CBSE Class 9 Syllabus 2027 English

FOR CBSE CLASS 9 SYLLABUS EXAM PREPARATION

CBSE Class 9 Syllabus
2027
Question Paper ·
English
EXAM YEAR TYPE SUBJECT

CBSE Class 9 Syllabus 2027 Question Paper English

Notes · Sample Papers · Previous Year Papers · Mock Tests

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ENGLISH a
Class IX (2026-27)
Introduction

At the secondary stage, language learning strengthens the learners’ abilities to use
language meaningfully for comprehension, expression, interpretation, and critical
engagement with texts. Pedagogical processes emphasise dialogic reading, reflective
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writing, listening, and speaking activities, and contextual use of language through
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discussion, interpretation, and creative expression. Assessment focuses on
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understanding, interpretation, communicative clarity, articulation of ideas, and the
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ability to analyse and respond to texts in multiple modes, rather than only on recall-
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based written responses.
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As per NCF-SE 2023, language education at the Secondary Stage must specifically
aim to achieve:

(a) Oracy and literacy: Oracy and literacy are fundamental to school education.
 Attaining oracy means students develop fluency in expression and
understanding of spoken language.
 Literacy means that all students demonstrate fluent and critical reading,
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writing, and comprehension capacities in the language.
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. may develop their language capacities
(b) Effective communication skills: Students m
eproblems, analyse them, make rational
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to think critically, identify real-world

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arguments, work out solutions and g
effective democratic, social, and cultural participation.

(c) Literary and creative capacities: Language teaching in schools must aim at
building capacities in students towards an appreciation of the literary aspects of
language. It may also allow for an exploration of — how to be creative and
imaginative in their spoken and written expressions across cultures.

(d) Appreciation and engagement in culture: Learning a language is learning a
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culture. Thus, language plays an important role in the immersion and participation
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in culture. Students must be allowed to understand and appreciate the rich linguistic
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cultures of India.
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ag skills and competence, other aspects such as emotional intelligence, social feeling,
national pride, connections of art, social concerns, and natural science are
addressed through content, context and pedagogy with the focus on fundamentals
of literature and life (critical thinking), such as emotion, perception, feeling, sound,
language, thought, memory, metaphor, aesthetics, environment, self, society,
culture, civilisation, etc.

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Language Learning Approach

Experiential, activity and discussion-based approaches are recommended to promote
the culture of self-learning and reduce dependence on the teacher. The teaching of
language will be enhanced through innovative and experiential methods. Thus, the
teaching of language will also be based on the experiential-learning pedagogy. The
shift requires that students’ contexts and experiences become part of the pedagogical
processes.

Experiential learning includes any type of activity that comprises learning by doing,
i.e., experimenting, exploring, sharing personal narratives, observing, cooperative
learning, and above all, self-learning and self-assessment. Students need to have
mastery in the 21st century skills, such as effective communication, critical thinking,
creativity, collaboration, etc.

There are diverse learning situations and contexts in India. Language education plays
a crucial role in keeping students rooted to their country, as it allows individuals to
connect with their culture, heritage and society.

Learning Standards

Learning standards enable teachers to plan their content, pedagogy, and assessment
towards achieving specific competencies. These must be seen as enabling guidelines
for teachers and school leaders, not as constraining demands on them. By the end of
the secondary stage, we would expect every student must have gained the whole
range of skills and competencies. It is at this stage that using the language of students
turns out to be more productive. Students use language to interpret, understand,
address issues, and gain knowledge that will help them to become autonomous
learners.

As per NCF-SE 2023, students will develop linguistic proficiency for academic use in
R1 and R2 by the end of the secondary stage ensuring that a higher level of familiarity,
understanding, and interpretation of literature is achieved.

Curricular Goals and Competencies-Secondary Stage
Curricular Goals (CGs) are specific statements derived from the broader Aims of
Education that give clear direction to curriculum development and implementation.
Competencies are the specific, observable, and systematically assessable learning
achievements that students must attain by the end of the stage.

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Language R1

Curricular Goal (CG) Competency (C)
CG-1: Uses language for C-1.1: Uses language appropriate to social
effective communication through context, expresses agreement and disagreement
writing various forms (essays, with reasons, and arrives at conclusions through
letters, articles, discussions, discussion and debate.
interviews, public speeches) and C-1.2: Writes in different styles (narrative,
for new media (email, audio, and descriptive, expository, persuasive) from their
visual material). own experiences and experiences of others.
C-1.3: Writes for real-life situations (invitations,
speeches, condolence messages, notices,
creative slogans, advertisements) and for school
newsletter/magazine/journal.
C-1.4: Scripts to inform and communicate ideas
effectively with the use of technology.

