Secondary School Certificate Examination (IX-X) Carnatic Music (only vocal) 2018-19

CBSE Curriculum for Secondary School Certificate Examination (IX-X) Carnatic Music (only vocal) 2018-19

CARNATIC MUSIC (VOCAL) Theory (CBSE)
Syllabus for Class IX
Periods: 135
Marks: 25
I.          Brief history of Carnatic Music with special reference to Saint Purandara dasa, Annamacharya,
Bhadrachala  Ramadasa,  Saint  Tyagaraja,  Muthuswamy  Dikshitar,  Syama  Shastry  and  Swati Tirunal.
II.         Definition of the following terms:
Sangeetam, Nada, raga, laya, Tala, Dhatu, Mathu, Sruti, Alankara, Arohana, Avarohana, Graha (Sama, Atita, Anagata), Svara – Prakruti & Vikriti Svaras, Poorvanga & Uttaranga, Sthayi, vadi,
Samvadi, Anuvadi & Vivadi Svara – Amsa, Nyasa and Jeeva.
III.       Brief raga lakshanas of Mohanam, Hamsadhvani, Malahari, Sankarabharanam, Mayamalavagoula,
Bilahari, khamas, Kharaharapriya, Kalyani, Abhogi & Hindolam.
IV.        Brief knowledge about the musical forms.
Geetam, Svarajati, Svara Exercises, Alankaras, Varnam, Jatisvaram, Kirtana & Kriti.
V.         Description of following Talas:
Adi – Single & Double Kalai, Roopakam,
Chapu – Tisra, Misra & Khanda and Sooladi Sapta Talas.
CARNATIC MUSIC (VOCAL) Theory (CBSE)
CBSE Format of Written Examination for Class IX
25 Marks
1.   Long Answer (Essay)
a.    Biography                                                                                                                     05 Marks
b.   Musical Forms                                                                                                              05 Marks
Short Answers with Examples
c. Writing of minimum three Raga-lakshana from prescribed list in the syllabus. 05 Marks
d. Description of talas, illustrating with examples. 05 Marks
e. Short notes of minimum 05 technical terms from the topic II. 05 Marks
Note: – Examiners should set atleast seven questions in total and the students should answer five questions
from them, including two Essays, two short answer and short notes questions based on technical terms (topic
– II) will be compulsory.
CARNATIC MUSIC (VOCAL) Practical
Syllabus for Class IX
Periods: 405
Marks: 75
I.    Vocal exercises – Svaravalis, Hechchu  and Taggu Sthayi, Alankaras in three degrees of speed.
II.   Simple Geetams – Two Pillari Gitams, two Sadharana Geetams or Sanchari Geetams.
III.  Simple Svarajatis in Khamas and Bilahari raga.
IV.  Four Adi tala Varnams in two degrees of speed.
V.   6 Keertanas in the ragas prescribed.
VI.  Svarajnanam test in the prescribed ragas and learnt compositions.
VII. Singing of one Devarnama, one Patriotic song, one Tiruppugazh and one folk song.
CARNATIC MUSIC (VOCAL) Theory
Format of Practical Examination for Class IX
1. Questions based on vocal exercises in three degrees of speed. Marks: 75
10 Marks
2. Geetam – At least two from the syllabus 10 Marks
3. Questions based on Swarajatis taught. 10 Marks
4. Singing of Varnams in two degrees of speed. 15 Marks
5. Questions based on Keertanas learnt. 20 Marks
a.    Rendering of Kirtana
b.   Swarajnanam test
c.   Details of the ragas
6.   Singing of one or two item from the topic VI                                                            10 Marks
CARNATIC MUSIC (VOCAL) Theory
Syllabus for Class X
I.    Brief knowledge of Raga classification.
II.   Brief knowledge of scheme of 72 Melakarta.
Periods: 135
Marks: 25
III.  Knowledge  of  Ragas  Prescribed  –  Suddha  Dhanyasi,  Sriranjani,  Suddha  Saveri,  Bhairavi
Keeravani, Kambhoji, Ananda Bhairavi.
