CBSE Senior Secondary Syllabus 2027 English Core

FOR CBSE SENIOR SECONDARY SYLLABUS EXAM PREPARATION

CBSE Senior Secondary
Syllabus 2027
Question Paper ·
English
EXAM YEAR TYPE SUBJECT

CBSE Senior Secondary Syllabus 2027 Question Paper English
DETAILS

Core

Notes · Sample Papers · Previous Year Papers · Mock Tests

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ENGLISH CORE
Subject Code-301
Classes-XI-XII
Classes-XI- (2026-27)
XII (2025-26)

Background
Students are expected to have acquired a reasonable degree of language proficiency in
English Language by the time they come to class XI, and the course aims, essentially, at
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promoting the higher-order language skills.
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For a large number of students, the higher secondary stage will be a preparation for the
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university, where a fairly high degree of proficiency in English may be required. Additionally,
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for another large group, the higher secondary stage may be a preparation for entry into the
professional domain. The Core Course caters to both groups by promoting the language skills
required for academic study as well as the language skills required for the workplace.

Competencies to be focused on:

The general objectives at this stage are to:

● listen and comprehend live as well as recorded oral presentations on a variety of topics
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● develop greater confidence and proficiency in the use of language skills necessary for

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social and academic purpose to participate in group discussions and interviews, by
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making short oral presentation on given topics
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● perceive the overall meaning andl organisation of the text (i.e., correlation of the vital
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● identify the central/main point and supporting details, etc., to build communicative
competence in various lexicons of English
● promote advanced language skills with an aim to develop the skills of reasoning, drawing
inferences, etc. through meaningful activities
● translate texts from mother tongue(s) into English and vice versa
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● develop ability and acquire knowledge required in order to engage in independent
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c.● o read and comprehend extended texts (prescribed and non-prescribed)
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reflection and enquiry

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travel and sports
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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, explaining or developing a topic, arguing a case,
etc, write formal/informal letters and applications for different purposes

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● make use of contextual clues to infer meanings of unfamiliar vocabulary
● select, compile and collate information for an oral presentation
● produce unified paragraphs with adequate details and support
● use grammatical structures accurately and appropriately
● write items related to the workplace (minutes, memoranda, notices, summaries, reports etc.
● filling up of forms, preparing CV, e-mail messages., making notes from reference
materials, recorded talks etc.

The core course should draw upon the language items suggested for class IX-X and delve
deeper into their usage and functions. Particular attention may, however, be given to the
following areas of grammar:
 The use of passive forms in scientific and innovative writings.
 Convert 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.

A. Specific Objectives of Reading

Students are expected to develop the following study skills:
 skim for main ideas and scan for details
 refer to dictionaries, encyclopedia, thesaurus and academic reference material in any
format
 select and extract relevant information, using reading skills of skimming and scanning
 understand the writer's purpose and tone
 comprehend the difference between the literal and the figurative
 differentiate between claims and realities, facts and opinions, form business opinions on
the basis of latest trends available
 comprehend technical language as required in computer related fields, arrive at personal
conclusion and logically comment on a given text.
 Specifically develop the ability to be original and creative in interpreting opinion, develop
the ability to be logically persuasive in defending one's opinion and making notes based
on a text.
 recognize multilingual nature of Indian society by reading different genres.

Develop literary skills as enumerated below:
 respond to literary texts
 appreciate and analyse special features of languages that differentiate literary texts
from non-literary ones, explore and evaluate features of character, plot, setting, etc.
 understand and appreciate the oral, mobile and visual elements of drama. Identify the
elements of style such as humour, pathos, satire and irony, etc.
 make notes from various resources for the purpose of developing the extracted ideas into
sustained pieces of writing
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B. Listening and Speaking

Speaking needs a very strong emphasis and is an important objective leading to professional
competence. Hence, testing of oral skills must be made an important component of the
overall testing pattern. To this end, speaking and listening skills are overtly built into the
material to guide the teachers in actualization of the skills.

