗରମ କରାଯାଉଥିବା ତେଲରେ ତିଆରି ଜିନିଷରେ। ଭାରତରେ, କିଛି ନିର୍ଦ୍ଦିଷ୍ଟ ଜିନିଷ ପ୍ରତି ସତର୍କ ରହିବା ଜରୁରୀ।

⚠️ ୧. ବନସ୍ପତି (ହାଇଡ୍ରୋଜେନେଟେଡ୍ ଭେଜିଟେବୁଲ୍ ଅଏଲ୍)

ଭାରତରେ ଶିଳ୍ପଭିତ୍ତିକ ଟ୍ରାନ୍ସ ଫ୍ୟାଟ୍‌ର ସବୁଠାରୁ ବଡ଼ ଉତ୍ସ ହେଉଛି ବନସ୍ପତି, ଯାହା ପରିବା ତେଲର ହାଇଡ୍ରୋଜେନେସନ୍ ଦ୍ୱାରା ପ୍ରସ୍ତୁତ ହୁଏ। ଏହା ଅସଲି ଘିଅ ତୁଳନାରେ ଶସ୍ତା, ତେଣୁ ଏହା ପ୍ରାୟତଃ ହଲୱାଇ ମିଠା, ବେକେରୀ ଉତ୍ପାଦ, ଷ୍ଟ୍ରିଟ୍ ଫୁଡ୍ ଏବଂ ଶସ୍ତା ରେଷ୍ଟୁରାଣ୍ଟ ରୋଷେଇରେ ବ୍ୟବହୃତ ହୁଏ।

୨. ବେକେରୀ ଉତ୍ପାଦ (ଶସ୍ତା ବ୍ୟବସାୟିକ ଉତ୍ପାଦ)

କିଛି ବେକେରୀ ଉତ୍ପାଦରେ ଏବେ ମଧ୍ୟ ସର୍ଟନିଂ (shortening) କିମ୍ବା ବନସ୍ପତି ବ୍ୟବହାର କରାଯାଏ, ଯେଉଁଥିରେ ଟ୍ରାନ୍ସ ଫ୍ୟାଟ୍ ଥାଇପାରେ। ଉଦାହରଣ: ବିସ୍କୁଟ୍, କ୍ରିମ୍ ବିସ୍କୁଟ୍, କେକ୍ ଓ ପେଷ୍ଟ୍ରି, ପଫ୍ ପେଷ୍ଟ୍ରି ଏବଂ ବେକେରୀ ବନ୍।

୩. ଡିପ୍-ଫ୍ରାଏଡ୍ ଷ୍ଟ୍ରିଟ୍ ଫୁଡ୍

ଷ୍ଟ୍ରିଟ୍ ଫୁଡ୍ ବା ରାସ୍ତାକଡ଼ ଖାଦ୍ୟ ପ୍ରସ୍ତୁତ ବେଳେ ତେଲକୁ ଅଧିକ ତାପମାତ୍ରାରେ ବାରମ୍ବାର ଗରମ କରିବା ଦ୍ୱାରା ଟ୍ରାନ୍ସ ଫ୍ୟାଟ୍ ସୃଷ୍ଟି ହୋଇପାରେ। ଉଦାହରଣ: ସିଙ୍ଗଡ଼ା, କଚୋରି, ପକୁଡ଼ି, ଜିଲାପି ଏବଂ ଭଟୁରା।

ଭାରତୀୟ ଖାଦ୍ୟ ସୁରକ୍ଷା ଏବଂ ମାନକ ପ୍ରାଧିକରଣ (FSSAI) ଖାଦ୍ୟରେ ଟ୍ରାନ୍ସ ଫ୍ୟାଟ୍ ପରିମାଣକୁ ମୋଟ ଫ୍ୟାଟ୍‌ର ୨% ରୁ କମ୍ ରଖିବା ପାଇଁ ନିୟମ ପ୍ରଣୟନ କରିଛନ୍ତି।

✅ ସ୍ୱାସ୍ଥ୍ୟ ପାଇଁ ସରଳ ନିୟମ: ଅଧିକ ସତେଜ ଘରୋଇ ରନ୍ଧା ଖାଦ୍ୟ ଖାଇବାକୁ ଚେଷ୍ଟା କରନ୍ତୁ ଏବଂ ଡିପ୍-ଫ୍ରାଏଡ୍ ବା ଶସ୍ତା ବେକେରୀ ଖାଦ୍ୟ କମ୍ ଖାଆନ୍ତୁ।

ପାଞ୍ଚଟି ଆଶ୍ଚର୍ଯ୍ୟଜନକ ଖାଦ୍ୟ ଯାହାକୁ ଲୋକମାନେ ସ୍ୱାସ୍ଥ୍ୟକର ମନେ କରନ୍ତି କିନ୍ତୁ ସେଥିରେ ଲୁକ୍କାୟିତ ଟ୍ରାନ୍ସ ଫ୍ୟାଟ୍ ଥାଇପାରେ:

