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ENGLISH - LANGUAGE AND LITERATURE(Code No. 184)

Background

Traditionally, language-learning materials beyond the initial stages have been sourced from literature: prose, fiction and poetry. While there is a trend for inclusion of a wider range of contemporary and authentic texts, accessible and culturally appropriate pieces of literature should play a pivotal role at the secondary stage of education. The English class should not be seen as a place merely to read poems and stories in, but an area of activities to develop the learner's imagination as a major aim of language study, and to equip the learner with communicative skills to perform various language functions through speech and writing.

Objectives

The general objectives at this stage are:

• to build greater confidence and proficiency in oral and written communication

• to develop the ability and knowledge required in order to engage in independent reflection and inquiry

• to use appropriate English to communicate in various social settings

• equip learners with essential language skills to question and to articulate their point of view

• to build competence in the different registers of English

• to develop sensitivity to, and appreciation of, other varieties of English, Indian Eng-lish, and the culture they reflect

• to enable the learner to access knowledge and information through reference skills (consulting a dictionary / thesaurus, library, internet, etc.)

• to develop curiosity and creativity through extensive reading

• to facilitate self-learning to enable them to become independent learners

• to review, organise and edit their own work and work done by peers

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

• give a brief oral description of events / incidents of topical interest

• retell the contents of authentic audio texts (weather reports, public announcements, simple advertisements, short interviews, etc.)

• participate in conversations, discussions, etc., on topics of mutual interest in non-classroom situations

• narrate the story depicted pictorially or in any other non-verbal mode

• respond in writing to business letters, official communications

• read and identify the main points / significant details of texts like scripts of audio-video interviews, discussions, debates, etc.

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• write without prior preparation on a given topic and be able to defend or explain the position taken / views expressed in the form of article, speech, or a debate

• write a summary of short lectures on familiar topics by making / taking notes

• write an assessment of different points of view expressed in a discussion / debate

• read poems effectively (with proper rhythm and intonation)

• transcode information from a graph / chart to a description / report and write a dialogue, short story or report

Language Items

In addition to consolidating the grammatical items practised earlier, the courses at the secondary level seek to

reinforce the following explicitly:

• sequence of tenses

• reported speech in extended texts

• modal auxiliaries (those not covered at upper primary)

• non-finites (infinitives, gerunds, participles)

• conditional clauses

• complex and compound sentences

• phrasal verbs and prepositional phrases

• cohesive devices

• punctuation (semicolon, colon, dash, hyphen, parenthesis or use of brackets and exclamation mark)

Methods and Techniques

The methodology is based on a multi-skill, activity-based, learner-centred approach. Care is taken to fulfil the functional (communicative), literary (aesthetic) and cultural (sociologi-cal) needs of the learner. In this situation, the teacher is the facilitator of learning, she presents language items, contrives situations which motivates the child to use English for the purposes of communication and expression. Aural-oral teaching and testing is an in-tegral feature of the teaching-learning process. The electronic and print media could be used extensively. The evaluation procedure should be continuous and comprehensive. A few suggested activities are:

• Role playing

• Simulating real-to-life situations

• Dramatising and miming

• Problem solving and decision making

• Interpreting information given in tabular form and schedule

• Using newspaper clippings

• Borrowing situations from the world around the learners, from books and from other

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disciplines

• Using language games, riddles, puzzles and jokes

• Interpreting pictures / sketches / cartoons

• Debating and discussing

• Narrating and discussing stories, anecdotes, etc.

• Reciting poems

• Working in pairs and groups

• Using media inputs - computer, television, video cassettes, tapes, software packages

Open Text-Based Assessment

The open Text-Based Assessment will be included in reading section for 10 marks, as a part of SA-II. The ‘OTBA’ text may be broadly based on the themes found in the course books. The section will consist of a case-study accompanied by 1-2 questions based on that text. The aim is to test a student’s ability for analytical and critical thinking, drawing infer-ences, expressing their point of view and justify them with suitable examples based on the case studies and their own experiences based on their interaction with peers and society in general. They will be assessed on the ability to understand and interpret the case study and offer appropriate suggestions and opinions on the given issues. The role of teachers is to motivate their learners and provide ample opportunities to apply their understanding of the given cases to real life through group work and discussion. The student responses would consist of the following:-

(i) Objectives of the case studies

(ii) Concepts involved

(iii) Application of concepts to the given situation

(iv) Description / explanation of the case and

(v) Analysis with different perspectives.

