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
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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 20 Marks
periods)*
C Language through Literature (50 40 Marks
periods)*
*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
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a. The
Fun
They d. A Truly
Had Beautiful
b. The Mind
Sound e. The Snake
of and the Mirror
Music f. My Childhood
c. The g. Reach For
Little The Top
Girl

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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 8. A Slumber Did My Spirit Seal
Innisfree

Moments

1. The Lost Child 5. The Happy Prince

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

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.

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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 14 th 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,
Reading
Comprehension decoding, analyzing, 20
inferring, interpreting and
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,
Language through applying literary conventions,
Literature illustrating and justifying. Extract 40
relevant information, 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 20 Marks

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

Page 12 of 19
 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

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 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.
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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 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 14 th 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 16 of 19
 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 a opinio

Writing Skillsand
Grammar reasonin justifying, n n,
g, illustratin 20
g,
appropriacy of style and tone, using
appropriate format and fluency.
Applying
conventions, using integrated
structures
with accuracy and fluency
Recalling, reasoning, appreciating,
Language through applying literary conventions
Literature illustrating and justifying etc. Extract 40
relevant information, 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 thecircular

no. Acad-11/2019, dated March 06, 2019.

Page 17 of 19
 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  Contributions  Develops interaction  Interaction is  Initiates &
are are adequately, makes adequately logically
mainlyunrelate oftenunrelated however minimal initiated and develops simple
d to those of to those of the effortto initiate developed conversation on
other speakers other speaker conversation  Takes turn familiar topics
 Shows hardly  Generally passive  Needs constant butneeds some  Takes
any initiative in the prompting to take prompting turns
in the development of turns appropriate
development conversation ly
of
conversation
 Very limited
interaction
  Noticeably/ long  Usually fluent;  Is willing tospeak  Speaks without  Speaks fluently
Fluency & pauses; rate of produces simple at length, however noticeable effort, almost with no
Coherence speech is slow speech fluently, repetition with a little repetition &
 Frequent but loses isnoticeable repetition minimal
repetition and/or coherence in  Hesitates and/or  Demonstrates hesitation
self- correction complex self corrects; hesitation to find Develops
this is all right in communication occasionally loses words or use topicfully &
informal  Often hesitates coherence correct coherently
conversation and/or resorts  Topics developed, grammatical
 Links only basic toslow speech but usually not structures and/or
sentences;  Topics partly logically concluded self- correction
breakdown of developed;  Topics not fully
coherence notalways developed to
evident. concluded merit.
logically
 Frequent  Frequentl  Largely correct  Mostly correct  Pronouncescorrec
Pronunciation inaccurate y pronunciation & pronunciation&cl tly & articulates
pronunciati unintelligibl clear articulation ear articulation clearly
on e except occasional  Is clearly  Is always
 Communication articulatio errors understood most comprehensibl
is severely n of the time; very e
affected  Frequent few phonological  uses
phonological errors appropriate
errors intonation
 Major
communication
problems
Vocabulary &  Demonstrates  Is able to  Is able to  Is able to  Is able to
Grammar almost no communicate on communicate on communicate communicate on
flexibility, and some of the most of the topics, on most of the most of the topics
mostly topics, with with limited topics with using a wide range
strugglesfor limited vocabulary. A few appropriate of appropriate
appropriate vocabulary. grammaticalerrors vocabulary vocabulary, using
words  Frequent  Minor errors that new words and
 Many errors,but self- do not hamper expressions
Grammatical corrects communication  No
errors impacting grammatical
communication 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 ofthe school.