Specific Objectives of Listening & Speaking
Students are expected to develop the ability to:
 take organized notes on lectures, talks and listening passages
 listen to news bulletins and to develop the ability to discuss informally a wide ranging
issues like current national and international affairs, sports, business, etc.
 respond in interviews and to participate in formal group discussions.
 make enquiries meaningfully and adequately and to respond to enquiries for the purpose
of travelling within the country and abroad.
 listen to business news and to be able to extract relevant important information.
 to develop public speaking skills.

C. Specific Objectives of Writing
The students will be able to:
 write letters to friends, relatives, etc. to write business and official letters.
 open accounts in post offices and banks. To fill in railway/airline reservation forms both
online and offline.
 draft notices, advertisements and design posters effectively and appropriately
 write on various issues to institutions seeking relevant information, lodge complaints,
express gratitude or render apology.
 write applications, fill in application forms, prepare a personal bio-data for admission into
colleges, universities, entrance tests and jobs.
 write informal reports as part of personal letters on functions, programmes and activities
held in school (morning assembly, annual day, sports day, etc.)
 write formal reports for school magazines/events/processes/ or in local newspapers about
events or occasions.
 express opinions, facts, arguments in the form of speech or debates, using a variety of
accurate sentence structures
 draft papers to be presented in symposia.
 take down notes from talks and lectures.
 write examination answers according to the requirement of various subjects.
 summarise a text.

Note: The creative writing section shall assess the prescribed competencies for writing skills,
irrespective of any word limit.

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a D. More About Reading ag
Inculcating good reading habits in children has always been a concern for all stakeholders in
education. The purpose is to create independent thinking individuals with the ability to not only
create their own knowledge but also critically interpret, analyse and evaluate it with objectivity
and fairness. This will also help students in learning and acquiring better language skills.

Creating learners for the 21st century involves making them independent learners who can
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learn, unlearn and relearn. If our children are in the habit of reading, they will learn to reinvent

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themselves and deal with the many challenges that lie ahead of them.
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e the author and the reader in which the reader and the author share as
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Reading is not merely decoding information or pronouncing words correctly. It is an interactive
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land knowledge with each other. Good readers are critical readers with aan ability to
dialogue between
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arrive at a deeper understanding of not only the world presented in the book but also of the
real world around them.

Consequently, they become independent thinkers capable of taking their own decisions in life
rationally. Hence, a few activities are suggested below which teachers may use as a part of
the reading project.
 Short review / dramatization of the story
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 Commentary on the characters
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 Critical evaluation of the plot, storyline and characters
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 Comparing and contrasting the characters
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by the same author or by different
 Extrapolating about the story read or life of characters after the story ends defending
characters’ actions in the story
 Making an audio story out of the novel/text to be read aloud.
 Interacting with the author
 Holding a literature fest where students role-play as various characters to interact with
each other
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 Role playing as authors/poets/dramatists, to defend their works and characters

. co Symposiums and seminars for introducing a book, an author, or asetheme
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s em  Dramatizing incidents from a novel or a story
 Creating graphic novels out of novel or short stories they read
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 Books of one genre to be read by the whole class.

Teachers may select books and e-books suitable to the age and level of the learners. Care
ought to be taken to choose books that are appropriate in terms of language, theme and
content and which do not hurt the sensibilities of a child.

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Teachers may later suggest books from other languages by dealing with the same themes as
an extended activity. The Project should lead to independent learning/reading skills and
hence the chosen book should not be taught in class, but may be introduced through activities
and be left for the students to read at their own pace. Teachers may, however, choose to
assess a student's progress or success in reading the book by asking for verbal or written
progress reports, looking at their diary entries, engaging in a discussion about the book,
giving a short quiz or a work sheet about the book/short story. A befitting mode of assessment
may be chosen by the teacher.

