CBSE Class 11 English Core Syllabus 2023 24
CBSE Class 11 English Core Syllabus 2023 24
CBSE Class 11 English Core Syllabus 2023 24
ENGLISH CORE
CODE NO. 301
CLASS – XI
2023-24
Section A – 26 Marks
Reading Skills
2. One unseen case-based factual passage with verbal/visual inputs like statistical data,
charts etc.to assess comprehension, interpretation, analysis, inference and evaluation.
Note: The combined word limit for both the passages will be 600-750.
Section B – 23 Marks
Grammar and Creative Writing Skills
II Grammar 7 Marks
6. Short writing task – Classified Advertisements, up to 50 words. One out of the two
givenquestions to be answered (3 Marks: Format : 1 / Content : 1 / Expression : 1)
7. Short writing task –Poster up to 50 words. One out of the two given questions to be
answered.(3 marks:Format : 1 / Content : 1 / Expression : 1)
8. Long Writing task: Speech in 120-150 words based on verbal / visual cues related to
contemporary / age-appropriate topic. One out of the two given questions to be answered.
(5 Marks: Format: 1 / Content: 2 / Expression: 2)
9. Long Writing Task: Debate based on visual/verbal inputs in 120-150 words,
thematically related to contemporary, topical issues. One out of the two given questions
to be answered. (5 Marks: Format: 1 / Content: 2 / Expression: 2)
Section C – 31 Marks
Literature Text Book and Supplementary Reading Text
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, interpretation, analysis, evaluation and
extrapolation beyond the text.
10. One Poetry extract out of two, from the book Hornbill, to assess comprehension,
interpretation, analysis, inference and appreciation. (3x1=3 Marks)
11. One Prose extract out of two, from the book Hornbill, to assess
comprehension, interpretation, analysis, evaluation and appreciation. (3x1=3 Marks)
12. One prose extract out of two, from the book Snapshots, to assess comprehension,
interpretation, analysis, inference and appreciation. (4x1=4 Marks)
13. Two Short answer type questions (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 responses through critical thinking. (3x2=6 Marks)
14. One Short answer type question, from the book Snapshots, to be answered in 40- 50
words. Questions should elicit inferential responses through critical thinking. One out
of two questions to be done. (3x1=3 Marks)
15. One Long answer type question, from Prose/Poetry of 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 the student. Any one out
of two questions to be done. (1x6=6 Marks)
16. 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 analytical and evaluative
responses, using incidents, events, themes, as reference points. Any one out of two
questions to be done. (1x6=6 Marks)
Prescribed Books
1. Hornbill: English Reader published by National Council of Education Research
and Training, 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 Education
Research 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
INTERNAL ASSESSMENT
2023-24
80
TOTAL
Internal Assessment Assessment of Listening and Speaking Skills 10
Listening 5+5
Speaking
Project Work 10
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.
Project Work + Viva: 10 Marks
Out of ten marks, 5 marks will be allotted for the project report/script /essay etc. and 5 marks for the viva.
I. Schedule:
● Schools may refer to the suggestive timeline given in these guidelines for the planning,
preparation and viva-voce of ALS based projects.
● The final assessment of the skills may be done on the basis of parameters suggested by the
Board. Language teachers, however, have the option to adopt/ modify these parameters
according to their school specific requirements.
II. Suggestions for Project Work:
The Project can be inter-disciplinary in theme. The ideas/issues highlighted in the chapters/
poems/ drama given the prescribed books can also be developed in the form of a project.
Students can also take up any relevant and age-appropriate theme.
Such topics may be taken up that provide students with opportunities for listening
and speaking. Some suggestions are as follows:
a) Interview-Based research:
Example:
Students can choose a topic on which to do their research/ interview, e.g. a student can choose
the topic : “ Evolving food tastes in my neighbourhood” or “Corona pandemic and the fallout on
families.” Read the available literature.
The student then conducts interviews with a few neighbours on the topic. For an interview, with
the help of the teacher, student will frame questions based on the preliminary
research/background.
The student will then write an essay/ write up / report etc. up to 1000 words on his/her research
and submit it. He
/ She will then take a viva on the research project. The project can be done in individually or in
pairs/ groups
b) Students listen to podcasts/ interviews/radio or TV documentary on a topic and prepare a report
countering or agreeing with the speakers. Write an 800 - 1000 words report and submit. Take a
viva on the report.
c) Students create their own video/ Audio, after writing a script. Before they decide a format, the
following elements can be taken into consideration:
● Theme/topic of the audio / video. Would the child like to pick a current issue or something artistic
like theatre?
● What are the elements that need to be part of the script?
● Will the video/audio have an interview with one or more guests?
● Would they prefer to improvise while chatting with guests, or work from a script?
● What would be the duration?
● How would they present the script/report to the teacher, e.g. Can it be in the form of a narrative?
d) Students write, direct and present a theatrical production, /One act play
This will be a project which will be done as a team. It will involve planning, preparation and
presentation. In short, various language skills will be utilised. There will be researching, discussion,
writing the script, auditioning and ultimately producing the play. The project will end with a
presentation and subsequently a viva. Teachers will be able to assess the core language skills of
the students and help them grow as 21st century critical thinkers.
