ENGLISH LANGUAGE AND LITERATURE

Code No. 184

2023-24

1. Background

At the secondary stage of English language learning the textual materials and other resources
should represent a wide range of learning experience. Literature has always played a significant
role in learning language. However, it is felt that pupils should be apprised with contemporary
issues, read authentic literature and experiences of people to reflect and build their personality
traits.

While there is a trend for inclusion of a wider range of contemporary and authentic texts,
accessible and culturally appropriate pieces of literature should play a pivotal role at the
secondary stage of education. The English class is meant for reading literature from different
perspectives and to engage in activities for developing communicative competence, creativity
and enrichment of language skills It should not be seen as a place merely to read poems and
stories in, but an area of activities to develop the learner’s imagination as a major aim of language
study, and to equip the learner with communicative skills to perform various language functions
through speech and writing.
2. Objectives:
Objectives of the course are to enable learners to:
• build greater confidence and proficiency in oral and written communication
• develop the ability and knowledge required in order to engage in independent
reflection and inquiry
• make appropriate usage of English language
• to communicate in various social settings
• equip learners with essential language skills to question and to articulate their point of view
• build competence in the different aspects of the Language
• develop sensitivity to, and appreciation of world literature representing varieties of
English and cultures embedded in lt.
• enable the learner to access knowledge and information through reference
skills (consulting a dictionary / thesaurus, library, internet, etc.)
• develop curiosity and creativity through extensive reading
• facilitate self-learning to enable them to become independent learners
• review, organise and edit their own work and work done by peers
• integrate listening and speaking skills in the curriculum.
• give a brief oral description of events / incidents of topical interest
• retell the contents of authentic audio texts (weather reports, public announcements,
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 simple advertisements, short interviews, etc.)
• participate in conversations, discussions, etc., on topics of mutual interest in non-classroom
situations
• narrate a story which has been depicted pictorially or in any other non-verbal mode
• respond, in writing, to business letters, official communications email etc.
• read and identify the main points / significant details of texts like scripts of
audio-video interviews, discussions, debates, etc.
• write without prior preparation on a given topic and be able to defend or explain the
stand taken / views expressed in the form of article, speech, or a debate
• write a summary of short lectures on familiar topics by making / taking notes
• write an assessment of different points of views expressed in a discussion / debate
• read poems effectively (with proper rhythm and intonation)
• transcode information from a graph / chart to a description / report and write a
dialogue, short story or report
• Develop appreciation for Indian languages(multilingualism), translations and Indian
Literature.

3. Language Items
In addition to consolidating the grammatical items practised earlier, the courses at the
secondary level seek to reinforce the following explicitly:
• sequence of tenses
• reported speech in extended texts
• modal auxiliaries (those not covered at upper primary)
• non-finites (infinitives, gerunds, participles)
• conditional clauses
• complex and compound sentences
• phrasal verbs and prepositional phrases
• cohesive devices
• punctuation (semicolon, colon, dash, hyphen, parenthesis or use of
brackets and exclamation mark)

4. Methods and Techniques

The methodology is based on a multi-skill, activity-based, learner-centered approach. Care is
taken to fulfill the functional (communicative), literary (aesthetic) and cultural (sociological)
needs of the learner. In this situation, the teacher is the facilitator of learning, She/he presents
language items, create situations which motivates the child to use English for the purposes of
communication and expression. Aural-oral teaching and testing is an integral feature of the
teaching-learning process. The electronic and print media could be used extensively. A few
suggested activities are:
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• Role play
• Simulating real life situations
• Dramatising and miming
• Problem solving and decision making
• Interpreting information given in tabular form and schedule
• Using newspaper clippings as a resource for comprehending and analysing issues.
• Borrowing situations and registers from the world around the learners, from
books and from other disciplines
• Using language games, riddles, puzzles and jokes
• Interpreting pictures / sketches / cartoons
• Debating and discussing
• Narrating and discussing stories, anecdotes, etc.
• Reciting poems
• Working in pairs and groups
• Using media inputs - computer, television, video cassettes, tapes, software packages
 ENGLISH LANGUAGE AND LITERATURE (Code No. 184)
CLASS – X
2023-24
SECTION - WISE WEIGHTAGE

Sections Weightage
A Reading Skills (40 periods)* 20 Marks
B Writing Skills with Grammar (40 periods)* 20 Marks
Language through Literature (50 periods)* 40 Marks
C
*This is a suggestive number.

