ENGLISH (CORE) (Code No. 301)
(2018-19)
Background:Students are expected to have acquired a reasonable degree of language proficiency in English by the time they come to class XI, and the course will aim, 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. But for another large group, the higher secondary stage may be a preparation for entry into the world of work. 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.
Objectives:
The general objectives at this stage are:
to listen and comprehend live as well as record in writing oral presentations on a variety of topics
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 short oral presentation on given topics
to perceive the overall meaning and organisation 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 promote advanced language skills with an aim to develop the skills of reasoning, drawing inferences, etc. through meaningful activities
to translate texts from mother tongue(s) into English and vice versa to develop ability and knowledge required in order to engage in independent reflection and enquiry
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 expository / argumentative essays, explaining or developing a topic, arguing a case, etc.
write formal/informal letters and applications for different purposes
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.
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, encyclopaedia, 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 form business opinions on the basis of 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 develop the ability
to be logically persuasive in defending one's opinion making notes based on a text Develop literary skills as enumerated below: personally respond to literary texts
appreciate and analyse special features of languages that differentiate literary texts from non-literary ones explore and evaluate features of character, plot, setting, etc.
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
ENGLISH CORE (CODE NO. 301)
CLASS – XII (2018-19)
Reading Unseen Passages and Note making
The section A will have three passages. A. Two unseen passages with a variety of Very Short Answer / Short Answer or Multiple Choice type questions to test comprehension, interpretation and inference. Vocabulary such as word formation and inference of meaning will also be tested.
The total length of the two passages will be between 1100 - 1200 words. Six Multiple Choice type question and sixteen Very Short Answer Type Questions ( total 22 Marks) shall be asked from these passages.The passage will include two 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. A poem could be of 28-35 lines.
The passages can be literary, factual or discursive to test comprehensions.
The length of one passage should be between 600-700 words.
B. The third passage will be of 400-500 words .
Note-making and Abstraction will be assessed .
i. one Short Answer Type Question( 3 Marks )
ii. one Long Answer Type Question to be answered in 80-100 words ( 5 marks) .
SECTION B WRITING SKILLS 30 Marks
a. One question out of the two Short Answer Questions, e.g., advertisement and notices, designing or drafting posters, writing formal and informal invitations and replies. – 4 Marks
b. One question out of the two Long Answer Questions to be answered in 120-150 words: Letters based on verbal / visual input.- 6 Marks
Letter types include 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)
Application for a job
Two Very Long Answer Questions containing internal choice, to be answered in 150-200 words:
Two compositions based on visual and/or verbal Input may be descriptive or argumentative in nature such as an article/a debate/ a speech or a report- (10x2=20 Marks)
SECTION C LITERATURE TEXTBOOKS AND LONG READING TEXT 40 Marks
Books: Flamingo and Vistas
I. Very Short Answer Questions - Based on an extract from poetry to test comprehension and appreciation. ( 4 Marks)
II. Four out of six Short Answer Questions based on prose / drama / poetry from both texts ( 4X3=12 Marks)
III. One out of two Long Answer Questions to be answered in 120-150 words to test global comprehension and extrapolation beyond the texts .(6marks)
IV. One out of two Long Answer Questions to be answered in 120-150 words to test global comprehension along with analysis and extrapolation. (6marks)
V. One out of two Long Answer Questions to be answered in 120-150 words based on theme, plot and incidents from the prescribed novels. (6marks)
VI. One out of two Long Answer Questions to be answered in 120-150 words - based on understanding appreciation, analysis and interpretation of character sketch. (6marks)
Prescribed Books
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
Name of the lessons deleted
Flamingo
1.Poets and Pancakes
2.The Interview
3.A Road Side Stand (Poetry)
Vistas
4.The Third Level
5.Journey to the End of the Earth
3. Extended Reading Texts:
i) The Invisible Man ( unabridged) by H.G.Wells
ii)Silas Marner (unabridged) by George Eliot