Assessment of Speaking and Listening Skills (ASL)

As part of teaching a language, it is necessary that all the skills of a language i.e. reading, writing, listening and speaking are given due weightage in all the four skills, both forma-tively and summatively. Therefore, the CBSE had introduced the Assessment of Speaking and Listening skills (ASL) in secondary classes in 2012-13 as a pilot, and in 2013-14 in all the schools affiliated to it. Since, then it is mandatory for schools to conduct ASL for SA-I and SA-II. The data of ASL, namely marks/grades and recording of SA-I and SA-II, will be collected by the CBSE through its Regional Offices for analysis, monitoring and mainte-nance of the quality of assessment and assessment processes. In addition, this analysis is expected to create a wash back effect in the classroom teaching. The CBSE expects that the ASL is also reliable, fair and valid and the data thus obtained reflect these. A matrix of performance descriptors has been given in this document which will assist in ensuring

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a valid assessment.

Teachers are, therefore, advised to go through the Performance Descriptors of speaking assessment thoroughly before they begin the task of assessment.

SPEAKING ASSESSMENT: PERFORMANCE DESCRIPTORS

INTERACTIVE COMPETENCE

5 4 3 2 1

TaskManagement

Contributionsare highlyeffective andfulfil the task.Can fulfil thecommunica-tivefunctions of thelevel withspontaneity.

Contributionsare effectiveand fulfil thetask. Can fulfilthecommunica-tivefunctions of thelevel.

Contributionsare adequateand fulfil thetask. Can fulfilfunctions of thelevel but maynot do soconsistently.

Contributionsare limited andthere is someattempt at thetask which isnot fulfilledand/or may berepetitive.

There is al-mostno contribu-tionand/orcontributionsmay not berelated to thetask.

Initiation &Turn-taking

Is prompt toinitiatediscussions onthe themes/functions at thegiven levelappropri-ately.Contributesspontane-ouslyto keep theinteractiongoing; takesturnappropri-ately.

Is easily able toinitiatediscussions onthe themes/functions at thegiven levelappropri-ately.Contributeseffectively tokeep theinteractiongoing and takesturnappropri-ately.

Is able toinitiatediscussions onthe themes/functions at thegiven level.Makes an ef-fortto keep theinteractiongoing; takesturn.

Struggles toinitiatediscussions onthethemes/functions at the givenlevel.Makes littleeffort to keepthe interac-tiongoing;

Does notinitiatediscussions.

Makes no ef-fortto keep theinteractiongoing.

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Appropriacy& Relevance

Speaks with a clear sense of purpose and audi-ence in both formal and informalsituations.Contributionsare alwaysappropriate to the context/situation.

Speaks with a fair sense of purpose and audi-ence in both formaland informalsituations.May be lessconfident informalsituations.

Speaks with an awareness of purpose and audience may not adaptregistereffectively.Contributionsare appropriateto the context/situation.

Has unclearsense ofpurpose andmay be unableto adaptregister.Contributionsmay not beconnected tothe context/situation.

Has hardly anysense ofpurpose andcannot adapt toregister.

FLUENCY 5 4 3 2 1Cohesion &CoherenceSpeed ofDeliverysequence

Presentsinformation in a logicalsequence oflinkedutterances with a clearconnectionbetween ideas,arguments andstatements.Uses a range of cohesivedevices.Speaks fluentlywith minimalhesitation.Has intelligiblespeed ofdelivery.

Presentsinformation in a logicalsequence oflinkedutterances with a connectionbetween ideas,arguments andstatements.Uses with ease some cohesivedevices.Speaks fluentlywith somehesitation.Has intelligiblespeed ofdelivery.