CG-2: Develops an appreciation C-2.1: Describes characteristics of works of
of the aesthetics in different literature from different time periods (such as
genres (humour, suspense, early, medieval, contemporary).
tragedy) through analysis of C-2.2: Analyses a literary text by close reading,
style (narrative, descriptive, critiquing form and style, and interpreting
expository, persuasive) and possible meanings.
employs these elements in their C-2.3: Composes literary texts by using
writing. appropriate literary devices.

CG-3: Uses language to develop C-3.1: Analyses and evaluates the different audio
reasoning and argumentation and written material.
skills by engaging with a variety C-3.2: Argues with proper rationale by carefully
of audio and written material. evaluating premises.

CG-4: Appreciates literary and C-4.1: Recognises the multilingual nature of
cultural heritage in and related to Indian society and richness of its literary work
the language and the richness of through reading texts and watching content of
Indian languages. different genres.
C-4.2: Appreciates the richness of culture and
heritage in the different works of regional
language literature and their connections.
C-4.3: Shows an understanding of the role of
language in the formation of our identities and
culture.
C-4.4: Demonstrates a basic knowledge of the
commonalities among some of the major Indian
languages, such as their common phonetic and
scientifically arranged alphabets and scripts,
common grammatical structures, origins and

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Curricular Goal (CG)
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Competency (C)
sources of vocabularies from Sanskrit and other
classical languages.
C-4.5: Demonstrates a basic knowledge of which
languages are spoken in which geographical
areas, a sense of the nature and structure of
tribal languages, and becomes familiar with a few
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useful words and phrases and works of literature
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from a few Indian languages from across the
country.
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aCurricular Goal (CG) Competency (C)
CG-1: Uses language for C-1.1: Uses language appropriate to social
effective communication through context, expresses agreement and disagreement
various oral activities with reasons, and arrives at conclusions through
(discussions, interviews, public discussion and debate.
speeches) and writing activities C-1.2: Writes in different styles (narrative,
(essays, letters, articles),
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descriptive, expository, persuasive) from their

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including new media (email, own experiences and experiences of others.
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audio, and visual material).
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C-1.3: Writes for real-life situations (invitations,

lasspeeches, condolence messages, notices,

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newsletter/magazine/journal.
C-1.4: Scripts to inform and communicate ideas
effectively with the use of technology.

CG-2: Uses language to develop C-2.1: Analyses and evaluates different audio
reasoning and argumentation and written material.
skills by engaging with a variety C-2.2: Argues with proper rationale by carefully
of audio and written material. evaluating premises.
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CG-3: Develops an appreciation C-3.1: Describes characteristics of works of

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of the aesthetics in different
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literature from different time periods (such as

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C-3.2: Analyses a literary text by close reading,
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critiquing form and style, and interpreting
possible meanings.
employs these elements in their C-3.3: Composes literary texts using appropriate
writing. literary devices.

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FOCUS AREAS OF THE SYLLABUS

The syllabus aims to develop students’ ability to use language effectively for
communication, reasoning and creative expression. The curriculum focuses on
strengthening Listening, Speaking, Reading and Writing skills while fostering literary
appreciation and critical thinking. Students engage with a variety of texts and activities
that promote analytical thinking, creativity, collaboration and real-life application of
language skills.

Reading
By the end of the secondary stage, students should be able to:
• Read and comprehend a variety of literary and non-literary texts with
understanding.
• Identify main ideas, supporting details and key information in written texts.
• Analyse, interpret and evaluate ideas presented in different texts.
• Distinguish between facts and opinions and identify cause–effect relationships.
• Infer meanings and draw conclusions from textual evidence.
• Understand the author’s perspective, tone and style of writing.
• Interpret information presented in different forms such as diagrams, charts and
tables.
• Connect ideas from the text with personal experiences and social contexts.
• Develop critical reading skills through close reading and discussion.
• Read independently and engage with texts from diverse cultures and contexts.