Section A

Reading Skills

I. Reading Comprehension through Unseen Passage 20 Marks

1. Discursive passage of 400-450 words. (10 marks)

2. Case-based factual passage (with visual input- statistical data, chart etc.) of 200-250 words.
(10 marks)

(Total length of two passages to be 600-700 words)

Multiple Choice Questions / Objective Type Questions, and Short Answer Questions (to be
answered in 30-40 words) will be asked to assess comprehension, interpretation, analysis,
inference, evaluation and vocabulary.

Section B

II Grammar Writing Skills and Grammar 10 Marks

 Determiners
 Tenses
 Modals
 Subject – verb concord
 Reported speech
o Commands and
requests
o Statements
o Questions

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 3. The courses at the secondary level seek to cement high professional grasp of grammatical
items and levels of accuracy. Accurate use of spelling, punctuation and grammar in context will
be assessed through Gap Filling/ Editing/Transformation exercises. Ten out of 12 questions
will have to be attempted.

III Writing Skills 10 marks

4. Writing a Formal Letter based on a given situation, in 100-120 words. One out of two
questions is to be answered. 5 marks

5. Writing an Analytical Paragraph i n 100-120 words on a g i ven Map / Chart / Graph /

Cue/ s . One out of two questions is to be answered. 5 marks

Section C 40 Marks
Language through Literature
IV. Reference to the Context (5+5 = 10 Marks)

6. One extract out of two from Drama / Prose.

7. One extract out of two from poetry.

Multiple Choice Questions / Objective Type Questions Very Short Answer Questions (one word/
One sentence), Short Answer Questions (to be answered in 30-40 words) will be asked to
assess inference, analysis, interpretation, evaluation and vocabulary.

V. Short & Very Long Answer Questions 30 Marks

8. Four out of Five Short Answer Type Questions to be answered in 40-50 words from the book
FIRST FLIGHT to assess interpretation, analysis, inference and evaluation.
4x3=12 marks
9. Two out of Three Short Answer Type Questions to be answered in 40-50 words each from
FOOTPRINTS WITHOUT FEET to assess interpretation, analysis, inference and
evaluation. 2x3=6 marks
10. One out of two Long Answer Type Questions from FIRST FLIGHT to be answered in about
100-120 words each to assess creativity, imagination and extrapolation beyond the text and
across the text. This can be a passage-based question taken from a situation/plot from the
text. 6 marks
11. One out of two Long Answer Type Questions from FOOTPRINTS WITHOUT FEET, on
theme or plot involving interpretation, extrapolation beyond the text and inference or
character sketch to be answered in about 100-120 words. 6 marks

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Prescribed Books: Published by NCERT, New Delhi
1. FIRST FLIGHT

A. Prose
i. A Letter to God
ii. Nelson Mandela - Long Walk to Freedom
iii. Two Stories About Flying
iv. From the Diary of Anne Frank
v. Glimpses of India
vi. Mijbil the Otter
vii. Madam Rides the Bus
viii. The Sermon at Benares
ix. The Proposal (Play)
B. Poems
1. Dust of Snow
2. Fire and Ice
3. A Tiger in the Zoo
4. How to Tell Wild Animals
5. The Ball Poem
6. Amanda!
7. The Trees
8. Fog
9. The Tale of Custard the Dragon
10. For Anne Gregory

2. FOOTPRINTS WITHOUT FEET

1. A Triumph of Surgery
2. The Thief's Story
3. The Midnight Visitor
4. A Question of Trust
5. Footprints Without Feet
6. The Making of a Scientist
7. The Necklace
8. Bholi
9. The Book that Saved the Earth

3. WORDS AND EXPRESSIONS – II (WORKBOOK FOR CLASS X) – Units 1 to 4 and

Units 7 to 11

Note: Teachers are advised to:

(i) encourage interaction among peers, students and teachers through activities such as
role play, discussions, group work etc.

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 (ii) reduce teacher-talking time and keep it to the minimum,

(iii) take up questions for discussion to encourage pupils to participate and to marshal
their ideas and express and defend their views, and

(iv) follow the Speaking and Listening activities given in the NCERT books.
Besides measuring learning outcome, texts serve the dual purpose of diagnosing
mistakes and areas of non-learning. To make evaluation a true index of learners’
knowledge, each language skill is to be assessed through a judicious mixture of different
types of questions.
INTERNAL ASSESSMENT

Listening and Speaking Competencies 30 Periods

Assessment of Listening and Speaking Skills will be for 05 marks.

It is recommended that listening and speaking skills should be regularly practiced .