Presentsinformationgenerally in a logical order but overallprogressionmay not alwaysbe clear.Uses a range of cohesivedevices butsomeover/underuse.Coherence may be affected byhesitancy orrephrasing.Intelligiblespeed ofdelivery

Presentsinformation butwithout clearprogression.Uses limitedcohesivedevicesrepetitively.Severehesitation may impedecommunica-tion.Speed ofdeliveryimpedesunderstand-ing

Presentsinformationwith noprogressionand/or littlecontrol oforganisa-tionalfeatures.May use onlyisolated words and phrases.

LANGUAGE 5 4 3 2 1

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Accuracy Uses a range ofgrammaticalpatterns withaccuracy,including some complex forms.Makes onlynegligibleerrors.

Uses a range ofgrammaticalpatterns withaccuracy,including fewcomplex formsand makes onlynoticeableerrors.

There may besome mis-takeswhich affectmeaning butthere is anattempt tocorrect most ofthese mis-takes.

There aremistakes whichaffect mean-ingbut there ishardly anattempt tocorrect thesemistakes.

Communi-cates with fragmentsof words andstructures butdoes notmanage tobridge the gapsor correcthis/hermistakes.

Range Uses anexpressive andappropriaterange ofstructures,words andphrases ontopicsappropriate tothe level and todeliver aneffectivemessage.

Uses anexpressive andappropriaterange of wordsand phrases ontopicsappropriate tothe level.These may berepetitive.

Can use thelanguage of the level but is repetitive. May search for words with therisk of themessagebecomingweaker

Uses basic,simple wordsand phrases for the level.There may be an effort to find suitablewords, whichmay hamperthe message.

Uses simple,isolated words for the level. There is littleeffort to findwords.

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ENGLISH LANGUAGE AND LITERATURE (Code No. 184)SYLLABUS

Summative Assessment (2016-17)CLASS – IX

SECTION WISE WEIGHTAGE

Section Total Weightage 90A Reading Skills 20B Writing Skills with Grammar 25C Literature Textbooks and Extended Reading Text 25E Assessment of Speaking and Listening (ASL) 20

TOTAL 90

Note :

• It is a division of marks assigned to all the four skills of language. The distribution of marks for Formative Assessments carrying 40% weightage may be done by the schools themselves. A variety of activities to assess all the skills of language may be used for Formative Assessments.

• The Summative Assessment Question Papers, if developed by the schools themselves, may be for 70 marks to which 20 marks may be added for Assessment of Speaking and Listening skills making the paper of 90 marks. The one third of the 90 marks i.e. 30 should be added each in both Summative Assessments.

• Assessment of Speaking and Listening skills (ASL) will be done formally at the term end examination in Summative – II. Schools can conduct ASL for Summative I themselves as per the guidelines provided by the CBSE. However, assessment of these skills may also be done under the Formative activities spread over two terms.

There will be one written paper of English at the end of each term carrying 70 marks. The time limit will be three hours.

SECTION A: READING 20 Marks 50 Periods

Q 1-2. This section will have two/three reading passages. The arrangement within the reading section is as follows:

SA – I:

Q.1: A Factual passage 300-350 words with eight very short answer type questions. 8 marks

Q. 2: A Discursive passage of 350-400 words with four short answer type questions to test inference, evaluation and analysis with four very short answer questions to test vocabulary. 12 marks

SA-II:

Q.1a: A Factual passage 200-250 words with five very short answer type questions with one

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question to test vocabulary. 5 marks

Q. 1b: A Literary passage (Prose only – Fiction / Non-fiction) of 200-250 words with five short answer type questions to test inference, evaluation and analysis with one question to test vocabulary. 5 marks

Q. 2: Open text based assessment (OTBA) with 1–2 long answer questions to test analytical and critical thinking skills. 10 marks

SECTION B: WRITING & GRAMMAR 60 Periods 25 Mark

Q. 3: Writing a diary/article in about 100-120 words based on visual or verbal cue/s, and the questions will be thematically based on the MCB. 5 marks

Q. 4: Writing a short story based on a given outline or cue/s in about 150 - 200 words. 10 marks

The Grammar syllabus will include the following areas in classes IX & X.