IV.  Detailed knowledge of Kriti with explanation of decorative angas, Varnams – Tana Varnam & Pada Varnam.
V.   Rudiments of notation & writings of notations of Varnamas and Geetams.
VI.  Life and contribution of the following 20th Century Composers:
a.    Kotisvara Iyer
b.   Papanasam Sivan
c.   Balamurali Krishna
d.   G.N. Balasubramaniam
e.    Lalgudi Jayaraman
CARNATIC MUSIC (VOCAL) Theory
Question Format for Class X
25 Marks
1. Knowledge of writing notations of varnams & Gitams (compulsory)
2. Knowledge of Ragas prescribed (compulsory)
3. Long Answer (Essay) 72 Melakarta Scheme.
4. Long answer (Essay) Classification of Ragas.
5. Long Answer (Essay) based on the musical forms prescribed.
6. Short Answer or short notes based on whole syllabus.
7. Life and contribution of anyone composer mentioned in topic – VI.
Note: – Question Paper should contain at least seven questions, out of which candidates are expected to
answer five in all. In which questions based on Notation & Raga-lakshanas are compulsory. All questions carry equal marks.
CBSE CARNATIC MUSIC (VOCAL) Practical 
Practical Format for Class X Examination
Marks: 75
1.   Singing of Alankaras and Swara Exercise in a raga other than Mayamalava Goula in three degrees of
speed.                                                                                                                                     10 marks
2.   Rendering of at least four Varnams learnt in two degrees of speed.                                        20 marks
3.   Question based on kriti.                                                                                                         20 marks
a.    Rendition of Kriti learnt in Adi, Roopak and Chapu talas.
b.   Swaragyanam test based on the compositions learnt.
4.   Short bout of Kalpana Swaras in 1st speed for the compositions mentioned in the syllabus.
10 marks
5.   Any one item from Topic IV                                                                                                 05 marks
6.   Tuning of Tanpura.                                                                                                                10 marks
CBSE CARNATIC MUSIC (VOCAL) Practical
Practical Syllabus for Class X Examination
Marks: 75
I.    Singing of Alankaras and Svaravalis in a Raga other than Mayamalavagaula.
II.   Rendering of taught Varnams (at least four) in two degrees of speed.
III.  Eight Kritis in total using Adi tala, Rupaka and Chapu Tala and at least one in slow tempo Adi tala.
IV.  At least one Devarnama, Bhajan, Tiruppugazh, Patriotic song and one folk song.
V.   Svarajnanam test based on the prescribed ragas and taught compositions.
VI.  Singing  Svarakalpana  in  first  speed  for  the  compositions  taught  in  Mohanam,  Hamsadhvani,
Kharaharapriya, Sankarabharanam, Suddha Saveri, Kalyani and Suddha Dhanyasi.

 

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Secondary School Certificate Examination (IX-X) Art Education 2018-19

CBSE Curriculum forSecondary School Certificate Examination (IX-X) Art Education 2018-19

ART EDUCATION (CBSE)
Rationale
Art education constitutes an important area of curricular activity for the development of the wholesome personality of the learners. Art is a process of fulfilment running through every aspect of life and it goes on in a creative, productive and joyful manner. Art education helps to explore various means of communication (verbal and non- verbal). It encourages to develop creative expression and sharpens senses through keen observation of the environment. It helps to discover preferences through exposition to variety of material and identify the personal form and style of expression. It develops awareness of various art forms in and around the environment and locality and develops skills in the use of various tools, instruments and other art materials in the process of experimentation and exploration. In the process of discovering space, organization, colours, forms, lines, texture, movement, sound, etc., learners develop a sense of organization and design which inculcates in them a sense of order with regard to their personal appearance, home, school and community. It also develops aesthetic sensibilities and respect for social values and cultural heritage.
The idea of creative art involves all the elements of commonly known art forms visual, performing and language arts, namely music, dance, drama, drawing and painting, modelling and sculpture, or construction work, pottery and ceramic work, poetry and creative writing and other connected craft forms.
Objectives
The objectives of art education are to :
•      help learners to consolidate past experiences and knowledge;
•      introduce learners to different media and techniques and their use for creative
and productive expression for common use;
•     provide opportunities for development of awareness about folk arts, local specific
arts and other cultural components leading to an appreciation of national heritage;
•      assist learners to use artistic and aesthetic sensibility in day-to-day life situation;
•      enable learners to achieve a balanced growth as a social being in tune with our
culture through project work.
