ENGLISH LANGUAGE AND LITERATURE

Code No. 184

2024-25
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 functionsthrough 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,
frombooks 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

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 ENGLISH LANGUAGE AND LITERATURE (Code No. 184)
SYLLABUS CLASS – IX
2024-25

Sections Weightage

A Reading Skills (40 periods)* 20 Marks

B Writing Skills and Grammar (40 periods)* 20 Marks
C Language through Literature (50 periods)* 40 Marks
*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/Very Short Answer Questions will be
asked to assess comprehension, interpretation, analysis, inference, evaluation and
vocabulary.
Section B
Writing Skills and Grammar
II Grammar 10 Marks

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

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 will be
assessed through Gap Filling/ Editing/Transformation exercises. Ten out of twelve questions
will be attempted.

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 III Writing Skills 10 marks

4. Writing a Descriptive Paragraph (word limit 100-120 words), describing a person / event
/ situation, based on visual or verbal cue/s. One out of two questions to be answered.
5 marks

5. Writing a Story (on a given cue/title)/Diary Entry, in 100-120 words. One out of two
questions is to be answered. 5 marks
Section C
Language through Literature 40 Marks

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 will be asked to assess interpretation,
analysis, inference, evaluation, appreciation and vocabulary.

IV. Short & Long Answer Questions

8. Four out of Five Short Answer Type Questions to be answered in 40-50 words from the
book BEEHIVE 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 from the
book MOMENTS to assess interpretation, analysis, inference and evaluation.
3x2=6 marks
10. One out of two Long Answer Type Questions from BEEHIVE to be answered in about 100-
120 words to assess creativity, imagination and extrapolation beyond the text and across
the text. This can also 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 MOMENTS, 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

Prescribed Books: Published by NCERT, New Delhi

Beehive

Prose

a. The Fun They Had d. A Truly Beautiful Mind

b. The Sound of Music e. The Snake and the Mirror
c. The Little Girl f. My Childhood
g. Reach For The Top
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 h. Kathmandu i. If I were You
Poems-

1. The Road Not taken 5. A Legend of the Northland

2. Wind 6. No Men Are Foreign
3. Rain on The Roof 7. On killing a tree
4. The Lake Isle of Innisfree 8. A Slumber Did My Spirit Seal

Moments

1. The Lost Child 5. The Happy Prince

2. The adventures of Toto 6. The Last Leaf
3. Iswaran the Storyteller 7. A House is not a Home
4. In the kingdom of fools 8. The Beggar

3. WORDS AND EXPRESSIONS – I (WORKBOOK FOR CLASS IX) – Units 1 to 6 and Units
8,10 & 11
NOTE: Teachers are advised to:

(i) encourage classroom interaction among peers, students and teachers through
activities such as role play, group work etc.
(ii) reduce teacher-talk 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.

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
30 Periods
Listening and Speaking Competencies

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)
2024-25
CLASS – IX
Marks-80

Sections Competencies Total

marks

Conceptual understanding, decoding,

Reading
Comprehension analyzing, inferring, interpreting and 20
vocabulary
Creative expression of an opinion,
Writing Skillsand
Grammar reasoning, justifying, illustrating, appropriacy
of style and tone, using appropriate format 20
and fluency.
Applying conventions, using integrated
structures with accuracy and fluency
Recalling, reasoning, appreciating, applying
Language through literary conventions, illustrating and
Literature justifying. Extract relevant information, 40
identifying 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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 ENGLISH LANGUAGE AND LITERATURE (Code No. 184)
CLASS – X
2024-25

SECTION - WISE WEIGHTAGE

Sections Weightage

A Reading Skills (40 periods)* 20 Marks

B Writing Skills with Grammar (40 periods)* 20 Marks
C Language through Literature (50 periods)* 40 Marks

*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
Writing Skills and Grammar
II 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 in 100-120 words on a given 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
bookFIRST 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

1. A Letter to God
2. Nelson Mandela - Long Walk to Freedom
3. Stories About Flying
4. From the Diary of Anne Frank
5. Glimpses of India
6. Mijbil the Otter
7. Madam Rides the Bus
8. The Sermon at Benares
9. 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 andUnits 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.
Page 10 of 14
 (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 skills 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.

Page 11 of 14
 ENGLISH LANGUAGE AND LITERATURE
Code no. (184)
CLASS – X
2024-25

Marks 80

Sections Competencies Total marks

Conceptual understanding, decoding,
Reading
Comprehension analyzing, inferring, interpreting and 20
vocabulary

Creative expression of an opinion,

Writing Skillsand
Grammar reasoning, justifying, illustrating,
appropriacy of style and tone, using 20
appropriate format and fluency. Applying
conventions, using integrated structures
with accuracy and fluency
Recalling, reasoning, appreciating, applying
Language through literary conventions illustrating and justifying
Literature etc. Extract relevant information, 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 thecircular no.
Acad-11/2019, dated March 06, 2019.

Page 12 of 14
 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 theirown material for
assessing the listening and speaking skills.
ii. Parameters for Assessment: The listening and speaking skills are to be assessedon 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  Contributions are  Develops interaction  Interaction is  Initiates & logically
mainlyunrelated to oftenunrelated to adequately, makes adequately initiated develops simple
those of other those of the other however minimal effortto and developed conversation on
speakers speaker initiate conversation  Takes turn butneeds familiar topics
 Shows hardly any  Generally passive in  Needs constant some prompting  Takes turns
initiative in the the development of prompting to take turns appropriately
development of conversation
conversation
 Very limited interaction
  Noticeably/ long  Usually fluent;  Is willing tospeak at  Speaks without  Speaks fluently
Fluency & pauses; rate of produces simple length, however noticeable effort, with almost with no
Coherence speech is slow speech fluently, but repetition isnoticeable a little repetition repetition & minimal
 Frequent repetition loses coherence in  Hesitates and/or self  Demonstrates hesitation Develops
and/or self- complex corrects; occasionally hesitation to find topicfully &
correction this is all communication loses coherence words or use correct coherently
right in informal  Often hesitates and/or  Topics developed, but grammatical
conversation resorts toslow speech usually not logically structures and/or
 Links only basic  Topics partly concluded self- correction
sentences; developed; notalways  Topics not fully
breakdown of concluded logically developed to merit.
coherence evident.

 Frequent  Frequently  Largely correct  Mostly correct  Pronouncescorrectly
Pronunciation inaccurate unintelligible pronunciation & clear pronunciation&clear & articulates clearly
pronunciation articulation articulation except articulation  Is always
 Communication is  Frequent occasional errors  Is clearly comprehensible
severely affected phonological errors understood most of  uses appropriate
 Major communication the time; very few intonation
problems phonological errors

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

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

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