EXAMINATIONSPECIFICATIONS Class XI (ENGLISHCORE)
One paper 3 Hours Marks: 100
Unitwise Weightage
| Unit | Areas of Learning Marks | |
| A. | Reading Unseen Passages (Two) 8+7=15 | 45 |
| B. | Writing 5+8+7=20 | |
| C. | Grammar 10 | |
| D. | Textual Questions (i) Textbook 4+10+6=20 (ii) Supplementary Reader | 20 |
| E. | Long Readin Text-Novel 7+8=15 | 15 |
| F. | Conversation Skills (i) Listening 5+5=10 (ii) Speaking | 10 |
| G. | Reading Project 10 | 10 |
| | TOTAL | 100 |
cbse class 11 english core syllabus
READING
SECTION - A
Reading Comprehension - 15 Marks
Reading Unseen Passages for Comprehension and Note Making
This section will have two unseen passages followed by a varietyof questions. The total length of the two passagesshall be around 1100 (600 + 500).
Question 1: Long Reading Passage of 600 Words 08 Marks
Question 1 shall have two sets of questions
a) 6 Questions carrying 1 mark each, out of which two shall be MCQs - 6x1= 6 Marks b) Vocabulary Testing - 2 Questions carrying one mark each. 2x1= 2 Marks
Question 2: Reading Passage of 500 Words for Summaryand Note Making 07Marks
a) Note making- 5 Marks b) Summary- 2 Marks
cbse class 11 english core syllabus
SECTION B Writing Skills - 20 Marks
WRITING 20 Marks 40 periods
Question 3: One out of two short writing/composition tasks based on notice/ poster/ advertisement. (50 Words) 05 Marks
Question 4: One out of two compositions in the form of article, speech, report writing or a narrative
(150 - 200 Words) 08 Marks
Question 5: Writing one out of two letters based on verbal input. It would cover all types of letters.
07 Marks
Letter types may include:
(a) businessor official letters (for making enquiries, registering complaints, asking for and givinginformation, placing orders and sending replies):
(b) lettersto the editor (giving suggestions on an issue) (c) application for a job
(d) letter to the school or collegesauthorities, regarding admissions, school issues, requirements /suitability of courses etc. 07 Marks
SECTION C Grammar - 10 Marks
Different grammatical structures in meaningful contexts will be tested. Item types will include gap
filling,sentence re-ordering, dialogue completion and sentence transformation. The grammar syllabus will include determiners, tenses, clauses, modals and Voice. These grammarareas will be tested using the following test types.
Question 6: Error Correction 04 Marks Question 7: Editing Task 04 Marks Question 8: Re - Ordering of Sentences 02 Marks
SECTION D
Textual Question - 20 Marks
Questionson the prescribed textbooks will test comprehension at different levels: literal, inferential and evaluative based on the following prescribed textbooks:
1. Hornbill : Text Book published by NCERT, New Delhi 12 Marks
2. Snapshots : Supplementary Reader published by NCERT, New Delhi 08 Marks
The following have been deleted:
| Name of the Text Book | 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 |
Question 9: One out of two extracts based on poetry from the text to test reference to context,comprehension and appreciation. 01x04 = 04 Marks
Question 10: Five out of six short answer questions(up to 40 words) on the lessonsfrom poetry prose and plays from both Hornbill and Snapshots with 3+3 pattern. (3 questions each from each book) 05X02 = 10 Marks
Question 11: One out of two long answer questions based on the prescribedText Books both
Hornbill and Snapshotswith 1+1 pattern. (150 Words) 01X06 = 06 Marks
cbse class 11 english core syllabus
SECTION E
Long ReadingText - Novel - 15 Marks
With a view to inculcatethe habit of reading among the students, CBSE has introduced compulsory reading of a Long ReadingText - Novel in the English Core Course and will be evaluated in both Formativeand Summative Assessments.
The long reading text prescribed for class XI is:
The Canterville Ghost by Oscar Wilde (unabridged version 1906 Edition)
or
Up From Slavery by Booker T. Washington 2000 Edition
Schools can opt for anyone of the above texts.
There will be two long answer questions on the theme, plot, character and incidents from the prescribed
Novel.
Question 12: Long Answer Question (Approximately 150 Words) 08 Marks
Question 13: Long Answer Question (Approximately 130 Words) 07 Marks
SECTION F Conversation Skills - 10 Marks
Formal testing of Conversation skills both listening and speaking will be conducted in Classes IX and
XI by CBSE in collaboration with an external agency.
Conversation Skills 10 marks
(Listening + Speaking)
Conversation Skills will be tested both as part of Formative &Summative Assessment. Out of the 10 marks allottedfor Conversation, 05 marks may be used for testing listening and 05 marks for testing speaking. The Conversation Skills Assessment Scale may be used for evaluation.
Listening
The examinerwill read aloud either a passageon a relevanttheme or a short story. The passage may be factualor discursive. The length of the passage should be around 350 words. The examinees are expectedto complete the listening comprehension tasks given in a separatesheet while listening to the teacher. The tasks set may be gap-filling, multiple choice, true or false or short answer questions. There may be ten different questions for half a mark each.
