English Class 11 Syllabus 2022-23
CBSE Class 11 English syllabus 2022-23 English is one of the core papers in higher secondary education. The subject English is a very watched subject which includes listening speaking and writing, it helps to develop literary skills. It encourages the students to use modern techniques and methods in their reading and writing skills.
It promotes the idea of how reading is important for the students. In this article, we have included all the sections with mark distribution. All the section contains short questions very short questions grammar and writing section. The external theory part is 80 marks and the internal assessment is 20 marks. Here you will also get a question paper design for 20223 English with competences and total marks of each section.
English Class 11 Syllabus CBSE 2022-23
CBSE class 11 English syllabus 20223 has been released and students of higher secondary must have the syllabus. The syllabus will have the students know all the subjects and the weightage of each section. English syllabus includes three sections, in which section A has reading skills, section B has grammar and creative writing, and section C has multiple choice questions, short answer type questions, and long answer type questions. The total marks for each section are given below.
English Class 11 Syllabus 2022-23 PDF
CBSE Class 11 English Syllabus 2022-23: Section-wise Summary
Check here full English class 11 syllabus 2022-23 here.
Class 11 English syllabus 2022-23: Section-A: Reading Skills
Reading Comprehension through Unseen Passage
- One unseen passage to assess comprehension, interpretation inference, and vocabulary. The passage may be factual, descriptive, or literary.
- One unseen case-based passage with verbal/visual inputs like statistical data, charts, etc.
- Note Making and Summarization based on a passage of approximately 200-250 words.
(a) Note Making
- Title: 1
- Numbering and indenting: 1
- Key/glossary: 1
- Notes: 2
(b) Summary (up to 50 words):
- Content: 2
- Expression: 1
Note: The combined word limit for both the passages will be 600-750.
Multiple Choice Questions / Objective Type Questions will be asked.
Class 11 English syllabus 2022-23: Section- B: Grammar and creative writing
- Questions on Gap filling (Tenses, Clauses)
- Questions on re-ordering/transformation of sentences
Creative Writing Skills
- Short writing task – Classified Advertisements up to 50 words. One out of the two given questions to be answered
- Short writing task –Poster up to 50 words. One out of the two given questions is to be answered.
- Writing a Speech in 120-150 words based on verbal/visual cues related to some contemporary / age-appropriate topic.
- Writing a Debate based on visual/verbal inputs in 120-150 words. The theme should be contemporary topical issues. One out of the two given questions is to be answered.
Class 11 English syllabus 2022-23: Section-C: Question- Answer
Reference to the Context
- One Poetry extract out of two from the book Hornbill to assess comprehension, interpretation, analysis, and appreciation.
- One Prose extract out of two from the book Hornbill to assess comprehension, interpretation, analysis, and appreciation.
- One prose extracts out of two from the book Snapshots to assess comprehension, interpretation, and analysis.
- Two Short answer-type questions (one from Prose and one from Poetry from the book Hornbill), out of four, to be answered in 40-50 words. Questions should elicit inferential responses through critical thinking.
- One Short answer type question, from the book Snapshots, to be answered In 40- 50 words. Questions should elicit inferential responses through critical thinking. Any 1 out of 2 questions to be done.
- One Long answer type question, from Prose/Poetry Hornbill, to be answered in 120-150 words. Questions can be based on incident/theme/passage/extract/event as reference points to assess extrapolation beyond and across the text. The question will elicit an analytical and evaluative response from the students. Any 1 out of 2 questions to be done.
- One Long answer type question, based on the chapters from the book Snapshots to be answered in 120-150 words to assess global comprehension and extrapolation beyond the text. Questions to provide evaluative and analytical responses using incidents, events, and themes as reference points.
English Syllabus Class 11 CBSE 2022-23: NCERT Prescribed Books
- Hornbill: English Reader published by National Council of Education Research and Training, New Delhi
- The Portrait of a Lady (Prose)
- A Photograph (Poem)
- “We’re Not Afraid to Die… if we can be together
- Discovering Tut: the Saga Continues
- The Laburnum Top (Poem)
- The Voice of the Rain (Poem)
- Childhood (Poem)
- The Adventure
- Silk Road (Prose)
- Father to Son
- Snapshots: Supplementary Reader published by National Council of Education Research and Training, New Delhi
- The Summer of the Beautiful White Horse (Prose)
- The Address (Prose)
- Mother’s Day (Play)
- Birth ( Prose)
- The Tale of Melon City
English Syllabus Class 11 CBSE 2022-23- Question Paper Design
CBSE Class 11 English Syllabus 2022-23 question paper design will help the students to understand the marking scheme of all the sections with their competencies. The total marks for the question paper are 80 and for the internal exam is 20 marks. The below-given table is a brief view of the question paper design.
|Reading Skills||Conceptual understanding, decoding, Analyzing, inferring, interpreting, appreciating, literary, conventions and vocabulary, summarizing and using appropriate format/s.||
|Creative Writing Sills||Conceptual Understanding, application of rules, Analysis, Reasoning, appropriacy of style and tone, using appropriate format and fluency, inference, analysis, evaluation, and creativity.||
|Literature Text Books and
|Reading||Recalling, reasoning, appreciating literary convention, inference, analysis, creativity with fluency, Critical Thinking.||
|Assessment of Listening and Speaking Skills||
|Internal Assessment||• Listening
• Project Work
English Class 11 Syllabus 2022 23: Guidelines for Internal Assessment
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 the assessment, emphasis will be given to speaking and listening, since reading and writing are already being assessed in the written exam.
