- Entrance Exams
- Schools / Boards
- Talent Search Exams
CBSE Class XI / XII English Core Syllabus 2014 – 2015 is given below.
Students are expected to have acquired a reasonable degree of language proficiency in English by the time they come to class XI, and the course will aim, essentially, at promoting the higher-order language skills. For a large number of students, the higher secondary stage will be a preparation for the university, where a fairly high degree of proficiency in English may be required. But for another large group, the higher secondary stage may be a preparation for entry into the world of work. The Core Course should cater to both groups by promoting the language skills required for academic study as well as the language skills required for the workplace.
The general objectives at this stage are:
i) to listen and comprehend live as well as record in writing oral presentations on a variety of topics
ii) to develop greater confidence and proficiency in the use of language skills necessary for social and academic purpose
iii) to participate in group discussions, interviews by making short oral presentation on given topics
iv) to perceive the overall meaning and organisation of the text (i.e., the relationships of the different “chunks” in the text to each other
v) to identify the central/main point and supporting details, etc., to build communicative competence in various registers of English
vi) to promote advanced language skills with an aim to develop the skills of reasoning, drawing inferences, etc. through meaningful activities
vii) to translate texts from mother tongue(s) into English and vice versa
viii) to develop ability and knowledge required in order to engage in independent reflection and enquiry At the end of this stage learners will be able to do the following:
i) read and comprehend extended texts (prescribed and non-prescribed) in the following genres: science fiction, drama, poetry, biography, autobiography, travel and sports literature, etc.
ii) text-based writing (i.e., writing in response to questions or tasks based on prescribed or unseen texts)
iii) understand and respond to lectures, speeches, etc.
iv) write expository / argumentative essays, explaining or developing a topic, arguing a case, etc.
v) write formal/informal letters and applications for different purposes
vi) write items related to the workplace (minutes, memoranda, notices, summaries, reports etc.
vii) filling up of forms, preparing CV, e-mail messages., making notes from reference materials, recorded talks etc.
The core course should draw upon the language items suggested for class IX-X and delve deeper into their usage and functions. Particular attention may, however, be given to the following areas of grammar: The use of passive forms in scientific and innovative writings. Converting one kind of sentence/clause into a different kind of structure as well as other items to exemplify stylistic variations in different discourses modal auxiliaries-uses based on semantic considerations.
Specific Objectives of Reading:
Students are expected to develop the following study skills:
Develop literary skills as enumerated below:
Speaking and Listening
Speaking needs a very strong emphasis and is an important objective leading to professional competence. Hence testing of oral skills must be made an important component of the overall testing pattern. To this end, speaking and listening skills are overtly built into the material to guide the teachers in actualization of the skills. Assessment of Speaking and Listening Skills (ASL)
The CBSE had introduced the formal assessment of speaking and listening skills in class XI with effect from the session 2012-13. As a part of the CCE, it is believed that assessment should be used to control and regulate the quality and also to maintain the desired standards of performance in specific areas of learning. As good communication skills raise the self esteem and gives student confidence to face the challenges of life, it is desired that the student acquires proficiency in it by the time he or she completes secondary education. In the present time, speaking and listening are considered to be the essential skills of learning a language which are extensively used in one’s life. Hence, the formal assessment of speaking and listening skills has been added in the overall assessment scheme with a view to bring in a ‘washback’ effect in the teaching process. While the focus of listening skills is to assess a student’s competency in listening for understanding the main points for identifying general and specific information for a purpose, distinguishing the main points from the supporting details, interpreting messages, understanding and following instructions, advice, requests, etc., the linguistic and nonlinguistic features of a language, etc., and appropriate activities may be used for assessing the above mentioned objectives.
The assessment of speaking skills is based on four aspects of a language which include language functions, grammar, lexis or range of vocabulary and phonology. Students will be assessed on a scale of 5-1 where in 1 is the lowest and 5 is the highest. If a student performs very well but doesn’t completely fall in the highest category he or she can be marked in between 3 and 5. This will give a student wider range where the performance can be pitched.
The descriptors for three bands are given below for all the four areas:
|TaskManagement||Contributions are highlyeffe ative functions of the level with spontaneity.||Contributions are effective and fulfil the task. Can fulfil the communicative functions of the level.||Contributions are adequate and fulfil the task. Can fulfil functions of the level but may not do so consistently.||Contributions are limited and there is some attempt at the task which is not fulfilled and/or may be repetitive.||There is almost no contribution and/or contributions may not be related to the task.|
|Initiation andTurn-taking||Is prompt to initiate discussions on the themes/ functions at the given level appropriately.Contributes spontaneously to keep the interaction
going; takes turn appropriately.
|Is easily able to initiate discussions on the themes/ functions at the given level appropriately.Contributes effectively to keep the interaction going and takes turn appropriately.||Is able to initiate discussions on the themes/ functions at the given level.