1. Tenses

2. Modals (have to/had to, must, should, need, ought to and their negative forms)

3. Use of passive voice

4. Subject – verb concord

5. Reporting

(i) Commands and requests

(ii) Statements

(iii) Questions

6. Clauses:

(i) Noun clauses

(ii) Adverb clauses of condition and time

(iii) Relative clauses

7. Determiners, and

8. Prepositions

The above items may be tested through test types as given below:

Q. 5: Gap filling with one or two words to test Prepositions, Articles, Conjunctions and Tenses. 3 marks

Q. 6: Editing or omission 4 marks

Q. 7: Sentences reordering or sentence transformation in context. 3 marks

SECTION C: LITERATURE TEXTBOOKS 60 Periods 25 Marks

Q. 8. One out of two extracts from prose/poetry/play for reference to the context. Three

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very short answer questions. 3 marks

One mark in each extract will be for vocabulary. One question will be used for testing local and global comprehension and one question will be on interpretation.

Q.9. Four short answer type questions from BEEHIVE AND MOMENTS to test local and global comprehension of theme and ideas (30-40 words each) 2x4 = 08 marks

Q.10. One out two long answer type questions to assess how the values inherent in the texts have been brought out (BEEHIVE & MOMENTS). Creativity, imagination and extrapolation beyond the text and across the texts will be assessed.

(80-100 words) 4 marks

Q. 11. One out of two Very Long Answer Questions on theme or plot involving interpretation and inference and character sketch in about 100-120 words based on prescribed extended reading text. 10 marks

Prescribed Books: Published by CBSE New Delhi

• BEEHIVE – Textbook for class IX

• MOMENTS – Supplementary Reader for Class IX

Extended Reading Texts (either one)

• Gulliver’s Travels (unabridged) by Jonathan Swift

• Three Men in a Boat (unabridged) by Jerome. K. Jerome

NOTE: Teachers are advised to:

(i) encourage classroom interaction among peers, students and teachers through activities such as role play, group work etc.

(ii) reduce teacher-talking time and keep it to the minimum,

(iii) take up questions for discussion to encourage pupils to participate and to marshal their ideas and express and defend their views.

Besides measuring attainment, texts serve the dual purpose of diagnosing mistakes and areas of non-learning. To make evaluation a true index of learners’ attainment, each language skill is to be assessed through a judicious mixture of different types of questions. In addition to the summative tests, formative assessment is essential to measure the level of attainment in the four language skills and the learners’ communicative competence. Formative assessment should be done through ‘in class’ activities throughout the year.

Reading Section: Reading for comprehension, critical evaluation, inference and analysis are skills to be tested in Formative as well as Summative Assessments.

Writing Section: All types of short and extended writing tasks will be dealt with in both I and II Term Formative as well as in Summative Assessments.

Grammar: Grammar items mentioned in the syllabus will be taught and assessed

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formatively over a period of time. There will be no division of syllabus for Grammar in the Summative Assessment for the two terms.

Speaking and Listening Skills 50 Periods

Since the introduction of Assessment of Speaking and Listening Skills (ASL) in classes IX and X, it has become imperative to carry out speaking and listening activities in regular classroom teaching. Sufficient practice should be given to students in order to prepare them for ASL. Performance descriptors should be shared with students from time to time.

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ENGLISH LANGUAGE AND LITERATURE COURSESummative Assessment (2016-17)

CLASS IX

TextbooksLiterature Reader

Summative Assessment – I Summative Assessment - IIPROSE (Beehive)1. The Fun They Had 1. Packing2. The Sound of Music 2. Reach for the Top3. The Little Girl 3. The Bond of Love4. A Truly Beautiful Mind 4. Kathmandu5. The Snake and the Mirror 5. If I were you6. My ChildhoodPOETRY1. The Road Not Taken 1. No Men Are Foreign2. Wind 2. The Duck and the Kangaroo3. Rain on the Roof 3. On Killing a Tree4. The Lake Isle of Innisfree 4. The Snake Trying5. A Legend of the Northland 5. A Slumber did My Spirit SealSUPPLEMENTARY READER (Moments)1. The Lost Child 1. Weathering the Storm in Ersama2. The Adventures of Toto 2. The Last leaf3. Iswaran the Storyteller 3. A House is Not a Home4. In the Kingdom of Fools 4. The Accidental Tourist5. The Happy Prince 5. The BeggarExtended Reading Texts (either one):Gulliver’s Travels in four parts (Unabridged Edition)(2005) by Jonathan Swift Parts I & IIThree Men in a Boat (Unabridged Edition) (1889) by Jerome K. Jerome - Chapters 1 – 10