Writing

By the end of the secondary stage, students should be able to
• Write clearly and coherently using appropriate grammar, vocabulary and
organisation.
• Write in different styles such as narrative, descriptive, expository and persuasive.
• Present ideas with a clear beginning, middle and conclusion.
• Describe experiences, events and observations in a logical manner.
• Express opinions and viewpoints with appropriate reasoning and examples.
• Write for real-life purposes such as notices, invitations, advertisements,
speeches and messages.
• Gather ideas from different sources and organise them effectively in writing.
• Write reports, articles and pieces for school magazines, newsletters and
journals.
• Use technology and digital tools to present ideas through written and visual
formats.
• Review, edit and improve written work through feedback and self-assessment.

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Listening & Speaking

Listening
By the end of the secondary stage, students should be able to
• Listen attentively to conversations, discussions and audio material.
• Identify the main ideas and important details in spoken texts.
• Analyse and interpret information presented through speeches, discussions and
media sources.
• Distinguish between key points and supporting information.
• Understand instructions, explanations and viewpoints expressed by others.
• Note important details and organise information appropriately.

Speaking
By the end of the secondary stage, students should be able to
 Express ideas clearly and confidently in different situations.
 Present opinions, viewpoints and arguments with logical reasoning.
 Participate actively in discussions, debates and conversations.
 Communicate effectively in formal and informal contexts.
 Present ideas through speeches, presentations and oral reports.
 Respond appropriately to questions and viewpoints of others.
 Interact respectfully with others during discussions and collaborative activities.

Structures (Grammar) & Vocabulary
By the end of the secondary stage, students should be able to
• use the sequence of tenses correctly in different contexts of communication.
• identify and apply modal auxiliaries to express ability, obligation, permission,
possibility, and advice.
• transform and use reported speech in extended texts including statements,
questions, commands, and requests.
• construct sentences using Conditional Clauses (Type 1) to express real and
possible situations.
• apply the rules of subject–verb concord to ensure grammatical accuracy in
sentences.
• use appropriate determiners to provide clarity and precision in communication.
• identify and construct clauses, including noun clauses and relative clauses,
to create complex and meaningful sentences.
• expand vocabulary through contextual reading and writing;
• understand meanings of unfamiliar words through context and reference tools
such as dictionaries;
• use appropriate words and expressions to communicate ideas clearly;
• apply vocabulary effectively in speaking and writing tasks.

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Grammar and vocabulary learning will be reinforced through
transformation, contextual exercises and communicative activities to promote
accuracy and fluency in language use.

Literature — Prose & Poetry

By the end of the course, students should be able to:
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Read and appreciate a variety of literary texts from different genres.
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Analyse characters, themes and ideas presented in literary works.
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• Interpret events, conflicts and relationships in stories and poems.
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Recognise the influence of context, culture and background on literary texts.
Identify literary devices such as simile, metaphor, imagery, repetition and ag
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symbolism.
• Interpret meanings beyond the literal level through critical reading.
• Evaluate characters’ actions and motivations.
• Express personal responses and interpretations through discussion and creative
activities.
• Develop an appreciation of the aesthetic and cultural aspects of literature.

Pedagogy of Language o m
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Pedagogy, at the secondary stage, should take
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eprevious stages of schooling. The pedagogy
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capacities that students will bring from the
may encourage more self-study andgexploration with a focus on becoming fluent in the
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methods of inquiry specific to the Curricular Area. At this stage, students can be
reasonably expected to become independent learners and the pedagogy in the
classroom may reflect this expectation.
Classroom interactions may be a judicious mix of more direct instruction from the
teacher with discussion, seminars for discussion, exploration and discovery, and
opportunities for students to prepare individual and group projects and present key
concepts of the discipline.
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Depending on the matter of study, context, and stage of the student, these effective
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experiential, integrated, inquiry-driven, discovery-oriented, discussion-based, project-

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based, arts-based, sports-based, and activity-based. Effective pedagogy, therefore,

a encourages conceptual understanding, active discovery, questioning and debating,
and independent learning. It gives serious consideration to student experiences and
student voices, acknowledges and accommodates student diversity, builds on
students’ previous knowledge, uses a range of teaching techniques, and gives timely
feedback on the work done. Classroom processes must encourage active learning
with an emphasis on dialogue and building relationships based on mutual respect.

