CBSE Class 11 English Core Syllabus Explained in Detail. Learning the important concepts is very important for every student to get better marks in examinations. The concepts should be clear which will help in faster learning. The attached concepts made as per NCERT and CBSE pattern will help the student to understand the chapter and score better marks in the examinations.
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 higherorder 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.
The general objectives at this stage are;
♦ to listen to and comprehend live as well as recorded oral presentations on a variety of topics.
♦ to develop greater confidence and proficiency in the use of language skills necessary for social and academic purposes.
♦ to participate in group discussions/interviews, making short oral presentations 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 tongues (s) into English and vice versa.
♦ to develop ability and knowledge required in order to engage in independent reflection and enquiry.
♦ To develop the capacity to appreciate literary use of English and also use English creatively and imaginatively.
At the end of this stage learners will be able to do the following:
♦ read and comprehend extended texts (prescribed and nonprescribed) in the following genres: fiction, 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 of 250-500 words, 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; filling up of forms, preparing CVs, email messages, etc.).
♦ taking/making notes from reference materials, recorded talks etc.
The Core Course should draw upon the language items suggested for classes IX-X and delve deeper into their usage and functions. Particular attention may, however, be given to the following areas of grammar:
♦ the uses of different tense forms for different kinds of narration (e.g. media commentaries, reports, programmes, etc.).
♦ 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.
Methods and Techniques
The techniques used for teaching should promote habits of selflearning and reduce dependence on the teacher. In general, we recommend a multiskill, learnercentred, activity based approach, of which there can be many variations. The core classroom activity is likely to be that of silent reading of prescribed/selected texts for comprehension, which can lead to other forms of language learning activities such as role play, dramatization, group discussion, writing, etc. although many such activities could be carried out without the preliminary use of textual material. It is important that students be trained to read independently and intelligently, interacting actively with texts, with the use of reference materials (dictionaries, thesauruses, etc.) where necessary. Some prereading ctivity will generally be required, and the course books should
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