CBSE Class 11 English Core Syllabus - Vrindawan Boarding School

Competencies to be focused on:

The general objectives at this stage are to: ● listen and comprehend live as well as recorded oral presentations on a variety of topics ● develop greater confidence and proficiency in the use of language skills necessary for social and academic purpose to participate in group discussions and interviews, by making short oral presentation on given topics ● perceive the overall meaning and organisation of the text (i.e., correlation of the vital portions of the text) ● identify the central/main point and supporting details, etc., to build communicative competence in various lexicons of English ● promote advanced language skills with an aim to develop the skills of reasoning, drawing inferences, etc. through meaningful activities ● translate texts from mother tongue(s) into English and vice versa ● develop ability and acquire knowledge required in order to engage in independent reflectionand enquiry ● read and comprehend extended texts (prescribed and non-prescribed) in the following genres: science fiction, drama, poetry, biography, autobiography, travel and sports literature,etc. ● text-based writing (i.e., writing in response to questions or tasks based on prescribed or unseen texts), understand and respond to lectures, speeches, etc. ● write expository / argumentative essays, explaining or developing a topic, arguing a case, etc, write formal/informal letters and applications for different purposes

● make use of contextual clues to infer meanings of unfamiliar vocabulary ● select, compile and collate information for an oral presentation ● produce unified paragraphs with adequate details and support ● use grammatical structures accurately and appropriately ● write items related to the workplace (minutes, memoranda, notices, summaries, reports etc. ● 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 deeperinto their usage and functions. Particular attention may, however, be given to the following areasof grammar: · The use of passive forms in scientific and innovative writings. · Convert one kind of sentence/clause into a different kind of structure as well as other items to exemplify stylistic variations in different discourses modal auxiliariesuses basedon semantic considerations.

Specific Objectives of Reading Students are expected to develop the following study skills: · skim for main ideas and scan for details · refer to dictionaries, encyclopedia, thesaurus and academic reference material inany format · select and extract relevant information, using reading skills of skimming and scanning · understand the writer’s purpose and tone · comprehend the difference between the literal and the figurative · differentiate between claims and realities, facts and opinions, form business opinionsonthe basis of latest trends available · comprehend technical language as required in computer related fields, arrive atpersonal conclusion and logically comment on a given text. · Specifically develop the ability to be original and creative in interpreting opinion, develop the ability to be logically persuasive in defending one’s opinion and making notes based on a text. Develop literary skills as enumerated below: · respond to literary texts · appreciate and analyse special features of languages that differentiate literary texts from non-literary ones, explore and evaluate features of character, plot, setting, etc. · understand and appreciate the oral, mobile and visual elements of drama. Identify the elements of style such as humour, pathos, satire and irony, etc. · make notes from various resources for the purpose of developing the extracted ideas into sustained pieces of writing B. Listening and Speaking 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. Specific Objectives of Listening & Speaking Students are expected to develop the ability to: · take organized notes on lectures, talks and listening passages · listen to news bulletins and to develop the ability to discuss informally a wide rangingissues like current national and international affairs, sports, business, etc. · respond in interviews and to participate in formal group discussions. · make enquiries meaningfully and adequately and to respond to enquiries for the purposeof travelling within the country and abroad. · listen to business news and to be able to extract relevant important information. · to develop public speaking skills.

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 textualmaterial. · 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 students should be encouraged to interpret texts in different ways. · Group and pair activities can be resorted to, when desired, although 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.

. Parameters for Overall Assessment:- 1. Pronunciation: · When evaluating the pronunciation of the students, teachers must listen for clearly articulated words, pronunciationof unusual spellings and intonation. · Assess the students for the pronunciation skills and determine at which level the student needs improvement. 2. Vocabulary: · After noting their pronunciation levels, evaluate the students on the use of extensive and appropriate vocabulary during the viva. Check if students are using vocabulary appropriate to the context about which they are speaking. 3. Accuracy: · Grammar has always been an important component of language skills. As students speak/ answer the questions during the viva, listen to their grammatical structures. Are they competent enough to use multiple tenses? Is their word order correct in a given sentence? An effective speaker will automatically use the correct grammaticalstructures of his language. 4. Communication: · Assessing the communication skills of the students means looking at more than language. Look at how creatively students use the language to make their points understood. Students with a low level of vocabulary andgrammar may still have good communication skills if they are able to make the teacher understand their point of view. 5. Interaction: · During the viva teachers need to ask the students some questions. Questions need to be based on the projectsthat have been suggested or chosen by the students. · It is imperative for a teacher to read the essays/project reports before they can be ready to ask questions.

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