•      get acquainted with the life and work of the local artists/artistes;
•      use resourcefully locally available material to make different products (objects)
with the help of the community;
•     refine the sense of appreciation of the beauty of nature through the basic elements
of art forms.
Approach to Art Activities
At the secondary stage, art education is closer to the local folk art and craft and folk theatre. Art is not only to always blindly copy the old masters or copying the teacher’s work in a rigid manner but to help learners express themselves in creative and imaginative ways. Creative arts cannot be a substitute of Work Education under
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which a few artistic activities may be conducted but the approach and product would
be different.
In the interest of the learner, as far as possible, all the media of creative arts may be placed before them to facilitate selection of one form or a combination of art forms. These are :
CBSE Visual Arts
1.    Two-dimensional or Pictorial
–      Drawing and Painting
–      Collage Making
–      Printing
–      Photography
–      Computer graphics
2.    Three-dimensional
–      Clay modelling and pottery
–      Carving and sculpture
–      Construction
Art is about creative expression of the learners, uniquely contributed by each one. Studying the works of famous artists of the past or present is undertaken to orient the learners to varied expressions. Replicating or copying either the Master or the teacher’s work will check the imagination of the students and therefore must be avoided in all cases.
Performing and Language Arts
•      Music (Vocal, Instrumental)
•      Movement and Dance
•      Creative Drama and Puppetry
•      Creative Writing and Poetry
Sources for Art Teaching
The arts programme in schools must reflect the ethos of the region. Artistic expression in music, poetry, dance theatre and in the creation of forms have been part of human life from the very beginning. It is an integral part of human existence. Exposure to the local environment and arts must be treated as an essential activity of the school art programme.
Besides individual expression, the arts provide an opportunity to the learners to study and appreciate the contributions made in the past and present. By learning to appreciate music, painting, dance and theatre, students develop aesthetic sensibility and sensitivity to understand people from other cultures. To build a harmonious society, a productive nation or a world, requires to make learners familiar with the tradition of arts of the local region. The strength and confidence gained from the familiar, will make it possible for her to respect and appreciate the culture and contribution made by others.
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A creative expression essentially depends on the approach to create opportunities
for learners to explore, imagine and communicate the same in an art form they feel confident to use. Availability of material and experts closer to the school or community can be accented.
A.    VISUAL ARTS
CBSE SYLLABUS
When the school(s) can provide art teachers in different media the following syllabus
may be adopted. Activities in terms of Materials/Media and Techniques.
Two-dimensional or Pictorial Activities
•      Study of visual resources and means of creative expression.
–  Study of lines, strokes, colours, shades, tones, textures, etc. while organizing two dimensional space with two dimensional and three dimensional shapes and forms.
–      Sketching from nature and surrounding.
–      Creative use of colours to show space, atmosphere, subjective moods.
–      Creative use of perspective in spatial relationship.
–      Study of calligraphic strokes of Devnagari and Roman alphabet (Scripts).
–      Use of contrast as an expressive element of art.
– Study and use of various media and techniques to the extent of their availability.
– Pencil, charcoal, water colour, crayon, oil colours, poster colour and gouache, acrylic colour and other unconventional sources of colours such as vermillion, yellow and red earth, rice flour, and tools like painting brushes for water colours and oil colours, Painting surfaces such as papers of various kinds and quality, like smooth, rough, thick, thin, etc., canvas, hardboard, simple marking cloth pasted on paper, etc.
–      Collage and mosaic work with a variety of coloured papers and coloured
printed  pictures/photographs from magazines and newspapers.
–  Printing : Mono printing, Printing with wood-cut blocks, lino-cut and metal foil : serigraphy (silk screen), self-made stencil, etc.
–      Basic knowledge of computer graphics.
Three-dimensional or sculptural activities
•      Study of basic forms in clay
– Study of various materials such as clay, plaster of paris, soft-stone, wood (blocks, twigs and branches, roots, etc.), metal scraps, plastic sheets, wire thread, papers and cardboards, vegetables and other throw-away available materials.
– Study of natural and man-made forms, human figures, birds, animals, vegetation and other objects like household items, buildings or as desired by the students.
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– Objects of day-to-day use in groups and in different settings and arrangements.