Methods and Techniques

The techniques used for teaching should promote habits of self-learning and reduce
dependence on the teacher. In general, we recommend a multi-skill, learner-centred, 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 (dictionary, thesaurus, etc.) where
necessary.
 Some pre-reading activity will generally be required, and the course books should
suggest suitable activities, leaving teachers free to devise other activities when desired. So
also, the reading of texts should be followed by post reading activities.
 It is important to remember that students should be encouraged to interpret texts in
different ways.
 Group and pair activities can be resorted to, when desired, although many useful
language activities can be carried out individually. In general, teachers should encourage
students to interact actively with texts and with each other.
 Oral activity (group discussion, etc.) should be encouraged.

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ENGLISH CORE
CLASS –XI(2026-27)
Class-XI (2025-26)

Section A
Reading Skills-- 26 Marks

I. Reading Comprehension through Unseen Passages 10+8=18 Marks

1. One unseen passage to assess comprehension, interpretation, analysis, inference and
vocabulary. The passage may be factual, descriptive or literary.
2. One unseen case-based factual passage with verbal/visual inputs like statistical data, charts
etc.to assess comprehension, interpretation, analysis, inference and evaluation.

Note: The combined word limit for both the passages will be 600-750. Multiple Choice Questions
/ Objective Type Questions will be asked.

3. Note Making and Summarization based on a passage of approximately 200-250 words.

i. Note Making: 5 Marks
 Title: 1
 Numbering and indenting: 1
 Key/glossary: 1
 Notes: 2
ii. Summary (up to 50 words): 3 Marks
 Content: 2
 Expression: 1

Section B
Grammar and Creative Writing Skills– 23 Marks

II. Grammar 7 Marks

4. Questions on Gap filling (Tenses, Clauses)
5. Questions on re-ordering/transformation of sentences

(Total seven questions to be done out of the eight given).

III. Creative Writing Skills 16 Marks

6. Short writing task – Classified Advertisements, up to 50 words. One out of the two given
questions to be answered (3 Marks: Format: 1 / Content: 1 / Expression: 1)

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7. Short writing task –Poster up to 50 words. One out gof the two given questions to be
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(3 marks: Format: 1 / Content: 1 / Expression: 1)

8. Long Writing task: Speech in 120-150 words based on verbal / visual cues related to
contemporary / age-appropriate topic. One out of the two given questions to be answered.
(5 Marks: Format: 1 / Content: 2 / Expression: 2)

9. Long Writing Task: Debate based on visual/verbal inputs in 120-150 words, thematically
related to contemporary, topical issues. One out of the two given questions to be answered.
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(5 Marks: Format: 1 / Content: 2 / Expression: 2)
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Literature Text Book and Supplementary Reading Text-31 Marks
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a will have variety of assessment items including Multiple Choice Questions,
This section
Objective Type Questions, Short Answer Type Questions and Long Answer Type Questions to
assess comprehension, interpretation, analysis, evaluation and extrapolation beyond the text.

10. One Poetry extract out of two, from the book Hornbill, to assess comprehension,
interpretation, analysis, inference and appreciation. 3x1=3 Marks

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11. One Prose extract out of two, from the book Hornbill, to assess comprehension,
interpretation, analysis, evaluation and appreciation. 3x1=3 Marks
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12. One prose extract out of two, from the book Snapshots, to assess comprehension,

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interpretation, analysis, inference and appreciation. 4x1=4 Marks

13. Two Short answer type questions (one from Prose and one from Poetry, from the book
Hornbill), outof four, to be answered in 40-50 words. Questions should elicit inferential
responses through critical thinking. 3x2=6 Marks

14. One Short answer type question, from the book Snapshots, to be answered in 40- 50 words.
Questions should elicit inferential responses through critical thinking. One out of two
questions to be done.
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3x1=3 Marks
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m Long answer type question, from Prose/Poetry of Hornbill, to bemanswered
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in 120-150