Assessment of Listening and Speaking Skills: (5+5=10 Marks)
- Subject teachers must refer to books prescribed in the syllabus.
- In addition to the above, teachers may plan their activities and create their material for assessing listening and speaking skills.
- Parameters for Assessment: The listening and speaking skills are to be assessed on the following parameters:
- Interactive competence (Initiation & turn-taking, relevance to the topic)
- Fluency (cohesion, coherence, and speed of delivery)
- Language (grammar and vocabulary) A suggestive rubric is given below:
Contributions are mainly unrelated to those of other speakers
Shows hardly any initiative in the
development of conversation Very limited interaction
are often unrelated to those of the other speaker
• Generally passive in the development of conversation
minimal effort to initiate
constant prompting to take turns
• Interaction is adequately
initiated and develop
• Can take turns but needs
• Can initiate & logically develop
A simple conversation on familiar topics
• Can take turns appropriately
|Insufficient accuracy in
pronunciation; many grammatical errors
Communication is severely affected
|• Frequently unintelligible articulation
• Frequent phonological errors
• Major communication problems
|• Largely correct pronunciation & clear articulation except for occasional errors
• Some expressions cause stress without compromising an understanding of spoken discourse.
|• Mostly correct pronunciation & clear articulation
• Can be clearly understood most of the time; very few phonological errors
• Can pronounce correctly & articulate clearly
• Is always comprehensible ; uses appropriate intonation
• Noticeably/ long pauses; rate of Speech is slow
• Frequent repetition and/or self-correction
• Links only basic sentences; breakdown of coherence evident
• 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
• 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
• 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
• Speaks fluently almost with no repetition & minimal hesitation
• Develops topic fully & coherently
|• Demonstrates almost no flexibility, and mostly struggles for appropriate words
• Uses very basic vocabulary to express viewpoints.
|• 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
|• Communicates with limited flexibility and appropriacy on most of the topics
• Sometimes uses complex forms and sentence structures; has the limited vocabulary to describe/ express new points
|• 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
• 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
- The practice of listening and speaking skills should be done throughout the academic year.
- The final assessment of the skills is to be done as per the convenience and schedule of the school.
English Class 11 Syllabus 2022-23: Project Work + Viva
Out of ten marks, 5 marks will be allotted for the project report/script /essay, etc., and 5 marks for the viva.
- Schools may refer to the suggestive timeline given in these guidelines for the planning, preparation, and viva-voce of ALS-based projects.
- The final assessment of the skills may be done based on parameters suggested by the Board. Language teachers, however, have the option to adopt/ modify these parameters according to their school-specific requirements.
- Suggestions for Project Work:
- The Project can be inter-disciplinary in theme. The ideas/issues highlighted in the chapters/ poems/ drama given the prescribed books can also be developed in the form of a project. Students can also take up any relevant and age-appropriate theme.
- Such topics may be taken up that provide students with opportunities for listening and speaking.
- Students can choose a topic on which to do their research/ interview, e.g. a student can choose the topic: “ Evolving food tastes in my neighborhood” or “Corona pandemic and the fallout on families.” Read the available literature.
- The student then conducts interviews with a few neighbors on the topic. For an interview, with the help of the teacher, the students will frame questions based on the preliminary research/background.
- The student will then write an essay/ write up / report etc. up to 1000 words on his/her research and submit it. He / She will then take a viva on the research project. The project can be done individually or in pairs/ groups
- Listen to podcasts/ interviews/radio or TV documentaries on a topic and prepare a report countering or agreeing with the speakers. Write an 800 – 1000 words report and submit it. Take a viva on the report.
- Students create their own video/ Audio, after writing a script. Before they decide on a format, the following elements can be taken into consideration:
- Theme/topic of the audio/video. Would the child like to pick a current issue or something artistic like theatre?
- What are the elements that need to be part of the script?
- Will the video/audio have an interview with one or more guests?
- Would they prefer to improvise while chatting with guests, or work from a script?
- What would be the duration?
- How would they present the script/report to the teacher, e.g. Can it be in the form of a narrative?