୪. କ୍ରିମ୍ ବିସ୍କୁଟ୍: ପ୍ରାୟତଃ ଏଥିରେ ଭେଜିଟେବୁଲ୍ ସର୍ଟନିଂ କିମ୍ବା ହାଇଡ୍ରୋଜେନେଟେଡ୍ ଅଏଲ୍ ଥାଏ।

୫. ଇନଷ୍ଟାଣ୍ଟ ନୁଡୁଲ୍ସ: ପ୍ୟାକେଜିଂ ପୂର୍ବରୁ ଏଗୁଡ଼ିକୁ ପ୍ରାୟତଃ ପ୍ରି-ଫ୍ରାଏଡ୍ (ପୂର୍ବରୁ ଛଣା) କରାଯାଇଥାଏ, ଯାହା ଟ୍ରାନ୍ସ ଫ୍ୟାଟ୍ ସୃଷ୍ଟି କରିପାରେ।

୬. ମାଇକ୍ରୋୱେଭ୍ ପପକର୍ଣ୍ଣ: ଏଥିରେ ହାଇଡ୍ରୋଜେନେଟେଡ୍ ଅଏଲ୍ କିମ୍ବା କୃତ୍ରିମ ବଟର ଫ୍ଲେଭର ଥାଇପାରେ।

୭. ଫ୍ରୋଜନ୍ ପରଟା / ଫ୍ରୋଜନ୍ ସ୍ନାକ୍ସ: ଏଥିରେ ପ୍ରାୟତଃ ବାହାରୁ ଫ୍ୟାଟ୍ ମିଶାଯାଇଥାଏ, ଯେଉଁଥିରେ ହାଇଡ୍ରୋଜେନେଟେଡ୍ ଫ୍ୟାଟ୍ ଅନ୍ତର୍ଭୁକ୍ତ।

୮. ନନ୍-ଡାଏରୀ କଫି କ୍ରିମର୍: ଏହା ପ୍ରାୟତଃ ହାଇଡ୍ରୋଜେନେଟେଡ୍ ଭେଜିଟେବୁଲ୍ ଅଏଲ୍ରୁ ତିଆରି ହୋଇଥାଏ।

ଟ୍ରାନ୍ସ ଫ୍ୟାଟ୍ ସାଧାରଣତଃ ଶିଳ୍ପ ସ୍ତରରେ ପ୍ରକ୍ରିୟାକୃତ, ଭଜା ହୋଇଥିବା କିମ୍ବା ହାଇଡ୍ରୋଜେନେଟେଡ୍ ତେଲରେ ପ୍ରସ୍ତୁତ ଖାଦ୍ୟରେ ଲୁଚି ରହିଥାଏ। ଏକ ଭଲ ସ୍ୱାସ୍ଥ୍ୟ ନିୟମ ହେଉଛି: “ଖାଦ୍ୟ ଯେତେ ପ୍ରାକୃତିକ ଏବଂ ସତେଜ ହେବ, ତାହା ସେତେ ଅଧିକ ନିରାପଦ।”

Courtesy: AI sources 

 A Serious Concern Regarding the Teaching and Assessment of English in the CBSE Curriculum (Classes IX–XII)

Dear parents of CBSE students studying in Classes IX to XII,

I wish to draw your attention to a matter of serious academic concern regarding the teaching and assessment of English in the CBSE curriculum. English is not merely one subject among many; it is the medium through which knowledge in most other subjects is understood and expressed. Therefore, any weakness in the teaching of English can directly affect the overall intellectual development and academic confidence of students.

Over the past several years, certain features of the CBSE English curriculum and examination pattern appear to raise important questions regarding the systematic teaching of grammar, the structure of language assessment, and the opportunities provided to students to develop clear and effective written expression.

If, after reading the observations below, you find them reasonable and practical, I request you to consider discussing them with other parents, educators, and school authorities so that meaningful improvements may be considered in the larger interest of millions of students.

1. Absence of a Prescribed Grammar Textbook and Systematic Syllabus

It is deeply concerning to observe that in the CBSE curriculum from Classes IX to XII, there is no clearly prescribed grammar textbook and no systematically structured grammar syllabus for students to follow during these crucial academic years.

In most academic subjects, students are provided with well-defined textbooks and syllabi so that they know exactly what to study and how to prepare. However, in English—particularly with respect to grammar—such clarity appears to be largely absent.

Grammar forms the structural backbone of any language. Without systematic instruction in grammar—covering areas such as tenses, voice, reported speech, prepositions, clauses, sentence transformation, syntax, degrees of comparison, composition, and sentence structure—students cannot develop accuracy, clarity, or confidence in using the language effectively.