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Questions can be based on incident / theme / passage / extract / event, as reference
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points to assess extrapolation beyond and across the text. The

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and evaluative response from the student. Any one out of two questions to be done.
1x6=6 Marks

16. 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 analytical and evaluative responses, using incidents, events,
themes, as reference points. Any one out of two questions to be done. 1x6=6 Marks

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Prescribed Books

1. 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
2. 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

INTERNAL ASSESSMENT

Assessment of Listening Skills 05 marks.
Assessment of Speaking Skills 05 Marks
Project Work 10 Marks

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ENGLISH CORE
QUESTION PAPER DESIGN
Class-XI (2025-26)
CLASS-XI (2026-27)

Section Competencies Total
marks

Reading Skills Conceptual understanding, decoding,
Analyzing, inferring,
interpreting, 26
appreciating, literary, conventions and
vocabulary, summarizing and using
appropriate format/s.
Grammar and Conceptual Understanding, application
Creative Writing of rules, Analysis, Reasoning,
Skills appropriate style and tone, using 23
appropriate format and fluency,
inference, analysis, evaluation and
creativity.
Literature Text Book Recalling, reasoning, appreciating
and Supplementary literary convention, inference, analysis,
Reading Text creativity with fluency, Critical Thinking. 31

TOTAL 80
Internal Assessment Assessment of Listening and Speaking 10
Skills
5+5
 Listening
 Speaking
 Project Work 10

GRAND TOTAL 100

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a ENGLISH CORE
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CLASS – XII
Class-XII (2026-27)
(2025-26)

Section A
Reading Skills-22 Marks

I. Reading Comprehension through Unseen Passage 12+10 = 22 Marks
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1. One unseen passage
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Vocabulary assessment will also be assessed via inference. The passage may be factual,
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descriptive or s g
lacase-based factual passage with verbal/visual inputs like statistical data,
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literary.
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2. One unseen
etc. to assess

Note: The combined word limit for both the passages will be 700-750 words.

Multiple Choice Questions / Objective Type Questions and Short Answer Type Questions (to
be answered in 40-50 words) will be asked.

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Section
e Skills-18 Marks
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l of the two given questions to be answered.
Creative Writing
3. Notice, up to 50 words. One ag out
(4 Marks: Format :1 / Content: 2 / Accuracy of Spelling and Grammar: 1).

4. Formal/Informal Invitation and Reply, up to 50 words. One out of the two given questions to
be answered. (4 Marks: Format: 1 / Content: 2 / Accuracy of Spelling and Grammar :1).

5. Letters based on verbal/visual input, to be answered in approximately 120-150 words. Letter

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types include application for a job with bio data or resume. Letters to the editor (giving

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suggestions or opinion on issues of public interest). One out of the two given questions to be

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answered. (5 Marks: Format: 1/Organisation of Ideas:1/Content:2/ Accuracy of Spelling and
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Grammar :1).
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a answered in 120-150 words. One out of the two given questions to be answered.
(5 Marks:Format:1/Organisation of Ideas:1/Content:2/Accuracy of Spelling and Grammar:1).

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Section C

Literature Text Book and Supplementary Reading Text- 40 Marks

This section will have variety of assessment items including Multiple Choice Questions,
Objective Type Questions, Short Answer Type Questions and Long Answer Type Questions to
assess comprehension, interpretation, analysis, evaluation and extrapolation beyond the text.
7. One Poetry extract out of two, from the book Flamingo, to assess comprehension,
interpretation, analysis, inference and appreciation. (6x1=6 Marks)

8. One Prose extract out of two, from the book Vistas, to assess comprehension,
interpretation, analysis, evaluation and appreciation. (4x1=4 Marks)

9. One prose extract out of two from the book Flamingo, to assess comprehension,
interpretation, analysis, inference and evaluation. (6x1=6Marks)

10. Short answer type questions (from Prose and Poetry from the book Flamingo), to be
answered in 40-50 words each. Questions should elicit inferential responses through critical
thinking. Five questions out of the six given, are to be answered. (5x2=10 Marks)

11. Short answer type questions, from Prose (Vistas), to be answered in 40- 50 words each.
Questions should elicit inferential responses through critical thinking. Any two out of three
questions to be done. (2x2=4 Marks)

12. One Long answer type question, from Prose/Poetry (Flamingo), 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
analytical and evaluative response from the student. Any one out of two questions to be
done. (1x5=5 Marks)

13. One Long answer type question, based on the chapters from the book Vistas, to be
answered in 120-150 words, to assess global comprehension and extrapolation beyond the
text. Questions to provide analytical and evaluative responses using incidents, events,
themes, as reference points. Any one out of two questions to be done. (1x5=5 Marks)

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Prescribed Books

1. Flamingo: English Reader published by National Council of Education Research and
Training, New Delhi
Prose
 The Last Lesson
 Lost Spring
 Deep Water
 The Rattrap
 Indigo
 Poets and Pancakes
 The Interview
 Going Places

Poetry
 My Mother at Sixty-Six
 Keeping Quiet
 A Thing of Beauty
 A Roadside Stand
 Aunt Jennifer’s Tigers

2. Vistas: Supplementary Reader published by National Council of Education Research and
Training, New Delhi
 The Third Level
 The Tiger King
 Journey to the End of the Earth
 The Enemy
 On the Face of It
 Memories of Childhood
- The Cutting of My Long Hair
- We Too are Human Beings

INTERNAL ASSESSMENT

Assessment of Listening Skills 05 marks.
Assessment of Speaking Skills 05 Marks
Project Work 10 Marks

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a ENGLISH CORE
a
QUESTION PAPER DESIGN
CLASS- XII(2026-27)
Class-XII (2025-26)

Section Competencies Total marks

Reading Conceptual understanding, decoding,
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Skills Analyzing, inferring, interpreting, appreciating,
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literary, conventions and vocabulary,
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e Conceptual Understanding, application of rules, l as
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Creative

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Writing Sills
tone, using appropriate format and fluency,
inference, analysis, evaluation and creativity.
Literature Recalling, reasoning, critical thinking,
Text Book appreciating literary convention, inference, 40
and analysis, creativity with fluency.
Supplementa
ry Reading
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Text
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TOTAL
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Internal
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Assessment of Listening and Speaking Skills 10
Assessment
 Listening 5+5
 Speaking
 Project Work 10

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GRAND TOTAL 100
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Annexure I
GUIDELINES FOR INTERNAL ASSESSMENT
Classes XI-XII Total Marks: 20
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 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)
i. Activities:
● Subject teachers must refer to books prescribed in the syllabus.
● In addition to the above, teachers may plan their own activities and create their own
material for assessing the listening and speaking skills.
ii. Parameters for Assessment: The listening and speaking skills are to be assessed on the
following parameters:
a. Interactive competence (Initiation & turn taking, relevance to the topic)
b. Fluency (cohesion, coherence and speed of delivery)
c. Pronunciation
d. Language (grammar and vocabulary)

