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CBSE Class 9 English Syllabus

English as a language is imperative to the lives of the students both academically and otherwise. The basics have been laid out by this stage in the academic career of the students. The syllabus for Class IX explores more of the intricacies of the language - grammar and usage, as well as indulges the students in thought provoking literary pieces. They are taken to the higher levels of English as a language and a subject to be studied.

TERM I

Reading Question based on the following kinds of unseen passages to assess inference, evaluation, vocabulary, analysis and interpretation:
  1. Discursive passage (400-450 words)
  2. Case based Factual passage (with visual input/ statistical data/ chart etc. 200-250 words)
Writing
  1. Descriptive paragraph (Person)
  2. Short Story (based on beginning line, outline, cues etc.)
Grammar
  1. Tenses
  2. Subject-Verb Concord
  3. Modals
  4. Determiners
  5. Reported Speech
  6. Commands and Requests
  7. Statements
  8. Questions Literature Questions based on extracts / texts to assess interpretation, inference, extrapolation beyond the text and across the texts.
Moments
  1. The Lost Child
  2. The Adventures of Toto
  3. In the Kingdom of Fools
  4. The Happy Prince
Beehive Prose
  1. The Fun They Had
  2. The Sound of Music
  3. The Little Girl
  4. A Truly Beautiful Mind
  5. My Childhood
Poems
  1. The Road Not Taken
  2. Wind
  3. Rain on The Roof
  4. A Legend of The Northland

TERM II

Reading Question based on the following kinds of unseen passages to assess inference, evaluation, vocabulary, analysis and interpretation:
  1. Discursive passage (400-450 words)
  2. Case based Factual passage (with visual input/ statistical data/ chart etc. 200-250 words)
Writing
  1. Descriptive Paragraph (Diary)
  2. Story writing (based on beginning line, outline, cues etc.)
Grammar
  1. Tenses
  2. Subject-Verb Concord
  3. Modals
  4. Determiners
  5. Reported Speech
  6. Commands and Requests
  7. Statements
  8. Questions
Literature Questions based on extracts / texts to assess interpretation, inference, extrapolation beyond the text and across the texts. Moments
  1. Weathering the Storm in Ersama
  2. The Last Leaf
  3. A House is not a Home
  4. The Beggar
Beehive Prose
  1. Packing
  2. Reach for The Top
  3. The Bond of Love
  4. If I were You
Poems
  1. No Men Are Foreign
  2. On killing a Tree
  3. The Snake Trying
Distribution of Marks For Each Term
SECTION WEIGHTAGE IN MARKS
READING 10
WRITING & GRAMMAR 10
LITERATURE 20
TOTAL 40
INTERNAL ASSESSMENT 10
GRAND TOTAL 50
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
  • to 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 Englishes, 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 the peers
  • to review, organise and edit their own work and work done by the 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.
  • write without prior preparation on a given topic and be able to defend or explain the position taken/views expressed
  • 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 )
  • grasp the theme of the poem and appreciate the creative uses of language
  • to transcode information from a graph/chart to a description/report

Guidelines for Assessment in Listening and Speaking Skills (ALS)