CBSE Assignments
Assignments in two and three-dimensional subjective forms and utility and functional art and craft forms in different media and techniques. Painting, murals, graphics, clay modelling, wood-carving, soft-stone, plaster of paris, block of brick constructions, collage mobils, applique, pottery and ceramics, masks, and puppets, textile designing (including tie-dye and batik, and block printing) poster designing, lay-out illustrations and photography, etc.
Correlating Art Activities with Other School Activities
•      Construction of puppets and their costumes and improvised puppet stage or
theatre, correlation with Home Science and Arts (Drama) subjects.
• Aesthetic organization of the physical environment by enhancing the surrounding area, i.e., landscaping including plantation of trees and other flowering plants and vegetables, etc., correlating with Agriculture, Home Science and Environment Studies activities.
• Constructing stage setting props such as curtain, backdrops, stage lighting, improvised furniture sets, etc., designing utility (crafts) items; correlating with Work Education activities.
• Designing the school magazine and bulletin boards, making posters for school functions, and greeting/invitation cards, stage scenes for music, dance, drama performances, etc., correlating with applied Art activities.
Note: These activities and other group activities may emerge in project form at individual levels also.
Group Activities
•      Organization, display and exhibitions of students’ periodical and sessional work.
•      Organizing inter school art exhibitions to widen their interaction and horizon.
• Planning and organizing festivals and celebrations of the community, cultural evenings, musical concerts, film shows and other performances including regional and folk (traditional art forms).
• Participating in study visits to museums, botanical gardens, zoological garden, art galleries and art institutions, etc., for greater awareness of the environment and cultural variations.
Theoretical Understanding of Art and Culture
•      Short notes on important aspects of Indian art and culture based on Social Science.
Such writing may be based on reproduction of art work printed in Textbooks.
•      Contribution made by any one contemporary artist.
• Knowledge of terms : Contour, texture, graphic, form, volume, space, tone, printmaking, collage, amateur, modelling in relief, mobil construction, applique, calligraphy, layout, poster and composition.
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B.    Performing Arts
Music (Vocal)
•     Theory
– Knowledge of the terms: Sangeet, Nad, Swar, Shudh, Komal, Teevra, Saptak, Mandra, Madhya Tar, Aroha Avaroha, Raga, Laya, Matra, Tal, Avartan, Sam Tal.
–      Basics knowledge of notation systems.
–      A brief introduction of Indian music
•      Practical Activities
–      National Anthem
–      Songs for community singing
a) Five folk or tribal songs of different regions, indicating time of the year, occasion and the function with which they related. Writing down the same with its meaning and knowledge of its rhythm.
b)    Five devotional songs (Bhajans, Shlokas, Hymns, Sufiana Kalam and Shabad Kirtan)
c)    Three songs in regional languages other than mother tongue.
d)    Three patriotic songs on the theme of universal love and amity.
To create proper sense of swara and laya through Talabadh and Alankaras.  Introduction to the structure of any four of the following Ragas with : Bilawal, Yaman,
Kafi, Bhairav, Shankarabharan, Kalyani, Mayamalav gaud, Todi (accompaniment of
Tanpura and Tabla or Mrudang). The Teacher should communicate the characteristic features of the raga and its swaras pattern. The teacher may use references of popular songs for Raga association.
The following tals and their thekas-Kaharva, Dadra, Trital, Jhaptal & Aditala, Alankar
Talas.
CBSE Project Work
• To collect photographs of great musicians, with a write-up on their introduction, and all types of musical instruments (photographs/illustrations) and the artists who play them. (To be pasted in the scrap-book).
•      To listen to music programme on Radio or T.V. and to write short description of the
performances (To be written in the scrap-book).
Music (Melodic Instrument)
•      Theory
– Knowledge of the terms : Sangeet, Dhwani, Nad, Swar (Shudha, Komal, Teevra) Saptak (Mandra, Madhya, Tar) Aroha, Avaroha, Raga, Gat, Laya Matra, Tal, Avartan, Sam Tal, Khali, Laghu Dhrutham, Anu Dhrutham.
–      Basic Knowledge of notation systems.
–  Short notes on at least four musical instruments, their main components and the characteristics of the sound (music) they produce.
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•      Practical Activities
– Tuning and playing of any one of the following instruments: Sitar, Sarod, Violin, Flute, Veena, Mandolin, Guitar (accompaniment of Tabla).
