ENGLISH LANGUAGE AND LITERATURE
Subject Code-184
Classes-IX-X (2025-26)
1. Background
At the secondary stage of English language learning the textual materials and other
resources should represent a wide range of learning experience. Literature has always
played a significant role in learning language. However, it is felt that pupils should be
apprised with contemporary issues, read authentic literature and experiences of people to
reflect and build their personality traits.
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 is meant for reading literature from different
perspectives and to engage in activities for developing communicative competence,
creativity and enrichment of language skills It 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 functionsthrough speech and writing.
2. Objectives:
Objectives of the course are to enable learners to:
• build greater confidence and proficiency in oral and written communication
• develop the ability and knowledge required in order to engage in independent reflection
and inquiry
• make appropriate usage of English language both written and oral
• communicate in various social settings and express agreement and disagreement with
logic.
• equip learners with essential language skills to question and to articulate their point of
view and arrive at conclusion through discussion and debate.
• build competence in the different aspects of the Language
• develop sensitivity to, and appreciation of world literature representing varieties of
English and cultures embedded in lt.
• enable the learner to access knowledge and information through reference skills
(consulting a dictionary / thesaurus, library, internet, etc.)
• develop curiosity and creativity through extensive reading of literature from different time
periods.
1
, • facilitate self-learning to enable them to become independent learners
• review, organise and edit their own work and work done by peers
• give a brief oral description of events / incidents of topical interest and for real life
situations.
• 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 a story which has been depicted pictorially or in any other non-verbal mode
• respond, in writing, to business letters, official communications email etc.
• 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
stand 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 views expressed in a discussion / debate
• read poems effectively (with proper rhythm and intonation) and understands literary
devices.
• transcode information from a graph / chart to a description / report and write a
dialogue, short story or report
• develop appreciation for Indian languages (multilingualism), and Indian Literature.
3. 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)
2
Subject Code-184
Classes-IX-X (2025-26)
1. Background
At the secondary stage of English language learning the textual materials and other
resources should represent a wide range of learning experience. Literature has always
played a significant role in learning language. However, it is felt that pupils should be
apprised with contemporary issues, read authentic literature and experiences of people to
reflect and build their personality traits.
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 is meant for reading literature from different
perspectives and to engage in activities for developing communicative competence,
creativity and enrichment of language skills It 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 functionsthrough speech and writing.
2. Objectives:
Objectives of the course are to enable learners to:
• build greater confidence and proficiency in oral and written communication
• develop the ability and knowledge required in order to engage in independent reflection
and inquiry
• make appropriate usage of English language both written and oral
• communicate in various social settings and express agreement and disagreement with
logic.
• equip learners with essential language skills to question and to articulate their point of
view and arrive at conclusion through discussion and debate.
• build competence in the different aspects of the Language
• develop sensitivity to, and appreciation of world literature representing varieties of
English and cultures embedded in lt.
• enable the learner to access knowledge and information through reference skills
(consulting a dictionary / thesaurus, library, internet, etc.)
• develop curiosity and creativity through extensive reading of literature from different time
periods.
1
, • facilitate self-learning to enable them to become independent learners
• review, organise and edit their own work and work done by peers
• give a brief oral description of events / incidents of topical interest and for real life
situations.
• 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 a story which has been depicted pictorially or in any other non-verbal mode
• respond, in writing, to business letters, official communications email etc.
• 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
stand 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 views expressed in a discussion / debate
• read poems effectively (with proper rhythm and intonation) and understands literary
devices.
• transcode information from a graph / chart to a description / report and write a
dialogue, short story or report
• develop appreciation for Indian languages (multilingualism), and Indian Literature.
3. 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)
2