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At this stage, the following may become part of the pedagogical process.
a) Oral presentations:
I. Students must be given opportunities for sharing their ideas freely and
listening to others’ points of view. They must also ask questions, argue for
their own views, and accept others’ views with proper justification.
II. Students must be taught focused dialogue and conversation which require
organising their thoughts for better clarity, the art of raising relevant
questions, brainstorming, and thinking aloud, active participation, and
skills of literary appreciation.
III. Teachers must use methods, such as role play, group discussion, debate,
open house dialogue, and interviews to allow students to ask questions
and learn to respond impromptu. Club-based activities, assembly
gatherings, and celebrations in schools can be used as platforms to
practise these methods and may not be seen as a separate exercise.
IV. Teachers must also find ways to teach students how to work on their
listening skills (by paying attention to details and summarising) and use
the same in day to-day life.

b) Developing reading skills:
I. Literary language skills: Students can be encouraged to participate in
group activities in critically analysing a literary text in the class and
participate in the activities of the school literature club, poetry house,
and fiction-reading groups.
II. Critical reading skills: The teacher may focus on enabling students to
make meaning of a variety of texts, move from initial impressions to a
closer reading of the text by asking questions related to the effect of
words and ideas expressed, and how the effect of the language used in
a text is working for specific purposes.
III. Exposure to reading multicultural texts: Activities such as the
comparison of literary works of two different writers can be done
effectively by inquiring into the author’s voice, cultural background, and
context of the work, and talking about other similar works in the genre.
Projects, plays, folk music performances, and posters are important
ways in which students in this stage can be introduced to texts from a
different era. Multicultural texts may be available in libraries for students
to read in their free time.

c) Developing writing skills:
I. Functional language writing skills: Students may be given enough
opportunity to practise writing reports, essays, notes, applications,
letters to editors, advertisements, and notices. They can also be
encouraged to write in magazines, newsletters, newspapers, and blogs.

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II. Literary language writing skills:
i. Students must be guided towards independent and creative writing
in this stage. They must be taught capacities for analysing literature
and connecting it to its historical and socio-economical aspects
rather than reading it in isolation, enabling the writing of a critical
review.
ii. Teachers must ensure students practise writing poems, stories, or
plays with literary devices (e.g., similes, metaphors, hyperbole, irony,
puns, and oxymorons).
iii. Teaching them to identify voice and style of a writer taking cues from
the material they read will help them find their own voice.

Assessment
In alignment with NCF-SE 2023, assessment moves beyond measuring recall to
evaluating students’ ability to interpret ideas, communicate effectively, think critically,
and engage meaningfully with texts and contexts. Assessments should be based on
observations, portfolios, and projects and should not just focus on capacities and skills,
but also values and dispositions.
Assessments need to be visualised as an ongoing process which teachers integrate
within the teaching-learning process using formal and informal ways to elicit reliable
evidence about student learning. Assessment may not become an intimidating
process that involves the labelling and segregation of students.
The ‘assessment culture’ must change, so that assessment is conducted increasingly
as learning and for learning. There must also be periodic assessment of learning to
ensure readiness for the next phase of learning and to arrange suitable support for
students when this readiness is not achieved.
Assessment should emphasizes a balanced approach integrating three dimensions:
Assessment of Learning; Assessment for Learning; Assessment as Learning

Assessments could be formative or summative, and both are important for improving
teaching and learning.
a) Formative Assessment
I. Formative assessments at secondary stage will continue to be
competency-based, covering all dimensions of learning. Therefore,
various formative assessment techniques, such as projects, debates,
presentations, discussions, experiments, investigations, role plays,
journals, and portfolios, should be used to assess learning.
II. Regular assessments comprising MCQs and constructed responses
(e.g., short answer and long answer), with the aim to test conceptual
understanding and higher-order capacities rather than merely rote
learning.
III. Classroom and Self-assessment will play a key role in student learning
at this stage.

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IV. a case-based questions,
Assessments can be designed using
simulations, and essay-type questions to enable the assessment of
competencies in order to continually replan and revise the teaching-
learning process.
b) Summative Assessment
Summative examinations, including certification examinations, continue to be
relevant as they serve as a necessary test to understand students’ achievement
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of competencies and learning standards.
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I. At the end of each year (or term), there will be a comprehensive
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summative assessment, which in relevant cases, would be the Board
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II. Assessment may measure the achievement of competencies and ag
ag learning standards leading to the attainment of Curricular Goals. The
connection between the competencies or Learning Outcomes and the
assessment should be clear and precise.
III. Appropriate forms of assessments may be chosen in alignment with the
competencies and learning standards to be assessed.
IV. Assessments should be constructive, developmental, and learning
focused.
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Forms of Assessment