• The candidates playing musical instruments may be allowed to opt for community singing or for instrumental assemble based either on the ragas from the syllabus or light and folk dhun (Melodies).
•      To create proper sense of swaras and layas through Talabadh Alankaras.
• The following ragas with descriptive details : Bilawal, Yaman, Kafi, Bhairav, Sharkarbharanam, Kalyani, Mayamalav gaud, Todi, Saveri (accompaniment of Tanpura and Tabla).
•     The following five talas and their thekas : Kaharva, Dadra, Trital, Jhaptal, Adi Tala,
Alankar Tala
Creative Drama
This is the stage at which young people are to be introduced to theatre and related crafts to broaden their understanding of drama through literature. Their previous experience of creative drama will help in exploring the area as under:
•      Theory
– Knowledge of the terms: Mime, play script, movement, characterization, stage, stage props, stage costumes, stage movements, stage lighting, one- act play, etc.
•      Practical Activities
–      Warming-up freeing activity in rhythmic movement and pantomime.
–      Exercises in characterization.
–      Exercises in speech dialogue delivery.
–    Exercises in creation of plot and conflict based on: (i) episodes and happenings in day-to-day life situations: (ii) episodes from stories from textbooks or story books; (iii) short scenes from classical dramas.
–    Stage Craft : Planning a stage with props and lighting placement, movement of character of a given play in drawing form or model form.
–      designing of costumes for the characters of the play.
– Play-writing: unscripted play to be written down in the form of a script to be acted.
Note : Formal performance before an audience can be an incentive to good work at this stage.
Dance & Movement
Movement and rhythm, as expressed through dance, have long been the heart and soul of all cultures. Dance allows people to discover, explore and develop their natural instincts for movement, enabling students of dance to develop not only their motor skills but also their mental and emotional personalities. The purpose of this course is to enhance the appreciation and understanding of the different forms of dance and movement as practiced across cultures today, with specific reference to Indian context.
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•      Theory
i.     Dance as a form of nonverbal communication, exhibited through Gymnastics,
figure skating, synchronized swimming and martial arts as well.
ii.    Reasons for people to move and Dance: (include visual references)
a.    for personal expression and social connection,
b.    as a medium for sensing, understanding, and communicating ideas, feelings, and experiences,
c.    a means to mourn, to celebrate, to heal, to give thanks,
d.    to preserve cultural heritage and treasured legends,
e.    demonstrate physical prowess, to assert individuality, to provoke and to entertain.
iii.   Forms of movement and dance :
a.    Formal, exhibitionistic dance with trained dancers (Classical traditions)
b.    Reflections of or challenge to the social, cultural, religious traditions and
values (Folk or semi-classical or dance drama formats)
c.    Various forms now seen in a theatrical context that have their roots in ancient temple dances (Ritualistic or festive dancing)
d.    Entertainment (Cinematic/social)
iv. Definitions of dance through social, cultural, aesthetic, artistic and moral contexts. (participatory, social, performed for an audience, ceremonial, competitive or erotic, classical, folk or experimental)
v.     Dance as a means of communication: elements of dance (content, vocabulary, skills and technique)
vi.    Brief history of the evolution of dance (Indian/Western, Mythology/history, regional
differences, major exponents)
Practical
Introduction to the elements of costume, music form, instruments, distinguishing features, region and language of the following:
i.     Major styles of classical dance – Bharatnatyam, Kathakali, Kuchipudi, Kathak,
Mohiniattam, Manipuri, Odissi, chhau and Sattriya.
ii.    Tribal and folk dances of India: region-wise samples (need not to be exhaustive)
iii.   Modern experimental dance (Indian and Western)
iv.    Western styles: Ballet, Jazz, Salsa, Street, Funk
The teacher must use as much visual material in the form of videos, pictures, slide- shows etc as possible to impart the training.
Assignments:
i.     Creation of a scrap book that documents the different dance styles
ii.    Chart tabulation of music, costume, region, language association
iii.   Identification of dance styles/exponents in quiz format
iv.    Writing creative pieces (prose/poetry/drama) on dance
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Correlating Dance Activities with other school subjects
Understanding dance and its elements helps develop cultural sensitivity in students (Values Education)
Appreciation of the traditional forms of dance and movement enhance the capacity of preserving heritage (Heritage and Culture)
Delving into Dance history helps understand the period and context of society related to the art form (Social Sciences)
CBSE Hints for the Teachers
•      Students should be encouraged to work individually as well as in small groups, girls
and boys working together.