2. Nature of Grammar Questions in Examination Papers

Another surprising aspect is the pattern of grammar-related questions in the examination papers.

Instead of topic-based grammar questions that test specific grammatical knowledge, students are often asked to perform tasks such as rearranging jumbled words or sentences, inserting missing words in a passage, or editing words in a paragraph taken from random sources.

These questions frequently appear without any clearly defined grammatical framework or yardstick. As a result, both teachers and students remain uncertain about which specific rules or principles are actually being tested.

This situation naturally raises several important questions: What exactly should teachers teach in the classroom regarding grammar? How are students expected to prepare systematically without a defined syllabus? Can such random editing exercises alone build a strong foundation in English?

3. Two Different Sets of English Books in CBSE Schools

Another point that deserves attention is the existence of two different sets of English books across CBSE schools, which creates further inconsistency.

(a) In many Central Government CBSE schools, students are often provided with books such as an English Reader, a Main Course Book, and a grammar-based workbook. The workbook usually contains exercises on grammar topics such as tenses, determiners, modals, and sentence correction. However, despite the presence of such grammar exercises in the books, the Board examinations do not place corresponding emphasis on systematic grammar questions.

(b) In most private CBSE schools, students generally study the NCERT literature books: Beehive and Moments in Class IX, and First Flight and Footprints Without Feet in Class X. These books are primarily literary readers containing stories and poems and do not provide a structured grammar course.

Thus, in many schools there is no specific grammar textbook, and grammar instruction becomes fragmented or uncertain. This dual system naturally leads to confusion regarding what grammar should actually be taught and how it should be assessed.

4. Absence of Essay Writing in Examination Papers

Equally surprising is the absence of essay writing in CBSE examination papers for Classes IX to XII.

Essay writing is one of the most effective ways to develop a student’s ability to organize thoughts logically, construct arguments, express ideas clearly and coherently, and develop analytical and reflective thinking.

Removing such an important component deprives students of a vital academic skill that is essential for higher education and intellectual development.

5. Relevance to Future Competitive Examinations

It is also worth considering whether the current examination pattern truly prepares students for the demands of the future.

Most competitive examinations and higher academic assessments evaluate abilities such as reading comprehension, vocabulary and grammar fundamentals, logical reasoning, analytical writing, and structured expression.

These skills require systematic preparation and conceptual clarity, not merely the ability to manipulate random sentences in editing exercises.

6. Wider Educational Impact

Today CBSE is the largest school education board in India, with millions of students studying under its curriculum. Any gaps or inconsistencies in the teaching of a major subject like English therefore affect a vast number of learners and influence the overall standard of language education in the country.

This is not a minor technical issue—it concerns the quality of linguistic and intellectual development of an entire generation of students.

7. The Scale of the CBSE System

The Central Board of Secondary Education is one of the largest school education boards in the world. At present, more than 28,000 schools in India and abroad are affiliated with CBSE, and several million students appear for CBSE examinations every year.

Because of this enormous scale, any academic approach adopted by CBSE influences a very large section of the student population. Therefore, the clarity and effectiveness of English language teaching within the CBSE system are matters of national educational importance.

8. The Contradiction in the Claim of “Integrated Grammar”

It is sometimes argued that grammar is now taught in an “integrated manner” through reading passages, writing tasks, and editing exercises rather than through formal grammar lessons.

While integration of language skills is certainly desirable in principle, integration cannot replace systematic instruction.

For integration to work effectively, students must already possess a clear understanding of grammatical structures. Without such foundational knowledge, asking students to correct sentences or edit passages becomes largely a matter of guesswork rather than informed linguistic judgment.

In most effective language education systems, grammar is taught through a balanced approach that combines explicit instruction of grammatical concepts with their application through reading and writing tasks. If the foundational concepts themselves are never clearly taught, the idea of integrated grammar risks becoming merely a theoretical justification for the absence of structured grammar teaching.

9. Possible Measures for Improvement

For the benefit of students across the country, it may be worth considering certain constructive steps: introducing a clear and structured grammar syllabus for Classes IX to XII; prescribing a standard grammar textbook; including topic-based grammar questions in examinations; reinstating essay writing and structured composition in exam papers; and ensuring that assessments measure genuine language competence rather than mechanical editing tasks.

10. The Real Goal of Language Education

The aim of English education should be to develop clear thinking, precise expression, logical organization of ideas, and confident communication. Language teaching should not be reduced merely to manipulating disconnected sentences or performing mechanical corrections.

11. A Final Thought

Language is not merely another academic subject—it is the primary instrument through which knowledge is understood, expressed, and evaluated. If students do not develop clarity and precision in language, their performance in many other subjects may also suffer, because the ability to understand questions, interpret ideas, and present answers depends heavily on linguistic competence.