Makes an effort to keep the interaction going; takes turn.
|Struggles to initiate discussions on the themes/ functions at the given level.
Makes little effort to keep the interaction going;
|Does not initiate discussions.
Makes no effort to keep the interaction going.
|Appropriacy and Relevance||Speaks with a clear sense of purpose and audience in both formal and informal situations.
Contributions are always appropriate to the context/ situation.
|Speaks with a fair sense of purpose and audience in
both formal and informal situations.
May be less confident in formal situations.
|Speaks with an awareness of purpose and audience may not adapt register effectively.
Contributions are appropriate to the context/ situation.
|Has unclear sense of purpose and may be unable to adapt register.Contributions may not be connected to the context/ situation.||Has hardly any sense of purpose and cannot adapt to register.|
Speed of Delivery sequence
|Presents information in a logical sequence of linked utterances with a clear connection between ideas, arguments and statements. Uses a range of cohesivedevices.
Speaks fluently with minimal hesitation.
Has intelligible speed of delivery.
|Presents information in a logical sequence of linked utterances with a connection between ideas, arguments and statements. Uses with ease some cohesivedevices.
Speaks fluently with some hesitation.
Has intelligible speed of delivery.
|Presents information generally in a logical order but overall progression may not always be clear.Uses a range of cohesive devices but some over/ under use.
Coherence may be affected by hesitancy or rephrasing.
Intelligible speed of delivery
|Presents information but without clear progression. Uses limitedcohesive devices repetitively.
Severe hesitation may impede communication.
Speed of delivery impedes understanding
|Presents information with noprogression and/
or little control of organisational features.
May use only isolated words and phrases.
|Pronunciation, Stress andintonation||Has clear, natural pronunciation that can be easily understood by the listener.Varies stress and intonation in keeping with the task, content and meaning.||Presents information in a logical sequence of linked utterances with a connection between ideas, arguments and statements. Uses with ease some cohesivedevices.
Speaks fluently with some hesitation.
Has intelligible speed of delivery.
|Is intelligible though there are examples of some mispronunciation.Tries to speak, varying stress and intonation according to
task, content and meaning.
|Is not always intelligible and the listener may have to ask for repetition from time to timeFlat intonation and/or inappropriate stress for the task, content or meaning||Is not intelligible.|
Specific Objectives of Listening:
Students are expected to develop the ability:
Specific Objectives of Writing
Inculcating good reading habits in children has always been a concern for all stakeholders in education. The purposes to create independent thinking individuals with the ability to not only create their own knowledge but also critically interpret, analyse and evaluate it with objectivity and fairness. This will also help students in learning and acquiring better language skills.
Creating learners for the 21st century involves making them independent learners who can learn, unlearn and relearn and, if our children are in the habit of reading, they will learn to reinvent themselves and deal with the many challenges that lie ahead of them.
Reading is not merely decoding information or pronouncing words correctly. It is an interactive dialogue between the author and the reader in which the reader and the author share their experiences and knowledge with each other. Good readers are critical readers with an ability to arrive at a deeper understanding of not only the world presented in the book but also of the real world around them.
Consequently, they become independent thinkers capable of taking their own decisions in life rationally. Hence, a few activities are suggested below which teachers may use as a part of the reading project.
Teachers may select books suitable to the age and level of the learners. Care ought to be taken to choose books that are appropriate in terms of language, theme and content and which do not hurt the sensibilities of a child.
Teachers may later suggest books from other languages but dealing with the same themes as an extended activity. The Project should lead to independent learning/reading skills and hence the chosen book should not be taught in class, but may be introduced through activities and be left for the students to read at their own pace. Teachers may, however, choose to assess a student’s progress or success in reading the book by asking for verbal or written progress reports, looking at their diary entries, engaging in a discussion about the book, giving a short quiz or a work sheet about the book/short story. The mode of assessment may be decided by the teachers as they see fit.
These may be used for Internal assessments/Formative Assessments only. It may be noted that this reading project is apart from the long reading texts which have been prescribed for the Term-end Assessments.
