ENGLISHLANGUAGE AND LITERATURE

Code No. 184

(2020-21)
(Rationalised Curriculum)

1. Background
Traditionally, language-learning materials beyond the initial stages have been sourced from
literature: prose, fiction and poetry. 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 should not
be seen as a place merely to read poems and stories in, but an area of activities to develop

communicative skills to perform various language functions through 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
use appropriate English 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 English
develop sensitivity to, and appreciation of, other varieties of English, like Indian English,
and the culture they reflect
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, 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

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, contrives 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:
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
Borrowing situations from the world around the learners, from books 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

ENGLISH LANGUAGE AND LITERATURE (Code No. 184)

SYLLABUS CLASS IX (2020-21)
Sections
A Reading Skills(40periods)
B Writing Skills with Grammar (40 periods)
Literature Textbooks and Supplementary
C Reading Text(50 periods)

PART A

Reading:-

Unseen Passage 20 Marks

Multiple Choice Questions based on a Discursive passage of 400-450 words to test

inference, evaluation and vocabulary. Ten out of twelve questions to be answered.
(10x1=10)

II. Multiple Choice Questions based on a Case-based factual passage (with visual input-
statistical data, chart etc.) of 200-250 words to test analysis and interpretation. Ten out of
twelve questions to be answered. (10x1=10)

(Total length of two passages to be 600-700 words)

Literature Textbooks 10 Marks

III. Multiple Choice Questions based on an extract from drama/prose to test inference,
evaluation and vocabulary. Any 1 out of 2 extracts to be done. (5x1=5)

IV. Multiple Choice Questions based on an extract from poetry to test analysis and
interpretation. Any 1 out of 2 extracts to be done (5x1=5)

Grammar 10 Marks

V. Ten Multiple Choice Questions, out of twelve, to be answered. Questions shall be based
on the following

i. Tenses
ii. Modals
iii. Subject verb concord
iv. Reported speech
a. Commands and requests
b. Statements
c. Questions
v. Determiners

Deleted:

Use of Passive Voice

Clauses: Noun, Adverb Clauses of condition and time, Relative
Prepositions

PART B

Writing 10 marks

I. Writing a Descriptive Paragraph (word limit 100-120 words) on a person or a diary entry
based on visual or verbal cue/s. One out of two questions is to be answered. 5 marks

II. Writing a story (word limit 100-120 words) on the basis of given cue/s . One out of two
questions is to be answered. 5 marks

Deleted:

Letter on a situation
Descriptive Paragraph on a place/event
Literature 30 Marks

III. Four out of six Short Answer Type Questions to be answered in 20-30 words each from
BEEHIVE and MOMENTS (two out of three from BEEHIVE and two out of three from
MOMENTS). 2x4=8 marks

IV. Four out of six Short Answer Type Questions to be answered in 40-50 words each from
BEEHIVE and MOMENTS (two out of three from BEEHIVE and two out of three from
MOMENTS). 3x4=12 marks

V. One out of two Long Answer Type Questions from BEEHIVE to be answered in about 100-
120 words each to assess creativity, imagination and extrapolation beyond the text and
across the texts. This can be a passage-based question taken from a situation/plot from the
texts. 5 marks
VI. 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. 5 marks

Prescribed Books: Published by NCERT, New Delhi

BEEHIVE Textbook for class IX

Deleted-
1. The Lake Isle of Innisfree
2. The Snake & The Mirror
3. The Duck & The Kangaroo
4. Kathmandu
5. A Slumber Did My Spirit Seal

MOMENTS Supplementary Reader for Class IX

Deleted-
1. Ishwaran the Storyteller
2. The Accidental Tourist

Words and Expressions-I, Workbook

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 tr knowledge, each
language skill is to be assessed through a judicious mixture of different types of questions.

1. Reading Section: Reading for comprehension, critical evaluation, inference and

analysis are to be tested.
2. Writing Section: All types of short and extended writing tasks will be dealt with.
3. Grammar: Grammar items mentioned in the syllabus will be taught and assessed.

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 link
http://cbseacademic.nic.in/web_material/Circulars/2020/33_Circular_2020.pdffor details.

Guidelines for Assessment in Listening and Speaking Skills

i. Activities:

Activities for listening and speaking available at www.cbseacademic.in can be

used for developing listening and speaking skills of students.
Subject teachers should also refer to books prescribed in the syllabus.
In addition to the above, teachers may plan their own activities and create their
own material for assessing the listening and speaking skills.
ii. Parameters for Assessment:

The listening and speaking skills are to be assessed on the following parameters:

i. Interactive competence (Initiation & turn taking, relevance to the topic).

ii. Fluency (cohesion, coherence and speed of delivery).
iii. Pronunciation
iv. Language (accuracy and vocabulary).
iii. Schedule:

The practice of listening and speaking skills should be done throughout the
academic year.
The final assessment of the skills is to be done as per the convenience and
schedule of the school.

iv. Record keeping:

The record of the activities done and the marks given must be kept for three months
after the declaration of result, for any random checking by the Board.

No recording of speaking skills is to be sent to the Board.

 ENGLISH LANGUAGE AND LITERATURE

(Code No. 184) CLASS IX (2020 21) Marks-80

Sections Competencies Total % Weightage

marks

Reading Comprehension Conceptual understanding, decoding,

analyzing, inferring, interpreting and 20 25%
vocabulary
Writing Skill and Grammar Creative expression of an opinion,
reasoning, justifying, illustrating,
appropriacy of style and tone, using
20 25%
appropriate format and fluency. Applying
conventions, using integrated structures
with accuracy and fluency
Literature Textbook and Recalling, reasoning, appreciating,
Supplementary Reading applying literary conventions illustrating 50%
Text and justifying etc. Extract relevant
information, identifying the central theme 40
and sub-theme, understanding the

Total 80