Syllabus 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. But for another large group, the higher secondary stage may be a preparation for entry into the professional domain. The Core Course should cater to both groups by promoting the language skills required for academic study as well as the language skills required for the workplace. 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.
READING COMPREHENSION 20 Marks
A. One unseen passage with a variety of Objective Type Questions, including Multiple Choice questions and Short Answer Questions to assess comprehension, interpretation and inference. Vocabulary such as word formation and inference of meaning will also be assessed.
The total length of the passages will be between 800 - 900 words. Five Multiple Choice type question and Seven Objective Type Questions (total 12 Marks) shall be asked from this passage. The passage will include one of the following:
a) Factual passages, e.g., instructions, descriptions, reports.
b) Descriptive passages involving opinion, e.g., argumentative, persuasive or interpretative text.
c) Literary passages, e.g., extract from fiction, drama, poetry, essay or biography.
B. The second passage will be of 400-500 words . Note-making and Abstraction will be assessed.
i. Note making (4 Marks)
ii. Summary (4 Marks).
a. Advertisements and notices, designing or drafting posters, writing formal and informal invitations and replies. One question out of the two Short Answer Questions to be answered in 50 words. (4 Marks)
b. Letters based on verbal / visual input.- One question out of the two Long Answer
Questions to be answered in 120-150 words:6 Marks
*Business or official letters (for making enquiries, registering complaints, asking for and giving information, placing orders and sending replies)
*Letters to the editor (giving suggestions or opinion on issues of public interest).
Provide realistic context in the form of newspaper report/article to which the students may respond.
*Application for a job
c. Two compositions based on visual or verbal inputs. May be descriptive or argumentative in nature such as an article/a debate/ a speech or a report
Two Very Long Answer Questions containing internal choice, to be answered in 150-
200 words. Contemporary topical issues to be a part of speech and debate writing. (10x2=20 Marks)
I. Eight Objective Type Questions – 4 from one poetry and 4 from one prose extract to assess comprehension and appreciation. Avoid direct questions. Refer to the lines to answer questions based on the given extract. (8x1=8 Marks)
II. Five out of Seven Short Answer Questions based on prose / drama / poetry from both texts. Question should elicit inferential responses through critical thinking (5x2=10 Marks)
III. One out of two Long Answer Questions to be answered in 120-150 words to assess global comprehension and extrapolation beyond the text. Questions to provide evaluating and analytical responses using incidents, events, themes as reference points. (6marks) (Flamingo)
IV. One out of two Long Answer Questions to be answered in 120-150 words to assess global comprehension along with analysis and extrapolation beyond the texts. Questions to elicit creative responses and ability to form opinions. (6marks) (Vistas)
1. Flamingo: English Reader published by National Council of Education Research and
Training, New Delhi
2. Vistas: Supplementary Reader published by National Council of Education Research and Training, New Delhi
1. The Last Lesson
2. Lost Spring
3. Deep Water
1. My Mother at Sixty Six
2. An Elementary School
Classroom in a Slum
4. The Rattrap
6. Poets and Pancakes
7. The Interview
8. Going Places
3. Keeping Quiet
4. A Thing of Beauty
5. A Roadside Stand
6. Aunt Jennifer’s Tigers
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