Gulliver’s Travels in four parts (Unabridged Edition)(2005) by Jonathan Swift - Parts III & IVThree Men in a Boat (Unabridged Edition) (1889) byJerome K. Jerome - Chapters 11 - 19

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Class IX (SA–I)

English Language and Literature 2016-17 (Code No. 184)

Typology Testingcompetencies/

learningoutcomes

VSAQ1

mark

Shortanswer

Questions30-40words

2 marks

LongAnswerQues-tions-I80-100words

4 marks

LonganswerQues-tion-

II100-120

words5 marks

VeryLong

AnswerQues-tion150-200

words(HOTS)

10marks

Marks

ReadingSkills

Conceptual un-derstanding,decoding, ana-lyzing,inferring, inter-preting andvocabulary.

12 04 --- --- ---20

CreativeWritingSkills andGrammar

Expressing an opinion,reasoning, justi-fying,illustrating, ap-propriacy ofstyle and tone, usingappropriate for-mat andfluency. Applyingconventions, usingintegrated struc-tures withaccuracy and flu-ency.

10 --- --- 01 01 25

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Litera-tureText-books and Extended Reading Text

Recalling, rea-soning,appreciating, ap-plyingliterary conven-tions,extrapolating, illustratingand justifying etc.Extracting rel-evantinformation, identifying thecentral theme and subthemes, under-standing thewriter’s message and writingfluently.

03 04 01 --- 01 25

Total25 x01 =25marks

08 x 02 =16 marks

01 x 04 =04 marks

01 x 05 =15 marks

02 x 10=20marks

70marks

Assess-mentof Speak-ingandListeningSkills

Interaction, rea-soning,diction, articula-tion, clarity,pronunciation and overallfluency

20marks

Total 90marks

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Class IX (SA–II)

English Language and Literature 2016-17 (Code No. 184)

Typology Testingcompetencies/

learningoutcomes

VSAQ1

mark

ShortanswerQues-tions30-40words

2 marks

LongAnswerQues-tions-I80-100words

4 marks

LonganswerQues-tion-

II100-120

words5 marks

VeryLong

AnswerQues-tion150-200

words(HOTS)

10marks

Marks

ReadingSkills OTBA

Conceptualunderstanding, de-coding,analyzing, inferring,interpreting, criticalthinking and vocabu-lary.

10 --- --- 02 --- 20

CreativeWritingSkills andGrammar

Expressing an opin-ion,reasoning, justify-ing,illustrating, appro-priacyof style and tone, usingappropriate format andfluency. Applyingconventions, usingintegrated struc-tures withaccuracy and flu-ency.

10 --- --- 01 01 25

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LiteratureTextbooks and Ex-tended Reading Text

Recalling, reasoning,appreciating, apply-ingliterary conventions,extrapolating, illus-tratingand justifying etc.Extracting relevantinformation, identi-fyingthe central theme and subthemes, understand-ingthe writer’s message andwriting fluently.

03 04 01 --- 01 25

Total23 x01 =23marks

04 x 02 =08 marks

01 x 04 =04 marks

03 x 05 =15 marks

02 x 10=20marks

70marks

Assess-mentof Speak-ingandListeningSkills

Interaction, reason-ing,diction, articulation,clarity, pronuncia-tion andoverall fluency

20marks

Total 90marks

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ENGLISH LANGUAGE AND LITERATURE (Code No. 101)SYLLABUS

Summative Assessment (2016-17)CLASS – X

SECTION WISE WEIGHTAGE IN ENGLISH LANGUAGE & LITERATURE

Section Total Weightage 90A Reading Skills 20B Writing Skills with Grammar 25C Literature Textbooks and Extended Reading Text 25D Assessment of Speaking and Listening (ASL) 20

TOTAL 90

Note :

• It is a division of marks assigned to all the four skills of language. The distribution of marks for Formative Assessments carrying 40% weightage may be done by the schools themselves. A variety of activities to assess all the skills of language may be used for Formative Assessments.

