Competencies to be focused on:
The general objectives at this stage are to:
● listen and comprehend live as well as record in writing 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, 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 independentreflection
and enquiry
● read and comprehend extended texts (prescribed and non-prescribed) in the following
genres: science fiction, drama, poetry, biography, autobiography, travel and sportsliterature,
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, arguinga 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 referencematerials,
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 givento the following areas
of 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 auxiliaries- uses based
on semantic considerations.
A. 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 in
any 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 opinions
onthe basis of latest trends available
• comprehend technical language as required in computer related fields, arrive at
personal 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 toprofessional
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 wideranging
issues 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 thepurpose
of travelling within the country and abroad.
• listen to business news and to be able to extract relevant important information.
• to develop public speaking skills.
C. Specific Objectives of Writing
The students will be able to:
• write letters to friends, relatives, etc. to write business and official letters.
• open accounts in post offices and banks. To fill in railway/airline reservation forms.
• draft notices, advertisements and design posters effectively and appropriately
• write on various issues to institutions seeking relevant information, lodge complaints,
express gratitude or render apology.
• write applications, fill in application forms, prepare a personal bio-data for admissioninto
colleges, universities, entrance tests and jobs.
• write informal reports as part of personal letters on functions, programmes and
activities held in school (morning assembly, annual day, sports day, etc.)
• write formal reports for school magazines/events/processes/ or in local newspapers
about events or occasions.
• express opinions, facts, arguments in the form of speech or debates, using a varietyof
accurate sentence structures
• draft papers to be presented in symposia.
• take down notes from talks and lectures.
• write examination answers according to the requirement of various subjects.
• summarise a text.
D. More About Reading
Inculcating good reading habits in children has always been a concern for all stakeholders in
education. The purpose is to create independent thinking individualswith 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 whocan learn,
unlearn and relearn. If our children are in the habit of reading, they will learnto 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 worldpresented 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 asa part of the
reading project.
• Short review / dramatization of the story
• Commentary on the characters
• Critical evaluation of the plot, storyline and characters
• Comparing and contrasting the characters within the story, with other charactersin
stories by the same author or by different authors
• Extrapolating about the story read or life of characters after the story ends defending
characters actions in the story
• Making an audio story out of the novel/text to be read aloud.
• Interacting with the author
• Holding a literature fest where students role-play as various characters to interact with
each other
• Role playing as authors/poets/dramatists, to defend their works and characters
• Symposiums and seminars for introducing a book, an author, or a theme
• Creating graphic novels out of novel or short stories they read
• Dramatizing incidents from a novel or a story
• Creating their own stories
• Books of one genre to be read by the whole class.
Teachers may select books and e-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 by 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. A befitting mode of assessment may be chosen by the teacher.
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 withtexts, 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 usefullanguage
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.
ENGLISH CORE
CODE NO. 301
CLASS – XI (2022-23)
Section A
Reading Skills
Reading Comprehension through Unseen Passage 18 Marks
I. One unseen passage to assess comprehension, interpretation inference and vocabulary. The
passage may be factual, descriptive or literary.
II. One unseen case-based passage with verbal/visual inputs like statistical data, charts etc.
Note: The combined word limit for both the passages will be 600-750.
Multiple Choice Questions / Objective Type Questions will be asked. (10+8 = 18 Marks)
III. Note Making and Summarization based on a passage of approximately 200-250 words.
i. Note Making: 5 Marks
○ Title: 1
○ Numbering and indenting: 1
○ Key/glossary: 1
○ Notes: 2
ii. Summary (up to 50 words): 3 Marks
○ Content: 2
○ Expression: 1
Section B
IV. Grammar 7 Marks
i. Questions on Gap filling (Tenses, Clauses)
ii. Questions on re-ordering/transformation of sentences
(Total seven questions to be done out of the eight given).