•  Learners should be encouraged to enquire about the technique, procedures and the work of master artists/artistes.333
• Students should be encouraged and helped in handling new media and tools and meeting the new challenges in various problem-solving situations encountered by them
•      Students should be encouraged to take the initiative and to critically evaluate
their work.
• Since the adolescents are prone to adult influence, adult activities and methods working, she starts imitating and idealizing the adult approach and attitude to her work. The teacher, at this stage should try to make the adolescent child aware of the originality and uniqueness of her own work and encourage her to develop her own methods and style of working as there exists a large variety and divergence in adults’ work.
• The teacher should develop friendly and empathetic relations with the students and should encourage them to know about the artistic activities of the local community.
•      The teacher should organize studio/art room/theatre/stage with the help of
students.
• The teacher should organize visits of museums, historical places, exhibitions, botanical and zoological gardens, theatre and local drama activities, music and dance concerts, film shows, etc.
• The teacher should help children in the planning and organization of display and exhibitions, musical and other performances of master artists/artistes.
•      The teacher should develop projects correlating art activities with other subjects
with the cooperation of other subject teachers.
•      The teacher should encourage the use of improvised instruments and tools by the
students locally available.
• The teaching approach should be inductive and students should be encouraged to mobilize their own resources to solve their problems. Direct instructions in the techniques should be avoided. They should be encouraged to develop techniques and styles of their own through exploration of discovery of materials, media, tools and techniques.

 

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Secondary School Certificate Examination (IX-X) ENGLISH LANGUAGE AND LITERATURE 2018-19

CBSE Curriculum for Secondary School Certificate Examination (IX-X) ENGLISH LANGUAGE AND LITERATURE 2018-19

ENGLISH  LANGUAGE AND LITERATURE (CBSE)
(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, like Indian English, 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.
•    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 (sociological) needs of the learner. In this situation, the teacher is the facilitator of learning, S/he 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 integral feature of the teaching-learning process. The electronic and print media could be used extensively. A few suggested activities are:
•    Role play
•    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 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
ENGLISH LANGUAGE AND LITERATURE (Code No. 184)
CBSE SYLLABUS CLASS – IX (2018-19)
SECTION – WISE WEIGHTAGE
Section Total Weightage 80
A Reading Skills 20
B Writing Skills with Grammar 30
C Literature Textbook and Supplementary  Reading
Text
30
Total 80
The annual examination will be of 80 marks, with a duration of three hours.
SECTION A: READING                                      20 Marks                              50 Periods
This section will have two reading passages.
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
SECTION B: WRITING AND GRAMMAR 30 Marks 60 Periods
Q. 3: Writing an Article/ Descriptive Paragraph( person/ place/ event/diary entry)
in about 100-150 words based on visual or verbal
cue/s. The questions will be thematically based on the prescribed books.
8 marks
Q. 4: Writing a short story based on a given outline or cue/s in about 150 – 200
words. 10 marks
3.      Use of passive voice
4.      Subject – verb concord
5.      Reporting
Commands and requests
(ii)     Statements
(iii)    Questions
6.      Clauses:
(i)      Noun clauses
(ii)     Adverb clauses of condition and time
(iii)    Relative clauses
7.      Determiners
8.      Prepositions
The above items may be tested through test types(grammar in context) as given below:
Q. 5: Gap filling with one or two words to test Prepositions, Articles, Conjunctions and Tenses.                                                                                                     4 marks
Q. 6: Editing or omission                                                                                4 marks
Q. 7: Sentences reordering or sentence transformation in context.                  4 marks
SECTION C: LITERATURE TEXTBOOKS                        30 Marks                   60 Periods
Q. 8. One out of two extracts from prose/poetry/play for reference to the context. Four Very Short Answer Questions: two questions of one mark each on global comprehension and two questions of one mark each on interpretation. (1×4=4 marks)
Q.9.   Five  Short  Answer  Type  Questions  from  BEEHIVE  AND  MOMENTS  (3  questions from  BEEHIVE  and  2  questions  from  MOMENTS)  to  test  local  and  global comprehension of theme and ideas (30-40 words each) 2×5 = 10 marks
Q.10.  One  out  two  long  answer  type  questions  from  the  book  BEEHIVE  to  assess Creativity, imagination and extrapolation beyond the text and across the texts.
(100-150 words) 8 marks
Q.11.  One  out  of  two  Long  Answer  Questions  from  the  book  MOMENTS  on  theme  or  plot
involving interpretation, extrapolation beyond the text and inference or character sketch in about 100-150 words.
8 marks
Prescribed Books: Published by NCERT, New Delhi
•        BEEHIVE – Textbook for class IX
•        MOMENTS – Supplementary Reader for Class IX
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-talk 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.
Reading Section: Reading for comprehension, critical evaluation, inference and analysis are skills to be tested.
Writing Section: All types of short and extended writing tasks will be dealt with.
Grammar: Grammar items mentioned in the syllabus will be taught and assessed.
Listening and Speaking Skills                                                           50 Periods
ENGLISH LANGUAGE AND LITERATURE (Code No. 184)
CBSE Course (2018-19) CLASS – IX
Textbooks
Literature Reader
PROSE (Beehive)
1. The Fun They Had 7. Packing
2. The Sound of Music 8. Reach for the Top
3. The Little Girl 9. The Bond of Love
4. A Truly Beautiful Mind 10. Kathmandu
5. The Snake and the Mirror 11. If I were you
6. My Childhood
POETRY
1. The Road Not Taken 6. No Men Are Foreign
2. Wind 7. The Duck and the Kangaroo
3. Rain on the Roof 8. On Killing a Tree
4. The Lake Isle of Innisfree 9. The Snake Trying
5. A Legend of the Northland 10. A Slumber did My Spirit Seal
SUPPLEMENTARY READER (Moments)
1. The Lost Child 6. Weathering the Storm in Ersama
2. The Adventures of Toto 7. The Last leaf
3. Iswaran the Storyteller 8. A House is Not a Home
4. In the Kingdom of Fools 9. The Accidental Tourist
5. The Happy Prince 10. The Beggar
Class – IX
English Language and Literature 2018-19 (Code No. 184)
Typology Testing competencies/ Short Long Very Long Total
answer answer Answer
VSAQ 1 Questions Ques- Question
mark 30-40 tion-II 150-200
words 2 100-150 words
marks Words (HOTS) (HOTS)
8 marks 10 marks
Reading Conceptual un- 12 04 20
Skills derstanding, decoding,
analyzing, inferring,
interpreting and
vocabulary.
Writing Creative expression of an
an opinion,
12 01 01 30
Skills and reasoning, justifying,
Grammar illustrating, ap-
propriacy of style and
tone, using appropriate
format and fluency.
Applying conventions,
using integrated
structures with
accuracy and flu-ency.
Literature Recalling, rea-soning, 04 05 02 —- 30
Textbook appreciating, ap-
and plying literary conventions, extrapolating, illustrating and justifying etc.
Extracting relevant information, identifying the central theme and sub- themes, understanding the writers’ message and
writing fluently
Supplemen tary Reading Text
Total 28 x 01 09 x 02 = 03 x 08 = 01×10 = 80
= 28
18 marks 24 marks 10 marks marks
marks
CBSE ENGLISH LANGUAGE AND LITERATURE (Code No. 184) SYLLABUS CLASS – X 2018-19
SECTION – WISE WEIGHTAGE IN ENGLISH LANGUAGE AND LITERATURE
Section Total Weightage 80
A Reading Skills 20
B Writing Skills with Grammar 30
C Literature Textbooks and Extended Reading
Text/s
30
TOTAL 80
Note :
The Board examination will be of 80 marks, with a duration of three hours.
SECTION A: READING                                      20 Marks                             50 Periods
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 30 Marks 60 Periods
Q 3: Formal letter complaint / Inquiry / placing order / Letter to the editor /
article in about 100-120 words. The questions will be thematically based on
the prescribed books. 8 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 class X.
1.      Tenses
2.      Modals
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
(iii)    Relative clauses
7.      Determiners
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. 4 marks
Q. 6: Editing or omission. 4 marks
Q. 7: Sentences Reordering or Sentence Transformation in context. 4 marks
SECTION C: LITERATURE TEXTBOOKS AND EXTENDED READING TEXT
30 Marks 60 Periods
Q.8:   One out of two extracts from prose/poetry/drama for reference to context.
Four very Short Answer  Questions : Two questions of one mark each on global comprehension and two questions of 1 mark each on interpretation.         4
marks
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)   4×2=8 marks
Q.10: One out of two Long Answer type Questions from FIRST FLIGHT and FOOTPRINTS WITHOUT  FEET  in  about  100-120  words    to  assess  creativity,  imagination  and extrapolation        beyond        the        text        and        across        the        texts. 8 marks
Q.11: One out of two   very Long Answer Questions from the extended reading texts on theme, plot or character involving interpretation and inference in about 200-250 words.10 marks
Prescribed Books: Published by NCERT, New Delhi
•        FIRST FLIGHT – Text for Class X
•        FOOTPRINTS WITHOUT FEET – Supplementary Reader for Class X
EXTENDED READING TEXTS (either one):
a. The Diary of a Young Girl  (1947) by Anne Frank ( uploaded on CBSE  website)
b. 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)    continue the Speaking and Listening activities given in the NCERT books.
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.
Reading Section: Reading for comprehension, critical evaluation, inference and analysis are skills to be tested.
Writing Section: All types of short and extended writing tasks will be dealt with.
Grammar: Grammar items mentioned in the syllabus will be taught and assessed over a period of time. There will be no division of syllabus for Grammar.
Listening and Speaking Skills                                                           50 Periods
ENGLISH LANGUAGE AND LITERATURE (Code No. 184)
Course (2018-19) CLASS – X
CBSE Textbooks
Literature Reader (First Flight)
PROSE (First Flight)
1. A Letter to God 7. Glimpses of India
2. Nelson Mandela 8. Mijbil the Otter
3. Two Stories about Flying 9. Madam Rides the Bus
4. From the Diary of Anne Frank 10. The Sermon at Benares
5. The Hundred Dresses –I 11. The Proposal
6. The Hundred Dresses –II
POETRY
1. Dust of Snow 7. Animals
2. Fire and Ice 8. The Trees
3. A Tiger in the Zoo 9. Fog
4. How to Tell Wild Animals 10. The Tale of Custard the Dragon
5. The Ball Poem 11. For Anne Gregory
6. Amanda
SUPPLEMENTARY READER (Footprints without Feet)
1. A Triumph of Surgery 6. The Making of a Scientist
2. The Thief’s Story 7. The Necklace
3. The Midnight Visitor 8. The Hack Driver
4. A Question of Trust 9. Bholi
5. Footprints without Feet 10. The Book that Saved the Earth
Extended Reading Texts – (either one)
Diary of a Young Girl – 1947 June 12, Diary of a Young Girl – 1947 March 16,
19

42 to March 14, 1944 By Anne Frank

1944 to August 01, 1944 By Anne Frank
(unabridged edition uploaded on  CBSE website ) (unabridged edition uploaded on  CBSE website)
The Story of My Life – 1903, Chapters The Story of My Life – 1903 Chapters
1-14 By Helen Keller (unabridged edition) 15-23 By Helen Keller (unabridged
edition)
ENGLISH LANGUAGE AND LITERATURE CLASS X 2018-19
Typology Short Long Very Long Total
answer answer Answer
Testing competencies/ VSAQ 1 Questions Ques- Question
mark 30-40 tion-II 150-200
learning outcomes
words 2 100-150 words
marks Words (HOTS) (HOTS)
8 marks 10 marks
Reading Conceptual un- 12 04 20
Skills derstanding, decoding,
analyzing, inferring,
interpreting and
vocabulary.
Writing Creative expression of an
an opinion,
12 01 01 30
Skills and reasoning, justifying,
Grammar illustrating, ap-
propriacy of style and
tone, using appropriate
format and fluency.
Applying conventions,
using integrated
structures with
accuracy and flu-ency.
Literature Recalling, reasoning, 04 04 01 01 30
Textbook appreciating, ap-
and plying literary conven-
Extended Reading Text tions, extrapolating,
Reading illustrating and
Texts justifying etc.
Extracting relevant
information, identifying
the central theme and
sub themes, under-
standing the writer’s
message and writing
fluently.
Total 28 x 01 08 x 02 = 02 x 08 = 02×10 = 80
= 28
16 marks 16 marks 20marks marks
marks

 

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