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There are several forms of assessment that can be used across both formative and
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summative assessments.
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(a) Written Tests: Forms of written
I. Objective Type Questions: These include Multiple Choice Questions
(MCQs), filling in blanks, matching, sorting lists based on select criteria,
picking the odd one out, labelling a diagram, solving a crossword,
unscrambling a word, solving riddles and word grids that require a very
short or one-word answer.
II. Constructed Response Questions: These are questions that require
students to frame and write answers. They can be close ended (requiring m
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a III. Graphic Organisers: These visual representations of ideas and
concepts help students organise their learning and assimilate new
knowledge.
(b) Oral Tests: The most common forms are reading aloud, responding to
questions, recitation, and debates and discussions. Other forms, include group
discussions, presentations, and extempore talks.
I. Reading Aloud: Reading assessments could include reading aloud a

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passage, a poem, or any other form of writing. Word recognition, fluency,
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and voice modulation skills could be assessed along with
comprehension by asking students to summarise or talk about what they
have read.
II. Listening and Responding: Students listen to a text and respond either
orally or on a worksheet.
III. Recitation: This helps the teacher assess the spoken language with a
specific focus on pronunciation, intonation and comprehension by
observing students’ expressions and actions.
IV. Debates and Discussions: Students’ fluency of language as well as
proficiency in making strong arguments using knowledge and reasoning
to persuade and convince the audience can be assessed while also
developing an ability to understand and respect others’ viewpoints and
opinions. Teachers can also include other parameters, such as diction
deportment, ability to take criticism positively, and manage their
emotions and body language during public speaking. Sharing
parameters before setting the task helps students focus on developing
these skills which serves as good learning opportunities as well.

Practical Tests

These require students to demonstrate specific skills and applications of
their new learning. These include :
I. Projects: Projects are longer, structured activities completed by
individual students or groups of students that result in a product.
For example, a model, a substantial report, or a collection of
artefacts. While doing projects, students investigate, explore, and
respond to complex questions, real-world challenges, and
problems. Projects help assess collaboration, communication,
perseverance, creativity, and problem solving along with
assessing subject-specific knowledge and skills.
II. Portfolios: A student portfolio is a purposeful collection of student
work that tells a story about a student’s efforts, progress, and
achievement in one or more subjects over a period of time. It
could be a collection of the student’s day-to-day work or a
selection of the student’s best pieces of work. Portfolios may
include writing samples, laboratory reports, journals, artwork,
short surveys and research papers, projects, photos, worksheets,
tests and map work, Teacher’s qualitative comments on the
students’ work, peer feedback, and the students’ own reflections
on their learnings.
It becomes a cumulative record of performance from which
emerges a clear picture of what students know, can do and how
they have progressed over the period.

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III. Multiple Assessment
These include a range of activities like quizzes, worksheets, oral
presentations, class discussions, etc.
IV. Periodic Pen and Paper Assessment

Prescribed Textbook- Kaveri: Textbook of English for Grade 9
The textbook has been developed based on common curricular goals rather than rigid
differentiation between R1 & R2. The textbook content, learning outcomes, and
assessment remain aligned with the common competency framework envisaged for
R1 and R2 at the secondary stage, and therefore, the same textbooks can be
transacted flexibly in accordance with the learner profile and institutional context.

Question Paper Design- R1 & R2

ENGLISH LANGUAGE – SYLLABUS CLASS – IX (2026-27) R1
SUBJECT CODE –

Section Weightage

A Reading Skills 20 Marks

B Writing Skills and Grammar 30 Marks

C Language through Literature 30 Marks

D Internal Assessment 20 Marks

Section A – Reading Skills

I. Reading Comprehension through Unseen Passage – 20 Marks (10+10)
• Descriptive/ Discursive Passage – 400-450 words – 10 Marks
• Case Based Passage (With verbal/visual inputs – statistical data/chart etc.)
– 200-250 words – 10 Marks
Total Length of the two passages to be 600-700 words.
Question types to be included: Selected and constructed responses (MCQ’s, Objective
type, VSAQs, SAQs)