V. Creative Writing Skills 16 Marks
i. Short writing task – Classified Advertisements up to 50 words. One out of the two given
questions to be answered (3 Marks: Format : 1 / Content : 1 / Expression : 1)
ii. Short writing task –Poster up to 50 words. One out of the two given questions to be
answered.(3marks:Format : 1 / Content : 1 / Expression : 1)
iii. Writing a Speech in 120-150 words based on verbal / visual cues related to some contemporary
/ age-appropriate topic.
iv. Writing a Debate based on visual/verbal inputs in 120-150 words. The theme should be
contemporary topical issues. One out of the two given questions to be answered. (5 Marks:
Format: 1 / Content: 2 / Expression: 2)
Section C
This section will have variety of assessment items including Multiple Choice Questions, Objective Type
Questions, Short Answer Type Questions and Long Answer Type Questions to assess comprehension,
analysis, interpretation and extrapolation beyond the text.
VI. Reference to the Context
i. One Poetry extract out of two from the book Hornbill to assess comprehension,
interpretation, analysis and appreciation. (3×1=3 Marks)
ii. One Prose extract out of two from the book Hornbill to assess comprehension,
interpretation, analysis and appreciation. (3×1=3 Marks)
iii. One prose extract out of two from the book Snapshots to assess comprehension,
interpretation and analysis. (4×1=4 Marks)
VII. Two Short answer type question (one from Prose and one from Poetry from the book Hornbill), out
of four, to be answered in 40-50 words. Questions should elicit inferential responsesthrough critical
thinking. (3×2=6 Marks)
VIII. One Short answer type question, from the book Snapshots, to be answered I n 40- 50 words.
Questions should elicit inferential responses through critical thinking. Any 1 out of 2 questions to
be done. (3×1=3 Marks)
IX. One Long answer type question, from Prose/Poetry Hornbill, to be answered in 120-150 words.
Questions can be based on incident / theme / passage / extract / event as reference points to
assess extrapolation beyond and across the text. The question will elicit analytical and evaluative
response from student. Any 1 out of 2 questions to be done. (1×6=6 Marks)
X. One Long answer type question, based on the chapters from the book Snapshots to be answered
in 120-150 words to assess global comprehension and extrapolation beyond the text. Questions to
provide evaluative and analytical responses using incidents, events, themes as reference points.
Any 1 out of 2 questions to be done. (1×6=6 Marks)
INTERNAL ASSESSMENT
Assessment of Listening Skills – 05 marks.
Assessment of Speaking Skills – 05 Marks
Project Work – 10 Marks
Prescribed Books
1. Hornbill: English Reader published by National Council of Education Research andTraining,
New Delhi
•The Portrait of a Lady (Prose)
•A Photograph (Poem)
•“We’re Not Afraid to Die… if we can be together
•Discovering Tut: the Saga Continues
•The Laburnum Top (Poem)
• The Voice of the Rain (Poem)
•Childhood (Poem)
•The Adventure
•Silk Road (Prose)
•Father to Son
2. Snapshots: Supplementary Reader published by National Council of EducationResearch
and Training, New Delhi
• The Summer of the Beautiful White Horse (Prose)
• The Address (Prose)
• Mother’s Day (Play)
• Birth ( Prose)
• The Tale of Melon City
Question Paper Design 2022-23 English
CORE XI (Code No. 301)
Section Competencies Total marks
Reading Skills Conceptual understanding, decoding,Analyzing,
inferring, interpreting, appreciating, literary,
conventions and vocabulary, summarizing and
usingappropriate format/s.
26
Creative Writing Sills Conceptual Understanding, application ofrules,
Analysis, Reasoning, appropriacy of style and
tone, using appropriate format and fluency,
inference, analysis, evaluation and creativity.
23
Literature Text Books and
Supplementary Reading
Texts
Recalling, reasoning, appreciating literary
convention, inference, analysis, creativity with
fluency, Critical Thinking. 31
TOTAL
80
Assessment ofListening andSpeaking Skills
10
Internal Assessment
• Listening
• Speaking
• Project Work
5
5
10
GRAND TOTAL 100
ENGLISH CORE
CODE NO. 301
CLASS – XII 2022-23
Section A
Reading Skills
Reading Comprehension through Unseen Passage 20 Marks
I. One unseen passage to assess comprehension, interpretation and inference. Vocabulary and
inference of meaning will also be assessed. The passage may be factual, descriptive or literary.