SUGGESTIVE RUBRICS

1 2 3 4 5
Interaction  Contributions  Contributions  Develops  Interaction is  Initiates &
are mainly are often interaction adequately logically
unrelated to unrelated to adequately, initiated and develops
those of those of the makes developed simple
other other however  Takes turn conversation
speakers speaker minimal effort but needs on familiar
 Shows  Generally to initiate some topics
hardly any passive in conversation prompting  Takes turns
initiative in the  Needs appropriately
the development constant
development of prompting to
of conversation take turns
conversation
 Very limited
interaction
Fluency &  Noticeably/  Usually  Is willing to  Speaks  Speaks
Coherence long pauses; fluent; speak at without fluently
rate of produces length, noticeable almost with
speech is simple however effort, with a no repetition
slow speech repetition is little repetition & minimal
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 Frequent fluently, but noticeable  Demonstrates hesitation
repetitionloses  Hesitates hesitation to Develops
coherence in
and/or self- and/or self find words or topic fully &
correctioncomplex corrects; use correct coherently
communicati
this is all occasionally grammatical
right on in loses structures
informal Often coherence and/or self-
conversation
hesitates correction
 Links and/or
only  Topics
basic resorts to developed,  Topics not
sentences;slow speech but usually fully
 Topics partly
breakdown not logically developed to
of coherence
developed; concluded merit.
evident not always
concluded
logically
Pronunciation  Frequent  Frequently  Largely  Mostly  Pronounces
inaccurat unintelligible correct correct correctly &
e articulation pronunciatio pronunciation articulates
pronunci  Frequent n &clear & clear clearly
ation phonological articulation articulation  Is always
 Commun errors except  Is clearly comprehensi
ication is  Major occasional understood ble
severely communicati errors most of the  uses
affected on problems time;very few appropriate
phonological intonation
errors
Vocabulary &  Demonstrate  Is able to  Is able to  Is able to  Is able to
Grammar s almost no communicate communicate communicate communicat
flexibility, on some of on most of on most of e on most of
and mostly the topics, the topics, the topics the topics
struggles for with limited with limited with using a wide
appropriate vocabulary. vocabulary. appropriate range of
words  Frequent A few vocabulary appropriate
 Many errors, but grammatical  Minor errors vocabulary,
Grammatical self- corrects errors that do not using new
errors hamper words and
impacting communicati expression
communicati on  No
on grammatical
errors

iii. Schedule:
 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.

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Out of ten marks, 5 marks will be allotted for the project report/script /essay etc. and 5 marks for the
viva
I. Schedule:

 Schools may refer to the suggestive timeline given in these guidelines for the planning,
preparation and viva-voce of ALS based projects.
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The final assessment of the skills may be done on the basis of parameters suggested by
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the Board. Language teachers, however, have the option to adopt/ modify these
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parameters according to their school specific requirements.
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TheaProject can be inter-disciplinary in theme. The ideas/issues highlighted in the
II. Suggestions for

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. Some suggestions are as follows:

a) Interview-Based research:
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Example:
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Students can choose a topic on which to do their research/ interview, e.g. a student can choose
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the topic: “Evolving food tastes in my neighbourhood” or “Corona pandemic and the fallout on
families.” Read the available literature.
 The student then conducts interviews with a few neighbours on the topic. For an interview, with
the help of the teacher, student 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 in individually or in pairs/ groups
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m listen to podcasts/ interviews/radio or TV documentary on a topicm.and prepare a report
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b) Students
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countering or agreeing with the speakers. Write an 800 - 1000 words sreport and submit. Take a
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la c) Students create their own video/ Audio, after writing a script. Before
a they decide a format, the
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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?

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 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? Can it be in the form of a narrative?

d) Students write, direct and present a theatrical production, /One 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 utilised. There will be researching, discussion,
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.

II. Instructions for the Teachers: -
1. Properly orient students about the Project work, as per the present Guidelines.
2. Facilitate the students in the selection of theme and topic.
3. Create a rubric for assessment and share with the students before they start so that they know
the parameters of 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
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 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.
{Sample Rubric is attached at the end for reference}

III. Parameters for Overall Assessment: -

1. Pronunciation:

 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.

2. Vocabulary:
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 about which they are speaking.
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3. Accuracy:
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.

4. Communication:
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
are able to make the teacher understand their point of view.

5. Interaction:
 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.

6. Fluency:
 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 judgement 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 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 project. Teachers
must take note of a student’s progress throughout the academic year.

