CBSE English Core Class 11 Syllabus 2024 – 21 – Chapters, Topics, Weightage

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CBSE English Core Class 11 Syllabus 2024 – 21

Reading                                                                                                         18 Marks

1. Multiple Choice questions based on one unseen passage to assess comprehension, interpretation, and inference. Vocabulary and inference of meaning will also be
2. assessed. The passage may be factual, descriptive, or literary. Ten out of eleven questions to be done.                                                                              (10×1=10 Marks)
3. Multiple Choice questions based on one unseen case-based factual passage with verbal/visual inputs like statistical data, charts, etc. Eight out of nine questions to be
4. done.                                                                                                                    (8×1=8 Marks)

Note: The combined word limit for both the passages will be 600-750.

Grammar                                                                                                                8 Marks

III. Multiple choice questions on Gap filling (Determiners, Tenses)

1. Multiple choice questions on re-ordering/transformation of sentences

(Total eight questions to be done out of the ten given).

Literature Section                                                                                                    14 Marks

Multiple Choice questions from an extract from Poetry from Hornbill to assess

comprehension and appreciation. Any 1 out of 2 extracts to be done.           (3×1=3)

Multiple Choice questions based on two Prose extracts, out of the three given, from

Prose (Hornbill as well as Snapshots to assess comprehension and appreciation.

( 6×1=6)

VII. Text based Multiple Choice Questions to assess comprehension, analysis, and

interpretation, from Prose and Poetry. Five questions out of six to be done.      (5×1=5)

PART – B

Reading Section:                                                                                                                   8 Marks

Q1. Note Making and Summarization based on a passage of approximately 200-250

words.

1. Note Making: 5 Marks

○ Title: 1

○ Numbering and indenting: 1

○ Key/glossary: 1

○ Notes: 2

1. Summary (up to 50 words): 3 Marks

○ Content: 1

○ Expression: 1

Writing Section: 16 Marks

Q2. Short writing task – Notice writing up to 50 words. One out of the two given

questions to be answered (3 Marks: Format: 1 / Content: 1 / Expression: 1)

Q3. Short writing task – Poster up to 50 words. One out of the two given questions to be

answered.(3marks:Format : 1 / Content : 1 / Expression : 1)

Q4. Letters based on verbal/visual input, to be answered in 120-150 words. Business or

official letters (for making inquiries, registering complaints, asking for and giving

information, placing orders and sending replies), letters to the school or college

authorities, regarding admissions, school issues, requirements/suitability of courses,

etc. One out of the two given questions to be answered (5 Marks: Format: 1 / Content:

2 / Expression: 2)

Q5 .Writing composition based on visual/verbal inputs in 120-150 words. May be

descriptive/argumentative in nature such as speech/debate. The theme should be

contemporary topical issues. One out of the two given questions to be answered.

(5 Marks: Format: 1 / Content: 2 / Expression: 2)

Literature Section:                                                                                                    16 Marks

Q6. Two Short answer type questions (one from Prose and one from Poetry from the

book Hornbill), out of four, to be answered in 30-40 words. Questions should elicit

inferential responses through critical thinking.                                                (2×2=4)

Q7. One Short answer type question, from Prose (Snapshots), to be answered in 40-

50 words. Questions should elicit inferential responses through critical thinking. Any 1

out of 2 questions to be done.                                                                                 (1×2=2)

Q 8. One Long answer type question, from Prose/poetry (Hornbill), to be answered in

120-150 words to assess global comprehension and extrapolation beyond the text.

Questions to provide evaluative and analytical responses using incidents, events,

themes as reference points. Any 1 out of 2 questions to be done.                 (1×5=5)

Q.9 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 evaluative and analytical responses using

incidents, events, themes as reference points. Any 1 out of 2 questions to be done.                                                                                                                                                                    (1×5=5)

Download CBSE English Core Class 11 Syllabus 2024

CBSE English Core Syllabus Class 11 2020-21

CBSE English Core Class 11 Syllabus 2024-20

Section – A: Reading Comprehension

Very short answer / Short answer and MCQ type questions:

Two unseen passages (including poems) with a variety of questions including 4 marks for vocabulary such as word formation and inferring meaning. The total range of the 2 passages including a poem or a stanza, will be around 900-1000 words.