• The Summative Assessment Question Papers, if developed by the schools themselves, may be for 70 marks to which 20 marks may be added for Assessment of Speaking and Listening skills making the paper of 90 marks. The one third of the 90 marks i.e. 30 should be added each in both Summative Assessments.

• Assessment of Speaking and Listening skills (ASL) will be done formally at the term end examination in Summative – II. Schools can conduct ASL for Summative – I themselves as per the guidelines provided by the CBSE. However, assessment of these skills may also be done under the Formative activities spread over two terms.

There will be one written paper of English at the end of each term carrying 70 marks. The time limit will be three hours.

SECTION A: READING 20 Marks 50 Periods

Q1-2 This section will have two unseen passages of a total length of 700-750. The arrangement within the reading section is as follows:

Q.1: A Factual passage of 300-350 words with eight very short answer type questions. 8 marks

Q. 2: A Discursive passage of 350-400 words with four short answer type questions to test inference, evaluation and analysis and four MCQs to test vocabulary. 12 marks

SECTION B: WRITING AND GRAMMAR 25 Marks 60 Periods

Q 3: Letter to the editor /article in about 100-120 words will make use of any visual/ verbal stimulus and the question will be thematically based on the MCB. 5 marks

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Q. 4: Writing a short story based on a given outline or cue/s in about 150-200 words. 10 marks

The Grammar syllabus will include the following areas in classes IX and X.

1. Tenses

2. Modals (have to/had to, must, should, need, ought to and their negative forms)

3. Use of passive voice

4. Subject – verb concord

5. Reporting

(i) Commands and requests

(ii) Statements

(iii) Questions

6. Clauses:

(i) Noun clauses

(ii) Adverb clauses of condition and time

(iii) Relative clauses

7. Determiners, and

8. Prepositions

The above items may be tested through test types as given below:

Q.5: Gap filling with one or two words to test Prepositions, Articles, Conjunctions and Tenses. 3 marks

Q. 6: Editing or omission. 4 marks

Q. 7: Sentences reordering or Sentence Transformation in context. 3 marks

SECTION C: LITERATURE TEXTBOOKS AND EXTENDED READING TEXT

25 Marks 60 Periods

Q.8: One out of two extracts from prose/poetry/drama for reference to context. Three very short answer questions. 3 marks

One mark in each extract will be for vocabulary. One question will be used for testing local and global comprehension and one question will be on interpretation.

Q.9: Four short answer type questions from FIRST FLIGHT AND FOOTPRINTS WITHOUT FEET (two from each to test local and global comprehension of theme and ideas (30-40 words each) 2x4=08 marks

Q.10: One out of two long answer type questions to assess how the values inherent in the texts have been brought out (FIRST FLIGHT AND FOOTPRINTS WITHOUT FEET) creativity, imagination and extrapolation beyond the text and across the texts, will

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be assessed. (80-100 words). 4 marks

Q.11: One out of two Long Answer Questions on theme, plot or character involving interpretation and inference in about 150-200 words based on prescribed extended reading text. 10 marks

Prescribed Books: Published by NCERT, Sri Aurobindo Marg, New Delhi

• FIRST FLIGHT – Text for Class X

• FOOTPRINTS WITHOUT FEET – Supplementary Reader for Class X

EXTENDED READING TEXTS (either one) :

Diary of a Young Girl – 1947 by Anne Frank (unabridged edition)

The Story of My Life – 1903 by Helen Keller(unabridged edition)

Note: Teachers are advised to:

(i) encourage classroom interaction among peers, students and teachers through activities such as role play, group work etc.

(ii) reduce teacher-talking time and keep it to the minimum,

(iii) take up questions for discussion to encourage pupils to participate and to marshal their ideas and express and defend their views, and

(iv) use the performance descriptors scale for conversation skills to test the students for continuous assessment.

