CBSE Class 11 English Core Syllabus 2026-27

ENGLISH CORE Subject Code-301 Classes-XI (2026-27)

Background

Students are expected to have acquired a reasonable degree of language proficiency in English Language by the time they come to class XI, and the course aims, essentially, at promoting the higher-order language skills.

For a large number of students, the higher secondary stage will be a preparation for the university, where a fairly high degree of proficiency in English may be required. Additionally, for another large group, the higher secondary stage may be a preparation for entry into the professional domain. The Core Course caters to both groups by promoting the language skills required for academic study as well as the language skills required for the workplace.

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 reflection and 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 deeper into their usage and functions. Particular attention may, however, be given to 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:

<math>\bullet</math> skim for main ideas and scan for details

<math>\blacktriangle</math> refer to dictionaries, encyclopedia, thesaurus and academic reference material in any format

<math>\blacktriangle</math> select and extract relevant information, using reading skills of skimming and scanning

understand the writer's purpose and tone

<math>\bullet</math> comprehend the difference between the literal and the figurative

• differentiate between claims and realities, facts and opinions, form business opinions on the basis of latest trends available

<math>\blacktriangle</math> comprehend technical language as required in computer related fields, arrive at personal conclusion and logically comment on a given text.

lacktrian 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.

<math>\blacktriangle</math> recognize multilingual nature of Indian society by reading different genres.

Develop literary skills as enumerated below:

<math>\blacktriangle</math> respond to literary texts

<math>\bullet</math> appreciate and analyse special features of languages that differentiate literary texts from non-literary ones, explore and evaluate features of character, plot, setting, etc.

<math>\blacktriangle</math> 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:

<math>\blacktriangle</math> take organized notes on lectures, talks and listening passages

<math>\blacktriangle</math> listen to news bulletins and to develop the ability to discuss informally a wide ranging issues like current national and international affairs, sports, business, etc.

<math>\blacktriangle</math> respond in interviews and to participate in formal group discussions.

• make enquiries meaningfully and adequately and to respond to enquiries for the purpose of travelling within the country and abroad.

<math>\blacktriangle</math> 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 both online and offline.

lacktrian 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.

<math>\blacktriangle</math> write applications, fill in application forms, prepare a personal bio-data for admission into colleges, universities, entrance tests and jobs.

<math>\bullet</math> write informal reports as part of personal letters on functions, programmes and activities held in school (morning assembly, annual day, sports day, etc.)

<math>\blacktriangle</math> write formal reports for school magazines/events/processes/ or in local newspapers about events or occasions.

<math>\bullet</math> express opinions, facts, arguments in the form of speech or debates, using a variety of accurate sentence structures

lacktrian draft papers to be presented in symposia.

<math>\blacktriangle</math> take down notes from talks and lectures.

<math>\bullet</math> write examination answers according to the requirement of various subjects.

summarise a text.

Note: The creative writing section shall assess the prescribed competencies for writing skills, irrespective of any word limit.

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 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 students in learning and acquiring better language skills.

Creating learners for the 21st century involves making them independent learners who can learn, unlearn and relearn. 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.

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 world presented 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 as a 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 characters in 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.

<math>\blacktriangle</math> 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

<math>\blacktriangle</math> 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.