1. 550-600 words in length (for note-making and summarising)
2. 350-400 words in length (to test comprehension, interpretation, and inference)

An unseen poem of about 28-35 lines

The passages could be of any one of the following types:

• Factual passages, e.g., illustrations, description, reports
• Discursive passages involving opinion, e.g., argumentative, persuasive
• Literary passages e.g. extract from fiction, biography, autobiography, travelogue, etc. In the case of a poem, the text may be shorter than the prescribed word limit.

SECTION – B: Writing Skills and Grammar

Writing

• Short Answer Questions: Based on notice/ poster/ advertisement
• Long Answer Questions: Letters based on verbal/visual input. It would cover all types of letters.

Letter types may include :

1. business or official letters (for making inquiries, registering complaints, asking for and giving information, placing orders, and sending replies)
2. letter to the school or college authorities, regarding admissions, school issues, requirements /suitability of courses, etc.
3. letters to the editor (giving suggestions on an issue)
4. application for a job with a bio-data or resume

• Very Long Answer Question: Composition in the form of article, speech, report writing or a narrative

Grammar

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 Change of Voice. These grammar areas will be tested using the following

short answer type and MCQ type questions :

• Error Correction, editing tasks
• Re-ordering of Sentences
• Transformation of sentences

Section – C: Literature and Long Reading Texts

Questions to test comprehension at different levels: Literal, inferential and evaluative

1. Hornbill: Textbook published by NCERT
2. Snapshots: Supplementary Reader published by NCERT

The following lessons have been deleted :

1. Landscape of the Soul
2. The Adventure
3. Silk Road
4. The Laburnum Top (Poetry)
5. The Ghat of the only World (Snapshots)

• Very Short Answer Questions – Based on an extract from poetry to test reference to context comprehension and appreciation.
• Short Answer Questions – Based on prose, poetry, and plays from both texts.
• Long Answer Questions – Based on theme, plot, incidents, or event from the prescribed novels.
• Long Answer Question – Based on prescribed texts to test global comprehension and extrapolation beyond the texts to bring out the key messages and values.
• Long Answer Question – Based on understanding appreciation, analysis, and interpretation of the characters

The objectives at this stage are :

• To develop greater confidence and proficiency in the use of language skills necessary for social and academic purpose
• To participate in group discussions, interviews by making a short oral presentation on given topics
• To listen and comprehend live as well as a record in writing oral presentations on a variety of topics
• To promote advanced language skills with an aim to develop the skills of reasoning, drawing inferences, etc. through meaningful activities
• To develop ability and knowledge required in order to engage in independent reflection and enquiry
• To perceive the overall meaning and organization of the text (i.e., the relationships of the different “chunks” in the text to each other
• To identify the central/main point and supporting details, etc., to build communicative competence in various registers of English
• To translate texts from mother tongue(s) into English and vice versa

At the end of this stage learners will be able to do the following:

• 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 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.
• Write expository/argumentative essays, explaining or developing a topic, arguing a case, etc. write formal/informal letters and applications for different purposes.
• The use of passive forms in scientific and innovative writings.
• 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:
• Converting 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.

Specific Objectives of Reading

Students are expected to develop the following study skills:

refer to dictionaries, encyclopedia, thesaurus, and academic reference material

• Select and extract relevant information, using reading skills of skimming and scanning
• Understand the writer’s attitude and bias
• Comprehend the difference between what is said and what is implied
• Understand the language of propaganda and persuasion
• Differentiate between claims and realities, facts and opinions from
• Business opinions on the basis of the latest trends available
• Comprehend technical language as required in computer-related fields arrive at
• Personal conclusion and comment on a given text specifically develop the
• Ability to be original and creative in interpreting opinion to develop the ability to
• Be logically persuasive in defending one’s opinion-making notes based on a text