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a (10+20)
Section B – Writing Skills and Grammar – 30 Marks
II. Grammar – 10 Marks (04+03+03)
• Sequence of Tenses in different contexts of communication
• Modal Auxiliaries and their functions in expressing ability, obligation,
permission, possibility and advice
• Reported Speech in extended texts including
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questions
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commands
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• a Subject–Verb Concord
• Determiners
• Clauses – Noun Clause, Relative Clause
3. Editing/Omitting (Selected responses – MCQs) – 04 Marks
4. Sentence Rearrangement – 03 Marks
5. Sentence Transformation – 03 Marks
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III. Writing Skills – 20 Marks (03+05+05+07)
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6. Writing a Notice, Informal Invitation (Word Limit – Up to 50 words) – 3 Marks
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7. Writing a Letter to Editor, Formal E-mail
suggestions –(Word Limit – 120-150 a words) – 5 Marks
8. Writing a Factual Description, Magazine Article (Word Limit – 120-150 words) – 5
Marks
9. Writing Descriptive, Narrative Essay (Word Limit – 200-250 words) – 7 Marks

For questions 6 to 9 attempt any one as per the
internal choice provided. The internal choice could
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a 10. One extract out of two, from Drama / Prose.
11. One extract out of two, from poetry.
Types of questions to be included – Selected and constructed responses
(MCQs, Objective Type Questions, VSAQs)
V. Constructed Responses (Short & Long Answer Questions)
12. Five out of Six Questions to be answered in 40-50 words. 5x2 = 10 Marks
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13. One out of two Questions assessing extrapolation beyond the text and across
the texts to be answered in about 120-150 words. 5 Marks
14. One out of two Questions assessing theme / plot/ character to be answered in
about 120-150 words. 5 Marks

INTERNAL ASSESSMENT 20 MARKS
Periodic Pen and Paper Tests 05 Marks

Multiple Assessment (Quizzes/ Oral 05 marks
Discussions/Presentations etc.)

Portfolio 05 Marks

Subject Enrichment projects (ALS/ Art / IKS / Tech 05 Marks
Integrated)

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ENGLISH LANGUAGE – SYLLABUS CLASS – IX (2026-27) R2
SUBJECT CODE –

Section Weightage

A Reading Skills 20 Marks

B Writing Skills and Grammar 30 Marks

C Language through Literature 30 Marks

D Internal Assessment 20 Marks

Section A – Reading Skills

I. Reading Comprehension through Unseen Passage – 20 Marks (12 + 8)
• Factual/ Literary Passage – 400-450 Words – 12 Marks
• Case Based Passage (With verbal inputs) – 200-250 Words – 8 Marks
Total Length of the two passages to be 600-700 words.
(Question types to be included: Selected and constructed responses (MCQ’s,
Objective type, VSAQs, SAQs)

Section B – Writing Skills and Grammar – 30 Marks (10+20)
II. Grammar – 10 Marks (04+03+03)
• Sequence of Tenses in different contexts of communication
• Modal Auxiliaries and their functions in expressing ability, obligation,
permission, possibility and advice
• Reported Speech in extended texts including
◦ statements
◦ questions
◦ commands and requests
• Conditional Clause – Type 1
• Subject–Verb Concord
• Determiners
• Clauses – Noun Clause, Relative Clause
3. Paragraph Completion (Selected responses: Fill ups with options) – 04 Marks
4. Sentence Rearrangement – 03 Marks
5. Sentence Transformation – 03 Marks

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III. Writing Skills – 20 Marks (04+05+05+06) a
6. Writing a Notice, Creating a Poster (Word Limit – Up to 50 words) – 4 Marks
7. Writing a Letter to the Editor, Formal E-mail on a given issue for presenting views
and suggestions (Word Limit – 120-150 words) – 5 Marks
8. Writing a Speech, Magazine Article based on visual or verbal cues (Word Limit –
120-150 words) -5 Marks
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9. Writing a Narrative Essay (Word Limit – 150-180 words) – 6 Marks
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Section C – Language through Literature – 30 Marks (15 + 10 + 05)
IV. Extract-Based Questions – 5x3 = 15 Marks
10. One extract out of two, from Prose.
11. One extract out of two, from Drama.
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Types of questions to be included – Selected and constructed responses (MCQs,
Objective type questions, VSAQs)
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V. Constructed Responses (Short
13. Five out of Seven Questions to be answered in 40-50 words 5x2 = 10 Marks
14. One out of two Questions to be answered in 120-150 words to assess
extrapolation beyond the text and across the texts; theme / plot/ character. 5 Marks

INTERNAL ASSESSMENT 20 MARKS

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Subject Enrichment projects (ALS/ Art / IKS / Tech 05 Marks
Integrated)

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