III. Instructions for the Teachers:-
1. Properly orient students about the Project work, as per the present Guidelines.
2. Facilitate the students in the selection of theme and topic.
3. Create a rubric for assessment and share with the students before they start so that they
know the parameters of assessment:
Teachers need to familiarize themselves with the method of assessing students with
the rubric-- a table with different criteria and a grading scale.
Choose the criteria on which you will grade students and list them along the left side of the
page.
Create an even number of columns along the top of the page. These columns will
represent potential skill levels of the students.
Assessing students on four/five criteria is an easy way to begin. For each criterion,
define the ability that a student would exhibit at each of the levels.
The more detailed you make your criteria, the easier it will be to evaluate each
student and define the level at which the student is presenting.
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 grammatical structures 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 and grammar 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 projects that 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.
Teachers need to observe how students answer the questions that are posed to them: Are they
able to understand and answer questions independently or can they answer only when the
questions are translated into simpler words or repeated? Are they able to give appropriate
responses in a conversation?
These elements of interaction are necessary for clear and effective communication. A
student with effective interaction skills will be able to answer questions with relative ease and
follow the flow of conversation.
6. Fluency:
Fluency may be the easiest quality to judge in the students’ speech: How comfortable are they
as they speak and express themselves? How easily do the words come out? Are there
inappropriate pauses and gaps in the way a student speaks?
The following points must be kept for consideration while assessing the project portfolios:
● Quality of content of the project
● Accuracy of information
● Adherence to the specified timeline
● Content in respect of (spellings, grammar ,punctuation)
● Clarity of thoughts and ideas
● Creativity
● Contributions by group members
● Knowledge and experience gained
VI. Suggestive Timeline:
PROJECT-PLANNING
Month Objectives
Planning and ● Teachers plan a day to orient students about the ALS projects,
Research for the details are shared with all stakeholders.
Project Work ● Students choose a project, select team members and develop
project- plan.
Preferably ● Group meets (preferably online) and reports to the team leader
til about the progress: shortfalls and successes are detailed.
l November- ● Team leader apprises teacher-mentor.
December ● Students working individually or in pairs also update the teachers.
● A logical, deliverable and practical plan is drafted by the team/
pair/individual. Goals/objectives are clearly defined for all.
● Work is delegated to team members by the team leader. Students
wishing to work alone develop their own plan of Action.
● Detailed project schedules are shared with the teacher.
December- ● Suggestions and improvements are shared by the teacher,
January wherever necessary.
● Group members coordinate and keep communication channels
open for interaction.
● Gaps ( if any) are filled with the right skill sets by the Team
Leader/ individual student.
● The final draft of the project portfolio/ report is prepared and
submitted for evaluation.
January-February ● Students are assessed on their group/pair/individual
presentations on allotted days. Final Viva is conducted by the
External/Internal examiner.
February- ● Marks are uploaded on the CBSE website.
March or
as per the
timelines given by
the Board
SAMPLE RUBRIC FOR ALS Project Work
(For Theatre/Role Play/Oral
presentation/Interview/Podcast)
CATEGORY 1 2 3 4 5
TIME LIMIT Presentation is Presentation Presentation Presentation Student/ group
less than or more exceeded or less exceeded or exceeded or adhered to the
than 5 minutes than specified less than less than given time limit
long time limit by 4 to specified time specified time
5 minutes limit by 3 to 4 limit by 2 to 3
minutes minutes
CONTENT/SCRIPT/ Script is not Well written Well written Well written Well written
QUESTIONNAIRE related to topic or script/ content script/ content script/ content script/ content
issue shows little showsgood shows a good shows full
understanding of understanding understanding understanding
parts of topic of parts of topic of subject topic of subject topic
CREATIVITY No Some work Well organized Logical use of Suitable props
props/costumes/ done, average presentation, props , / honest effort
stage stage could have reasonable work seen/
presentation set- up and improved done,creative considerable
lack- lustre costumes work done/
Creative and
relevant
costumes
PREPAREDNESS Student /group Some Somewhat Good Complete
seems to be preparedness prepared, preparedness , preparedness/
unprepared visible, but rehearsal is but need better rehearsed
Rehearsal is lacking rehearsal presentation
lacking
CLARITY OF Lack of clarity in Speaks clearly, Speaks clearly Speaks clearly Speaks clearly
SPEECH presentation some words are 90% of the and distinctly distinctly 95% of
many words mispronounced time/ afew 95% of time/ time/ fluency in
mispronounced mispronounced few pronunciation
words mispronounced
words
USE OF PROPS Only 1/no 1 to 2 relevant 2 to 3 relevant 3 to 4 relevant 4 to 5 relevant
( Theatre/Role Play) relevant props props used props used props used props used
used
EXPRESSION/ Very little use of Little Use of Facial Facial Facial
BODY facial facial expressions expression and expression and
LANGUAGE expressions/ expressions and and body body body
body language, body language language are language language
does not used to try to sometimes generate strong
generate much generate some generate strong enthusiasm with
interest enthusiasm enthusiasm with the topic
the topic
PORTFOLIO- Inadequate & Somewhat Adequate & Interesting, Brilliant,
PRESENTATION unimpressive suitable & relevant enjoyable & creative &
convincing relevant exceptional