Develop literacy skills as enumerated below:

personally respond to literary texts

• Explore and evaluate features of character, plot, setting, etc.
• Understand and appreciate the oral, mobile and visual elements of drama
• Appreciate and analyze special features of languages that differentiate literary texts from non-literary ones
• Identify the elements of style such as humor, pathos, satire, and irony, etc.
• Make notes from various resources for the purpose of developing the extracted ideas into sustained pieces of writing

Listening and Speaking

Speaking needs a very strong emphasis and is an important objective leading to professional competence. Hence, the 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 the actualization of the skills.

Specific Objectives of Listening

Students are expected to develop the ability:

• To listen to lectures and talks and to be able to extract relevant and useful information for a specific purpose.
• To make inquiries meaningfully and adequately and to respond to inquiries for the purpose of traveling within the country and abroad.
• To listen to business news and to be able to extract important information.
• To develop the art of formal public speaking.
• To listen to news bulletins and to develop the ability to discuss informally wide-ranging issues like current national and international affairs, sports, business, etc.
• To respond in interviews and to participate in formal group discussions

Guidelines for Assessment in Listening and Speaking Skills

Specific Objectives of Writing

• To write business and official letters.
• To send faxes, e-mails[formal].
• To open accounts in post offices and banks.
• To write letters to friends, pen friends, relatives, etc.
• To write applications, fill in application forms, prepare personal bio-data for admission into colleges, universities, entrance tests, and jobs.
• To express opinions, facts, arguments in the form of a speech or debate. to draft
• papers to be presented in symposia
• To fill in railway/airline reservation forms.
• To write on various issues to institutions seeking relevant information, lodge complaints, express thanks or tender apology.
• To write informal reports as part of personal letters on functions, programs, and activities held in school (morning assembly, annual day, sports day, etc.)
• To write formal reports for school magazines/events/processes/ or in local newspapers about events or occasions.
• To summarise a text.
• To take down notes from talks and lectures.
• To write examination answers according to the requirement of various subjects.

About Reading

Inculcating good reading habits in children has always been a concern for all stakeholders in education. The purpose to create independent thinking individuals with the ability to not only create their own knowledge but also critically interpret, analyze 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 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.

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 and with other characters in stories by the same author or by the other authors
• Extrapolating about the story read or a 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.
• 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
• 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 suitable for 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.

Teachers may later suggest books from other languages but dealing with the same themes as an extended activity. The Project should lead to independent learning/reading skills and hence the chosen book should not be taught in class but may be introduced through activities and be left for the students to read at their own pace. Teachers may, however, choose to assess a student’s progress or success in reading the book by asking for
verbal or written progress reports, looking at their diary entries, engaging in a discussion about the book, giving a short quiz or a worksheet about the book/short story. The mode of assessment may be decided by the teachers as they see fit.

Methods and Techniques

The techniques used for teaching should promote habits of self-learning and reduce dependence on the teacher. In general, we recommend a multi-skill, learner-centered, activity-based approach, of which there can be many variations. The core classroom activity is likely to be that of silent reading of prescribed/selected texts for comprehension, which can lead to other forms of language learning activities such as role-play, dramatization, group discussion, writing, etc., although many such activities could be carried out without the preliminary use of textual material.

It is important that students be trained to read independently and intelligently, interacting actively with texts, with the use of reference materials (dictionary, thesaurus, etc.) where necessary. Some pre-reading activity will generally be required, and the coursebooks should suggest suitable activities, leaving teachers free to devise other activities when desired. So also, the reading of texts should be followed by post reading activities. It is important to remember that every text can generate different readings. Students should be encouraged to interpret texts in different ways.

Group and pair activities can be resorted to when desired, but many useful language activities can be carried out individually. In general, teachers should encourage students to interact actively with texts and with each other. Oral activity (group discussion, etc.) should be encouraged.

Download CBSE Class 11 English Core Syllabus 2024 PDF

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