Problem Solving Assessment (PSA):
It is a widely acknowledged fact that research and analytical skills, ability to apply basic concept of different subjects, solving application based problems in Mathematics and Science, comprehending and analysing written texts and effective communication are the skills which ensure success in higher studies and professional areas. Given below are the features of PSA:
The features are :
Methods and Techniques
The techniques used for teaching should promote habits of self-learning and reduce dependence on the teacher. In general, we recommend a multi-skill, learner-centred, activity based approach, of which there can be many variations. The core classroom activity is likely to be that of silent reading of prescribed/selected texts for comprehension, which can lead to other forms of language learning activities such as role-play, dramatization, group discussion, writing, etc., although many such activities could be carried out without the preliminary use of textual material. It is important that students be trained to read independently and intelligently, interacting actively with texts, with the use of reference materials (dictionary, thesaurus, etc.) where necessary. Some pre- reading activity will generally be required, and the course books should suggest suitable activities, leaving teachers free to devise other activities when desired. So also, the reading of texts should be followed by post reading activities. It is important to remember that every text can generate different readings. Students should be encouraged to interpret texts in different ways.
Group and pair activities can be resorted to when desired, but many useful language activities can be carried out individually. In general, teachers should encourage students to interact actively with texts and with each other. Oral activity (group discussion, etc.) should be encouraged.
CLASS – XI English Core
SECTION – A
Reading Comprehension 60 Periods
Two unseen passages (including poems) with a variety of questions including 04 marks for vocabulary such as word formation and inferring meaning. The total range of the 2 passages including a poem or a stanza, should be around 900-1000 words. 1. 550-600 words in length (for note-making and summarising) 2. 350-400 words in length (to test comprehension, interpretation and inference) An unseen poem of about 28-35 lines. The passages could be of any one of the following types:
Writing Skills and Grammar
WRITING 60 Periods
(a) business or official letters (for making enquiries, registering complaints, asking for and giving information, placing orders and sending replies)
(b) letters to the editor (giving suggestions on an issue)
(c) application for a job with a bio-data or resume
(d) letter to the school or college authorities, regarding admissions, school issues, requirements /suitability of courses, etc.
Grammar 30 Periods
Literature and Long Reading Texts 70 Periods
Questions to test comprehension at different levels: literal, inferential and evaluative
1. Hornbill: Textbook published by NCERT, New Delhi
2. Snapshots: Supplementary Reader published by NCERT, New Delhi
The following have been deleted:
Textbooks Name of the lessons deleted Hornbill
1. Landscape of the Soul
2. The Adventure
3. Silk Road
4. The Laburnum Top (Poetry) Snapshots 5. The Ghat of the only World
Note: Values-based questions may be given as long answers in the writing or literature sections.
Long Reading Texts (Anyone)
With a view to inculcate the habit of reading among the students, CBSE has introduced compulsory reading of a Long Reading Text – Novel in the English Core Course and will be evaluated in the Term-end Assessments. Schools can opt for either one of the texts.
Novels Author The Canterville Ghost Oscar Wilde (unabridged 1906 Edition) Up from Slavery Booker T. Washington (unabridged 2000 Edition)
ENGLISH CORE CLASS – XII
Reading Comprehension 30 Marks
Reading Unseen Passages and Note making
Two unseen passages with a variety of very short answer or MCQ questions to test comprehension, interpretation and inference. Vocabulary such as word formation and inference of meaning will also be tested.
The total length of the two passages will be between 1100 – 1200 words. The passage will include two of the following:
a. Factual passages, e.g., instructions, descriptions, reports.
b. Descriptive passages involving opinion, e.g., argumentative, persuasive or interpretative text.
c. Literary passages, e.g., extract from fiction, drama, poetry, essay or biography. A poem could be of 28-35 lines.
Writing Skills 30 Marks
Letter types include
Very Long Answer Questions: Two compositions based on visual and/or verbal Output may be descriptive or argumentative in nature such as an article, a debate or a speech.
Literature Textbooks and Long Reading Text 40 Marks
Flamingo and Vistas
1. Flamingo: English Reader published by National Council of Education Research and Training, New Delhi
2. Vistas: Supplementary Reader published by National Council of Education Research and Training, New Delhi
Note: Long answer questions based on values can be given in the writing section or in the literature section.
Textbooks Name of the lessons deleted
Flamingo 1. Poets and Pancakes
2. The Interview
3. A Road Ride Stand (Poetry) Vistas
4. The Third Level
5. Journey to the End of the Earth
Long Reading Text / Novel Author
Hound of Baskervilles (unabridged 1902) Arthur Conan Doyle
Stay Updated. Get All Information in Your Inbox. Enter your e-Mail below: