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SECTION A: READING
This section will have two reading passages as per the details below :
Q.1: A Factual passage 300-350 words with eight Questions.
Q.2: Discursive passage of 350-400 words with four Short Answer Type Questions to test inference, evaluation and analysis and four Very Short Answer Type questions to test vocabulary.
SECTION B: WRITING AND GRAMMAR
Q.3: Writing a diary/article in about 100–120 words using visual or verbal cue/s. The questions will be thematically based on MCB.
Q.4: Writing a short story based on a given outline or cue/s in about 200 - 250 words.
The Grammar syllabus will include the following areas in class IX :
- Use of passive voice
- Subject – verb concord
- Commands and requests
- Noun clauses
- Adverb clauses of condition and time
- Relative clauses
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
Q. 6: Editing or Omission
Q. 7: Sentences Reordering or Sentence Transformation in context.
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 for global comprehension and two questions of one mark each for interpretation.
Q.9. Four Short Answer type Questions from the Literature Reader to test local and global comprehension of theme and ideas
Q.10. One out of two Long Answer type Questions to assess how the values inherent in the text have been brought out. Creativity, imagination and extrapolation beyond the text and across the texts will be assessed.
Q.11. One out of two very Long Answer Questions on theme, plot involving interpretation, inference and character sketch, in about 150-200 words based on the prescribed extended reading text.
Prescribed Books: Published by CBSE, New Delhi Interact in English Series
- Main Course Book (Revised Edition)
- Workbook (Revised Edition)
- Literature Reader (Revised Edition)
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:
- encourage classroom interaction among peers, students and teachers through activities such as roleplay, group work etc.,
- reduce teacher-talk time and keep it to the minimum,
- take up questions for discussion to encourage pupils to participate and to marshal their ideas and express and defend their views.
Reading Section: Reading for comprehension, critical evaluation, inference and analysis is to be assessed.
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.
ENGLISH COMMUNICATIVE COURSE
CLASS - IX (2017-18)
How I Taught My Grandmother to Read
The Man Who Knew too Much
2. A Dog Named Duke
Keeping it from Harold
The Seven Ages
The Road Not Taken
Oh, I Wish I’d Looked After My Teeth
The Solitary Reaper
Song of the Rain
Villa for Sale
The Bishop’s Candlesticks
MAIN COURSE BOOK
Sports and Games
The Class IX Radio and Video Show
Extended Reading Text (either one):
Gulliver’s Travels in four parts Un-
Gulliver’s Travels in four parts, Unabridged
Edition (2005) by Jonathan Swift - Parts
(2005) by Jonathan Swift Parts I & II
III & IV
Three Men in a Boat, Unabridged Edition
Three Men in a Boat, Unabridged
(1889) by Jerome K. Jerome - Chapters
Edition (1889) by Jerome K. Jerome -
1 – 10
WORK BOOK* - Suggested Break-up of Units for the Purpose of Classroom Teaching only-NOT FOR TESTING (see the note below)
2 The Passive
Future Time Reference
*Note on Workbook: The suggested split up of the units of the Workbook reflects a distribution for the purpose of classroom teaching only. Since grammar and usage is not to be tested directly, but in an integrated manner, the split up as shown, does not restrict questions in the grammar section of question papers to the specific units shown in the split up of Workbook units. Grammar is to be tested by recycling grammar items learnt over a period of time in a comprehensive manner. Teachers may adapt this suggested distribution for classroom teaching, making modifications according to their specific needs.
- Schools may adapt the given break-up as per their convenience.
- Activities such as Language games, quizzes, projects, role plays, dramatization, script writing etc must be done as ‘in class’ and ‘in school’ activities. In case, a field survey or visit is taken up, it must be under the direct supervision of the teacher.
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