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.
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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 title of project, school details/details of students.
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●
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Statement of purpose/objectives/goals
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Certificate of completion under the guidance of the teacher.
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Students Action Plan for the completion of assigned tasks.
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Materials such as scripts for the theatre/role play, questionnaires for interview, written
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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:
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● Quality of content of the project
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● Accuracy of information
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● Adherence to the specified timeline
● Content in respect of (spellings, grammar, punctuation)
● Clarity of thoughts and ideas
● Creativity
● Contributions by group members
● Knowledge and experience gained

V. Suggestive Timeline:
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The FIVE Steps in Project Plan
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EXECUTION IMPLEMENTATION CLOSURE

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Month Objectives
Planning and ● Teachers plan a day to orient students about the ALS
Research for the projects, details are shared with all stakeholders.
Project Work ● Students choose a project, select team members and
develop project- plan.
● Group meets (preferably online) and reports to the team
Preferably till leader about the progress: shortfalls and successes are
November- detailed.
December ● Team leader apprises teacher-mentor.
● Students working individually or in pairs also update the
teachers.
● A logical, deliverable and practical plan is drafted by the
team/ pair/individual. Goals/objectives are clearly defined
for all.
● Work is delegated to team members by the team leader.
Students wishing to work alone develop their own plan of
Action.
● Detailed project schedules are shared with the teacher.
● Suggestions and improvements are shared by the teacher,
wherever necessary.
● Group members coordinate and keep communication
December- January channels
open for interaction.
● Gaps (if any) are filled with the right skill sets by the Team
Leader/ individual student.
● The final draft of the project portfolio/ report is prepared
and submitted for evaluation.
January-February ● Students are assessed on their group/pair/individual
presentations on allotted days. Final Viva is conducted by
the External/Internal examiner.
February-March or ● Marks are uploaded on the CBSE website.
as per the timelines
given by the Board

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SAMPLE RUBRIC FOR ALS Project Work (For Theatre/Role Play/Oral presentation/
Interview/ Podcast)
CATEGORY 1 2 3 4 5
TIME LIMIT Presentation Presentation Presentation Presentation Student/ group
is less than or exceeded or exceeded or exceeded or adhered to the
more than 5 less than less than less than given time limit
minutes specified specified time specified time
long time limit by 4 limit by 3 to 4 limit by 2 to 3
to 5 minutes minutes mins
CONTENT/ Script is not Well written Well written Well written Well written
SCRIPT/ related to script/content script/content script/content script/content
QUESTIONNAIRE topic or issue shows little shows good shows a good shows full
understanding understanding understanding understanding
of parts of of parts of topic of subject of subject topic
topic topic
CREATIVITY No props/ Some work Well organized Logical use of Suitable props
costumes/ done, presentation, props, /effort seen/
stage average could have reasonable considerable
presentation stage set-up improved work done, work done/
lack-lustre and creative Creative and
costumes relevant
costumes
PREPAREDNESS Student/ Some visible Somewhat Good Complete
group preparedness prepared, preparedness Preparedness
seems to be but rehearsal is but need /rehearsed
unprepared Rehearsal is lacking better presentation
lacking rehearsal
CLARITY OF Lack of clarity Speaks Speaks clearly Speaks clearly Speaks clearly
SPEECH in clearly 90% of the and distinctly distinctly 95%
presentation some words time/ a few mis- 95% of time/ of time/ fluency
many words are pronounced Few mis- in
mis- mis- words pronounced pronunciation
pronounced pronounced words
USE OF PROPS Only 1/no 1 to 2 2 to 3 relevant 3 to 4 4 to 5 relevant
(Theatre/Role relevant relevant props used relevant props used
Play) props used props used Facial props used Facial
Very little use Little Use of expressions Facial expression and
of facial facial and body expression body
expressions expressions language is and body language
/body and body used to try to language generate
language, language generate some sometimes enthusiasm
Does not enthusiasm generate with the topic
generate enthusiasm
much interest with the topic
PORTFOLIO- Inadequate & Somewhat Adequate & Interesting, Brilliant,
PRESENTATION unimpressive suitable & relevant enjoyable & creative&
convincing relevant exceptional

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