- Write, direct, and present a theatrical production, / act play
This will be a project which will be done as a team. It will involve planning, preparation, and presentation. In short, various language skills will be utilized. There will be researching, discussing, writing the script, auditioning, and ultimately producing the play. The project will end with a presentation and subsequently a viva. Teachers will be able to assess the core language skills of the students and help them grow as 21st-century critical thinkers.
III. Instructions for the Teachers:-
- Properly orient students about the Project work, as per the present Guidelines.
- Facilitate the students in the selection of theme and topic.
- Create a rubric for assessment and share it with the students before they start so that they know the parameters of the assessment:
- Teachers need to familiarize themselves with the method of assessing students with the rubric— a table with different criteria and a grading scale.
- Choose the criteria on which you will grade students and list them along the left side of the page.
- Create an even number of columns along the top of the page. These columns will represent the potential skill levels of the students.
- Assessing students on four/five criteria is an easy way to begin. For each criterion, define the ability that a student would exhibit at each of the levels.
- The more detailed you make your criteria, the easier it will be to evaluate each student and define the level at which the student is presenting.
- Parameters for Overall Assessment:-
- When evaluating the pronunciation of the students, teachers must listen for clearly articulated words, pronunciation of unusual spellings, and intonation.
- Assess the students for the pronunciation skills and determine at which level the student needs improvement.
- After noting their pronunciation levels, evaluate the students on the use of extensive and appropriate vocabulary during the viva. Check if students are using vocabulary appropriate to the context in which they are speaking.
- Grammar has always been an important component of language skills. As students speak/ answer the questions during the viva, listen to their grammatical structures. Are they competent enough to use multiple tenses? Is their word order correct in a given sentence? An effective speaker will automatically use the correct grammatical structures of his language.
- Assessing the communication skills of the students means looking at more than language. Look at how creatively students use the language to make their points understood. Students with a low level of vocabulary and grammar may still have good communication skills if they can make the teacher understand their point of view.
- During the viva teachers need to ask the students some questions. Questions need to be based on the projects that have been suggested or chosen by the students.
- It is imperative for a teacher to read the essays/project reports before they can be ready to ask questions.
- Teachers need to observe how students answer the questions that are posed to them: Are they able to understand and answer questions independently or can they answer only when the questions are translated into simpler words or repeated? Are they able to give appropriate responses in a conversation?
- These elements of interaction are necessary for clear and effective communication. A student with effective interaction skills will be able to answer questions with relative ease and follow the flow of conversation.
- Fluency may be the easiest quality to judge in the students’ speech: How comfortable are they as they speak and express themselves? How easily do the words come out? Are there inappropriate pauses and gaps in the way a student speaks?
- Fluency is a judgment of this communication and is an important criterion when evaluating speaking skills. These criteria: pronunciation, vocabulary, accuracy, interaction, and fluency are all the hallmarks of a student’s overall speaking abilities.
- Teachers must also remember that some students may excel in one area and struggle in another. Helping the students understand these issues will enable them to become effective speakers in the future. Let your students know that you will be assessing them in these various areas when you evaluate their progress and encourage them to work and improve in these areas.
- Finally, teachers must remember that a proper evaluation of the students will take into consideration more than just one oral interview on the final ASL Teachers must take note of a student’s progress throughout the academic year.
- Project-Portfolio/ Project Report
The Project-Portfolio/Project Report is a compilation of the work that the students produce during the process of working on their ALS Project.
The Project-Portfolio may include the following:
- Cover page, with the title of the project, school details/details of students.
- Statement of purpose/objectives/goals
- Certificate of completion under the guidance of the teacher.
- Action plan for the completion of assigned tasks.
- Materials such as scripts for the theatre/role play, questionnaires for an interview, written assignments, essays, survey reports, and other material evidence of learning progress and academic accomplishment.
- The 800-1000 words essay/Script/Report.
- Student/group reflections.
- If possible, Photographs that capture the positive learning experiences of the student(s).
- List of resources/bibliography.
The following points must be kept for consideration while assessing the project portfolios:
- quality of the content of the project
- Accuracy of information
- Adherence to the specified timeline
- Content in respect of (spellings, grammar, punctuation)
- Clarity of thoughts and ideas
- Contributions by group members
- Knowledge and experience gained
English Class 11 Syllabus 2022-23: QNA
1. What is the CBSE syllabus for class 11 English core?
A. CBSE class 11 English syllabus includes all the chapters from both the textbook hornbill and snapshot. The CBSE has released the syllabus and students can download it in PDF format from the official website.
2. How can I class 11 English student perform well in exam?
A. To perform well in any exam student have to prescribe the syllabus for the given. Score well in English students have to go through the CBSE class 11 English syllabus 20223 and go through all the details given.
3. Is it important to understand the syllabus for English?
A. It is very important for all the students to go through the syllabus for every subject to score good. For English students have to go through CBSE class 11 English syllabus 20223 and thoroughly go through the details. There are three sections and all the three sections are equally important for the students to remember.