Art-integrated projects based on activities like Role Play, Skit, Dramatization etc. must be used.
Please refer to the Circular no. Acad-33/2020 dated 14th May 2020 at the
http://cbseacademic.nic.in/web_material/Circulars/2020/33_Circular_2020.pdf for details

Guidelines for the Assessment of Listening and Speaking Skills are given at Annexure I.

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 ENGLISH LANGUAGE AND LITERATURE
Code no. (184)
2023-24
CLASS – X

Marks 80

Sections Competencies Total marks

Reading Conceptual understanding,
Comprehension
decoding, analyzing, inferring, 20
interpreting and
vocabulary
Writing Skills Creative expression of an opinion,
and Grammar
reasoning, justifying, illustrating,
appropriacy of style and tone, using 20
appropriate format and fluency. Applying
conventions, using integrated structures
with accuracy and fluency
Language through Recalling, reasoning, appreciating, applying
Literature literary conventions illustrating and justifying
etc. Extract relevantinformation, identifying 40
the central theme and sub-theme,
understanding
the writers’ message and writing fluently.

Total 80

For the details of Internal Assessment of 20 marks, please refer to the

circular no.

Acad-11/2019, dated March 06, 2019.

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 Annexure I

Guidelines for Assessment of Listening and Speaking Skills (ALS)

ALS is a component of the Subject Enrichment Activity under Internal Assessment. ALS must be
seen as an integrated component of all four language skills rather than a compartment of two.
Suggested activities, therefore, take into consideration an integration of the four language skills
but during assessment, emphasis will be given to speaking and listening, since reading and
writing are already being assessed in the written exam.
Assessment of Listening and Speaking Skills: (5 Marks)
i. Activities:
● Subject teachers must refer to books prescribed in the syllabus.
● In addition to the above, teachers may plan their own activities and create their
own material for assessing the listening and speaking skills.
ii. Parameters for Assessment: The listening and speaking skills are to be assessed
on the following parameters:
a. Interactive competence (Initiation & turn taking, relevance to the topic)
b. Fluency (cohesion, coherence and speed of delivery)
c. Pronunciation
d. Language (grammar and vocabulary)

A suggestive rubric is given below:

1. 2. 3. 4. 5.
Interaction
 Contributions are mainly  Contributions  Develops  Interaction is  Initiates &
unrelated to those of are often interaction adequately logically
otherspeakers unrelated to adequately, initiated develops simple
 Shows hardly any those of the makes and developed conversation on
initiative in the other speaker however  Takes turn but familiar topics
development of  Generally minimal effort needs some  Takes turns
conversation passive in the to initiate prompting appropriately
 Very limited interaction development of conversation
conversation  Needs
constant
prompting to
take turns

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  Noticeably/ long  Usually fluent;  Is willing to  Speaks without  Speaks fluently
Fluency & pauses; rate of produces speak at noticeable almost with no
Coherence speech is slow simplespeech length, effort, with a repetition &
 Frequent repetition fluently, but however little repetition minimal
and/orself- loses repetition is  Demonstrates hesitation
correction this is all coherence in noticeable hesitation to Develops topic
right in informal complex  Hesitates find words or fully &
conversation communication and/or self use correct coherently
 Links only basic  Often hesitates corrects; grammatical
sentences; and/or resorts to occasionally structures
breakdown of slow speech loses and/or self-
coherence evident.  Topics partly coherence correction
developed; not  Topics  Topics not fully
always developed, developed to
concluded but usually not merit.
logically logically
concluded


 Frequent inaccurate  Frequently  Largely correct  Mostly correct  Pronounces

Pronunciation pronunciation unintelligible pronunciation pronunciation & correctly &
 Communicationis articulation & clear clear articulates
severely affected  Frequent articulation articulation clearly
phonological except  Is clearly  Is always
errors occasional understood comprehensible
 Major errors most of the  uses
communication time; very few appropriate
problems phonological intonation
errors

Vocabulary &  Demonstrates  Is able to  Is able to  Is able to  Is able to

Grammar almost no communicate communicate communicate communicate
flexibility, and on some of on most of on most of on most of
mostly struggles the topics, the topics, the topics the topics
for appropriate with limited with limited with using a wide
words vocabulary. vocabulary. appropriate range of
 Many Grammatical  Frequent errors, A few vocabulary appropriate
errors impacting but self-corrects grammatical  Minor errors vocabulary,
communication errors that do not using new
hamper words and
communication expressions
 No
grammatical
errors

iii. Schedule:
 The practice of listening and speaking skills should be done throughout the academic
year.
 The final assessment of the skills is to be done as per the convenience and schedule of
the school.

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