ALS must be seen as an integrated component of all four language skills rather than a compartment of two. Suggested activities, therefore, take into consideration an integration of the four language skills but during assessment, emphasis will be given to speaking and listening, since reading and writing are already being assessed in the written exam. Listening Skills: The focus is to use the assessment of Listening Skills for improving learners’ competency to listen for basic interpersonal, instructional and academic purposes. A number of sub-skills need to be developed in the everyday classroom transaction. Given below are some of the sub-skills of listening which need to be assessed for the Internal Assessment component of Listening:
  • Listening for Specific Information
  • Listening for General Understanding
  • Predictive Listening
  • Inferential Listening
  • Listening for Pleasure
  • Intensive Listening
  • Evaluative Listening
Hence, the assessment items being prepared by subject teachers must assess the above.   Speaking Skills: Assessment of speaking skills must be made an important component of the overall assessment, using this assessment as learning. Guidelines for Assessment in Listening and Speaking Skills:
A. Classes 9-10:
  1. As part of Subject Enrichment Activities for Internal assessment, the Assessment of Listening and Speaking Skills will be for 03 marks.
  2. It is recommended that listening and speaking skills should be regularly practiced. Artintegrated projects based on activities like Role Play, Skit,Dramatization etc. must be used.
Please refer to the Circular no. Acad-33/2020 dated 14th May 2020 at the http://cbseacademic.nic.in/web_material/Circulars/2020/33_Circular_2020.pdf for details
  1. Activities for listening and speaking available at www.cbseacademic.in can be used for developing listening and speaking skills of students.
  2. Teachers can also use the NCERT book ‘Interactions’ available at the link: https://ncert.nic.in/pdf/publication/otherpublications/Interactions.pdf
  3. Subject teachers should also refer to books prescribed in the syllabus.
  4. In addition to the above, teachers may plan their own activities and create their own material for assessing the listening and speaking skills. ii. Parameters for Assessment: The listening and speaking skills are to be assessed on the following parameters: a) Interactive competence (Initiation & turn taking, relevance to the topic). b) Fluency (cohesion, coherence and speed of delivery). c) Pronunciation d) Language (accuracy and vocabulary). A suggestive rubric is given below:
Interaction 1. Contributions are mainly unrelated to those of other speakers· Shows hardly any initiative in the development of conversation· Very limited interaction 2. Contributions are often unrelated to those of the other speaker. Generally passive in the development of conversation 3. Develops interaction adequately, makes however minimal effort to initiate conversation· Needs constant prompting to take turns 4. Interaction is adequately initiated and develop· Can take turn but needs little prompting 5. Can initiate & logically develop simple conversation on familiar topics· Can take turns appropriately
Pronunciation 1. Insufficient accuracy in pronunciation; many grammatical errors· Communication is severely affected 2. Frequently unintelligible articulation. Frequent phonological errors· Major communication problems 3. Largely correct pronunciation & clear articulation except occasional errors· Some expressions cause stress without compromising with understanding of spoken discourse. 4. Mostly correct pronunciation & clear articulation. Can be clearly understood most of the time; very few phonological errors 5. Can pronounce correctly & articulate clearly. Is always comprehensible; uses appropriate intonation
Fluency Coherence & 1. Noticeably/ long pauses; rate of Speech is slow· Frequent repetition and/or self- correction· Links only basic sentences; breakdown of coherence evident 2. Usually fluent; produces simple speech fluently, but loses coherence in complex communication· Often hesitates and/or resorts to slow speech· Topics partly developed; not always concluded logically. Demonstrates almost no flexibility, and mostly struggles for appropriate words· Uses very basic vocabulary to express view- points. 3. Is willing to speak at length, however repetition is noticeable· Hesitates and/or self corrects; occasionally loses coherence· Topics mainly developed, but usually not logically concluded Communicates with limited flexibility and appropriacy on some of the topics· Complex forms and sentence structures are rare; exhibits limited vocabulary to express new ideas 4. Speaks without noticeable effort, with a little repetition·Demonstrates hesitation to find words or use correct grammatical structures and/or self- correction· Topics not fully developed to merit Can express with some flexibility and appropriacy on most of the topics· Demonstrates ability to use complex forms and sentence structures most of the time; expresses with adequate vocabulary 5. Speaks fluently almost with no repetition & minimal hesitation· Develops topic fully & coherently Can express with some flexibility and appropriacy on a variety of topics such as family, hobbies, work, travel and current events· Frequently uses complex forms and sentence structures; has enough vocabulary to express himself/herself
iii. Schedule:
  1. The practice of listening and speaking skills should be done throughout the academic year.
  2. The final assessment of the skills is to be done as per the convenience and schedule of the school.
iii. Record Keeping:
  1. The record of the activities done and the marks given must be kept for three months after the
  2. declaration of result, for any random checking by the Board.