Speaking
Speakingshall be tested either through narration using a sequenceof pictures or through description of a pictureof people or places. It may also require speakingon a given topic involvinga personal experience. Description of a picture(can be pictures of people or places)
NOTE:
The duration of the speaking test should not be less than 5 minutesfor each candidate. At the start of the examination the examiner will give the candidate some time to prepare
for the task.
Once the candidate has started speaking, the examiner shouldintervene as littleas possible.
Topics chosen should be within the personal experience of the examinee such as: relating a funny anecdote,retelling the theme of a book read or a movie seen recently. defending characters' actionsin the story.
cbse class 11 english core syllabus
Listening
The learner:
Conversation Skills Assessment Scale
1. Has general ability to understand word and phrases in a familiarcontext but cannot follow connected speech.
2. Has ability to follow short connected utterances in a familiarcontext;
3. Has ability to understand explicitly stated information in both familiar and unfamiliar contexts;
4. Understands a range of longer spoken texts with reasonableaccuracy, and is able to draw inferences;
5. Shows abilityto interpret complex discourse in terms of points of view; adapts listening strategies to suit purposes.
Speaking
The learner:
1. shows abilityto use only isolated wordsand phrases but cannot operateon connected speech level;
2. in familiar situations, uses only short connected utterances with limited accuracy;
3. shows ability to use more complex utterances with some fluency in longer discourse; still makes some errors which impede communication;
4. organises and presents thoughts in a reasonablylogical and fluent manner in unfamiliar situations; makes errors which do not interfere with communication;
5. c a n s p o n t a n e o u s l y a d a p t s t y l e appropriate to purpose and audience;
makes only negligible errors.
SECTION G ReadingProject - 10 Marks
IInculcating good reading habits in children has always been a concernfor all stakeholders in education. The purpose is 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 studentsin learning and acquiring better language skills.
Creatinglearners 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.
Readingis not merely decoding information or pronouncing words correctly, it is an interactive dialogue betweenthe author and the reader in which the reader and author share their experiences and knowledge
with each other which helps them to understandthe text and impart meaning to the text other than what the author himselfmay have implied. 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. They not only recall what they read but comprehend it too. Their critical reading and understanding of the text helps them create new understanding, solve problems, infer and make connections to other texts and experiences. Reading does not mean reading for leisure only but also for information, analysis and synthesis of knowledge. The child may be encouraged to read on topics as diverse as science and technology, politics and history. This will improvehis/her critical thinking skills and also help in improving his/her concentration.
Reading any text should be done with the purpose of:-
1. reading silently at varying speeds depending on the purpose of reading:
2. adopting different strategies for different types of texts, both literary and non-literary:
3. recognising the organisation of a text:
4. dentifying the main points of a text;
5. understanding relations between different parts of a text throughlexical and grammatical cohesion devices.
6. anticipating and predicting what will come next.
7. deducing the meaning of unfamiliar lexical items in a given context:
8. consulting a dictionaryto obtain information on the meaning and use of lexical items:
9. analysing, interpreting, inferring (and evaluating) the ideas in the text:
10. selecting and extracting from text information required for a specificpurpose.
11. retrievingand synthesising information from a range of referencematerial using study skills such as skimmingand scanning:
12. interpreting texts by relating them to other material on the same theme (and to their own experience and knowledge): and
13. reading extensively on their own for pleasure.
A good reader is most often an independent learner and consequently an independent thinker capable of taking his/her own decisions in life rationally. Such a learner will most assuredly also be capable of critical thinking.
Reading a book should lead to creativeand individual response to the author's ideas presented in the book in the form of:-
short review dramatisation of the story commentary on the characters
critical evaluation of the plot, story line and characters
comparing and contrasting the characters within the story and with other characters in stories by the same author or by the other authors
extrapolating about the story'sending or life of characters after the story ends defendingcharacters' actions in the story.
making an audio story out of the novel/textto be read out to younger children. Interacting with the author
Holding a literature fest where various characters interact with each other Acting like authors/poets/dramatists, to defend their works and characters. Symposiums and seminarsfor introducing a book, an author, or a theme
Finding similartext in other languages, native or otherwise and looking at differences and similarities.
Creating graphic novels out of novels/short stories read
Dramatising incidents from a novel or a story
Creating their own stories
1. A Reading Projectof 10 marks has been introduced in class XI.
2. Schools may use books of their own choice.
3. Schools can vary the level but at least one book per term is to be read by every child.
Teachers may opt for:-
One book;
Books by one author; or
Books of one genre; to be read by the whole class.
The Projectshould lead to independent learning/ reading skills and hence the chosen book/ selectionshould not be taught in class, but may be introduced through activities and be left for the studentsto read at their own pace. Teachersmay, however, choose to assess a child'sprogress or successin reading the book by asking for verbal or written progress reports, looking at the diaryentries of students, engaging in a discussion about the book, giving a shortquiz or a worksheet about the book/short story. The mode of intermittent assessment may be decided by the teacher as she/he sees fit.
These may be used for FormativeAssessment (F1, F2, F3 and F4) only. Various modes of assessment such as conducting Reviews, Discussions, Open Houses, Exchanges, Interact with the Author, writing script for plays can be considered.
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