For this reason, the teaching and assessment of English deserve careful attention, clarity of purpose, and academic rigor. Raising these concerns is not an act of criticism but an expression of genuine concern for the intellectual development of millions of students studying under the CBSE system. Constructive dialogue among educators, parents, and policymakers can only strengthen the education system and ensure that future generations receive the solid language foundation they truly deserve.

12. A Collective Appeal

Given the importance of this issue, it is hoped that educators, policymakers, the Government of India, and the Ministry of Education will carefully review the present pattern and consider appropriate corrective measures in the interest of students nationwide. Quality language education is not a luxury—it is a necessity for the intellectual growth and future opportunities of young learners.

If this concern resonates with you, kindly consider discussing it with other parents, educators, and school authorities so that meaningful reforms may be considered at the earliest. Let us collectively raise this issue in the larger interest of millions of CBSE students.

The intention of this note is not criticism, but constructive concern for strengthening the quality of English education for the students studying under the CBSE system.

REGARDING ENGLISH SYLLBUS IN CBSE

 

1. Social Media Version (Short, Shareable)

Writing

A Serious Concern About English Teaching in CBSE (Classes IX–XII)

Many teachers and parents are increasingly worried about the current pattern of English teaching and assessment in the CBSE curriculum from Classes IX to XII.

Surprisingly, there is no prescribed grammar textbook and no clear grammar syllabus for students during these crucial academic years.

In examinations, students are mainly asked to: • Rearrange jumbled words

• Insert missing words

• Edit random paragraphs

These exercises often appear without any clear grammatical basis, leaving teachers unsure what exactly to teach and students unsure how to prepare.

Grammar is the foundation of any language. Without systematic learning of tenses, voice, reported speech, clauses, prepositions, and sentence transformation, students cannot develop accuracy or confidence in English.

Another surprising change is the absence of essay writing in many CBSE exam papers from Classes IX–XII. Essay writing helps students organize thoughts, develop arguments, and express ideas clearly — an essential academic skill.

One important question arises:

Do competitive examinations test such random editing exercises?

Most of them actually test grammar fundamentals, comprehension, vocabulary, and structured writing.

Since CBSE has the largest number of students in India, any weakness in its language teaching system affects millions of learners.

For the benefit of students across the country, it may be time to reconsider the current system and:

• Introduce a clear grammar syllabus for Classes IX–XII

• Prescribe a standard grammar textbook

• Include topic-based grammar questions in exams

• Restore essay writing and structured composition

English education should develop clear thinking and confident communication, not merely the ability to correct random sentences.

This issue deserves serious attention from educators, policymakers, and the Government of India.

Quality language education is a necessity, not a luxury.

If you are a teacher, parent, or student who believes strong language foundations matter, please share this concern.

2. Formal Letter to the Education Minister of India

Email

Subject

Concern Regarding English Teaching and Assessment in CBSE (Classes IX–XII)

Respected Sir/Madam,

I would like to draw your kind attention to an important issue regarding the teaching and assessment of English in the CBSE curriculum from Classes IX to XII.

At present, there appears to be no prescribed grammar textbook and no clearly structured grammar syllabus for students during these crucial academic years. As a result, teachers and students often remain uncertain about the specific grammatical areas that should be systematically taught and learned.

In the examination papers, topic-based grammar questions are largely absent. Instead, students are commonly required to perform tasks such as rearranging jumbled words, inserting missing words, or editing passages taken from various sources. These exercises frequently appear without a clearly defined grammatical framework.

This situation raises a few important concerns. Without systematic instruction in grammar—such as tenses, voice, reported speech, prepositions, clauses, sentence transformation, and composition—students may not develop the clarity, accuracy, and confidence necessary for effective communication in English.

Another notable observation is the absence of essay writing in many CBSE examination papers from Classes IX to XII. Essay writing is one of the most effective ways to cultivate logical thinking, structured expression, and the ability to present ideas coherently.

Since CBSE serves the largest number of students in the country, any gaps in its language teaching approach may affect the overall standard of English education for millions of learners.

In view of this, it may be worthwhile to consider the following suggestions:

Introduce a clear and structured grammar syllabus for Classes IX–XII.

Prescribe a standard grammar textbook for systematic learning.

Include topic-based grammar questions in examinations.

Reinstate essay writing and structured composition in exam papers.

Ensure that assessments measure genuine language competence.

The objective of English education should be to help students develop clear thinking, precise expression, and confident communication.

I sincerely hope that this matter may receive the attention of the Ministry of Education and that appropriate steps may be considered in the interest of students across the country.

Thank you for your time and consideration.

Yours faithfully,

Dr. Shankar D. Mishra

✅ You can copy both pieces directly and use them.

If you want, I can also make one more version that can go viral easily among teachers across India (much sharper and stronger in tone). It usually spreads faster on WhatsApp groups of teachers.