(10×1=10
Marks)
II. One unseen case-based passage with verbal/visual inputs like statistical data, charts etc.
(10×1=10 Marks)
Note: The combined word limit for both the passages will be 700-750 words.
Multiple Choice Questions / Objective Type Questions will be asked.
Section B
III. Creative Writing Skills 20 Marks
The section has Short and Long writing tasks.
i. Notice up to 50 words. One out of the two given questions to be answered.(5 Marks: Format :
1 / Organisation of Ideas: 1/Content : 2 / Accuracy of Spelling and Grammar : 1 ).
ii. Formal/Informal Invitation and Reply up to 50 words. One out of the two given questions to
be answered. (5 Marks: Format : 1 / Organisation of Ideas: 1/Content : 2 / Accuracy of Spelling
and Grammar :1 ).
iii. Letters based on verbal/visual input, to be answered in approximately 120-150 words. Letter
types include application for a job with bio data or resume. Letters to the editor (giving
suggestionsor opinion on issues of public interest) . One out of the two given questions to be
answered . (5 Marks: Format : 1 / Organisation of Ideas: 1/Content : 2 / Accuracy of Spelling
and Grammar :1 ).
iv. Article/ Report Writing, descriptive and analytical in nature, based on verbal inputs, to be
answered in 120-150 words. One out of the two given questions to be . (5 Marks: Format : 1 /
Organisation of Ideas: 1/Content : 2 / Accuracy of Spelling and Grammar :1 ).
Section C
This section will have variety of assessment items including Multiple Choice Questions, Objective
Type Questions, Short Answer Type Questions and Long Answer Type Questions to assess
comprehension, analysis, interpretation and extrapolation beyond the text.
IV. Reference to the Context 40 Marks
i. One Poetry extract out of two from the book Flamingo to assess comprehension,
interpretation, analysis and appreciation. (6×1=6 Marks)
ii. One Prose extract out of two from the book Vistas to assess comprehension, interpretation,
analysis and appreciation. (4×1=4 Marks)
iii. One prose extract out of two from the book Flamingo to assess comprehension,
interpretation and analysis. (6×1=6Marks)
V. Short answer type question (from Prose and Poetry from the book Flamingo), to be
answered in 40-50 words. Questions should elicit inferential responses through critical
thinking. Five questions out of the six given are to be answered.
(5×2=10 Marks)
VI. Short answer type question, from Prose (Vistas), to be answered in 40- 50 words. Questions
should elicit inferential responses through critical thinking. Any 2 out of 3 questions to be
done. (2×2=4 Marks)
VII. One Long answer type question, from Prose/Poetry (Flamingo), to be answered in 120-150
words. Questions can be based on incident / theme / passage / extract / event as reference
points to assess extrapolation beyond and across the text. The question will elicit analytical
and evaluative response from student. Any 1 out of 2 questions to be done. (1×5=5 Marks)
VIII. One Long answer type question, based on the chapters from the book Vistas,to be answered
in 120-150 words to assess global comprehension and extrapolation beyond the text.
Questions to provide evaluative and analytical responses using incidents, events, themes as
reference points. Any 1 out of 2 questions to be done. (1×5=5 Marks)
INTERNAL ASSESSMENT
Assessment of Listening Skills – 05 marks.
Assessment of Speaking Skills – 05 Marks
Project Work – 10 Marks
Prescribed Books
1. Flamingo: English Reader published by National Council of Education Research andTraining,
New Delhi
(Prose)
• The Last Lesson
• Lost Spring
• Deep Water
• The Rattrap
• Indigo
• Poets and Pancakes
• The Interview
• Going Places
(Poetry)
• My Mother at Sixty-Six
• Keeping Quiet
• A Thing of Beauty
• A Roadside Stand
• Aunt Jennifer’s Tigers
2. Vistas: Supplementary Reader published by National Council of Education Researchand
Training, New Delhi
• The Third Level
• The Tiger King
• Journey to the end of the Earth
• The Enemy
• On the Face of It
• Memories of Childhood
○ The Cutting of My Long Hair
○ We Too are Human Beings