Besides measuring attainment, texts serve the dual purpose of diagnosing mistakes and areas of non-learning. To make evaluation a true index of learners’ attainment, each language skill is to be assessed through a judicious mixture of different types of questions. In addition to the summative tests, formative assessment is essential to measure the level of attainment in the four language skills and the learners’ communicative competence. Formative assessment should be done through ‘in class’ activities throughout the year.

Reading Section: Reading for comprehension, critical evaluation, inference and analysis are skills to be tested in Formative as well as Summative assessments.\

Writing Section: All types of short and extended writing tasks will be dealt with in both I and II Terms in both Formative as well as in Summative Assessments.

Grammar: Grammar items mentioned in the syllabus will be taught and assessed formatively over a period of time. There will be no division of syllabus for Grammar in the Summative Assessment for the two terms.

Speaking and Listening Skills 50 Periods

Since the introduction of Assessment of Speaking and Listening Skills (ASL) in classes IX and X, it has become imperative to carry out speaking and listening activities in regular classroom teaching. Sufficient practice should be given to students in order to prepare them for ASL. Performance descriptors should be shared with students from time to time.

112

ENGLISH LANGUAGE AND LITERATURE COURSESummative Assessment (2016-17)

CLASS X

TextbooksLiterature Reader

Summative Assessment – I Summative Assessment - IIPROSE (First Flight)1. A Letter to God 1. Glimpses of India2. Nelson Mandela 2. Mijbil the Otter3. Two Stories about Flying 3. Madam Rides the Bus4. From the Diary of Anne Frank 4. The Sermon at Benares5. The Hundred Dresses –I 5. The Proposal6. The Hundred Dresses –IIPOETRY1. Dust of Snow 1. Animals2. Fire and Ice 2. The Trees3. A Tiger in the Zoo 3. Fog4. How to Tell Wild Animals 4. The Tale of Custard the Dragon5. The Ball Poem 5. For Anne Gregory6. AmandaSUPPLEMENTARY READER (Footprints without Feet)1. A Triumph of Surgery 1. The Making of a Scientist2. The Thief’s Story 2. The Necklace3. The Midnight Visitor 3. The Hack Driver4. A Question of Trust 4. Bholi5. Footprints without Feet 5. The Book that Saved the EarthExtended Reading Texts – (either one)Reading of a Young Girl – 1947June 12, 1942 to March 14, 1944by Anne Frank (unabridged edition)The Story of My Life – 1903 Chapters 1-14by Helen Keller (unabridged edition)

Diary of a Young Girl – 1947March 16, 1944 to August 01, 1944by Anne Frank (unabridged edition)The Story of My Life – 1903 Chapters 15-23by Helen Keller (unabridged edition)

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Class X (SA–I)

English Language and Literature 2016-17 (Code No. 184)

Typology Testingcompetencies/

learningoutcomes

VSAQ1

mark

ShortanswerQues-tions30-40words

2 marks

LongAnswerQues-tions-I80-100words

4 marks

LonganswerQues-tion-

II100-120

words5 marks

VeryLong

AnswerQues-tion150-200

words(HOTS)

10marks

Marks

ReadingSkills

Conceptualunderstanding,decoding, analyz-ing,inferring, interpret-ingand vocabulary.

12 04 --- --- --- 20

CreativeWritingSkills andGrammar

Expressing an opin-ion,reasoning, justify-ing,illustrating, appro-priacyof style and tone, usingappropriate format andfluency. Applyingconventions, usingintegrated struc-tureswith accuracy andfluency.

10 --- --- 01 01 25

114

Litera-tureText-books and Extended Reading Text

Recalling, reason-ing,appreciating, ap-plyingliterary conven-tions,extrapolating,illustrating andjustifying etc.Extracting relevantinformation, iden-tifyingthe central theme andsub themes,understanding thewriter’s message andwriting fluently.

03 04 01 --- 01 25

Total25 x1=25marks

8 x 2 =16 marks

1 x 4 =4 marks

1 x 5=5 marks

2 x 10=20marks

70marks

Assess-mentof Speak-ingandListeningSkills

Interaction, reasoning,diction, articulation,clarity, pronunciationand overall fluency

20marks

Total 90marks