Question Paper Design

English CORE XI (Code No. 301)

2023-24

Section Competencies Total

marks

Reading Skills Conceptual understanding, decoding,

Analyzing, inferring, interpreting,
appreciating, literary, conventions and 26
vocabulary, summarizing and using
appropriate format/s.

Grammar and Creative Conceptual Understanding, application of

Writing Skills rules, Analysis, Reasoning, appropriacy of
style and tone, using appropriate format and 23
fluency, inference, analysis, evaluation and
creativity.

Literature Text Book Recalling, reasoning, appreciating literary

and Supplementary convention, inference, analysis, creativity
Reading Text with fluency, Critical Thinking. 31

80
TOTAL
Internal Assessment Assessment of Listening and Speaking Skills 10

 Listening 5+5
 Speaking

 Project Work 10

GRAND TOTAL 100

 ENGLISH CORE
CODE NO. 301
CLASS – XII
2023-24

Section A – 22 Marks
Reading Skills

I Reading Comprehension through Unseen Passage (12+10 = 22 Marks)

1. One unseen passage to assess comprehension, interpretation, analysis and inference.

Vocabulary assessment will also be assessed via inference. 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 700-750 words.

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

Section B – 18 Marks
Creative Writing Skills
II. Creative Writing Skills
3.Notice, 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 ).
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 types include application for a job with bio data or resume. Letters to the editor (giving
suggestions or opinion on issues of public interest) . 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 ).
6. Article/ Report Writing, descriptive and analytical in nature, based on verbal inputs, to be
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 ).

Section C – 40 Marks
Literature Text Book and Supplementary Reading Text

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)
 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
 Question Paper Design
Code No. 301
2023-24

English CORE XII

Section Competencies Total marks

Reading Skills Conceptual understanding, decoding, Analyzing,

inferring, interpreting, appreciating, literary,
conventions and vocabulary, summarizing and using 22
appropriate format/s.

Creative Writing Sills Conceptual Understanding, application of rules,

Analysis, Reasoning, appropriacy of style and tone,
using appropriate format and fluency, inference, 18
analysis, evaluation and creativity.

Literature Text Book Recalling, reasoning, critical thinking, appreciating

and Supplementary literary convention, inference, analysis, creativity
Reading Text with fluency. 40

80
TOTAL
Internal Assessment Assessment of Listening and Speaking Skills 10

 Listening 5+5
 Speaking
 Project Work 10

GRAND TOTAL 100

 Annexure I
Guidelines for Internal Assessment
Classes XI-XII
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.
Classes XI-XII Total Marks: 20
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)

A suggestive rubric is given below:

1. 2. 3. 4. 5.
Interaction
 Contributions aremainly  Contributions are  Develops  Interaction is  Initiates &
unrelatedto those of oftenunrelated interaction adequately logically
otherspeakers to those of the adequately, initiated develops simple
 Shows hardly any other speaker makes however and developed conversation on
initiative in the  Generally passive minimal effortto  Takes turnbut familiar topics
development of in the initiate needs some  Takes turns
conversation development of conversation prompting appropriately
 Very limited interaction conversation  Needs constant
prompting totake
turns

 Noticeably/ long  Usually fluent;  Is willing to  Speaks without  Speaks fluently

Fluency & pauses; rate of produces simple speak at length, noticeable almost with no
Coherence speech is slow speech fluently, however effort, with a repetition &
 Frequent repetition but loses repetition is little repetition minimal
and/orself- coherence in noticeable  Demonstrates hesitation
correction this is all complex  Hesitates and/or hesitation to Develops topic
right in informal communication self corrects; find words or fully &
conversation  Often hesitates occasionally use correct coherently
 Links only basic and/or resorts to loses coherence grammatical
sentences; slow speech  Topics structures
breakdown of  Topics partly developed, but and/or self-
coherence evident. developed; not usually not correction
always logically  Topics not fully
concluded concluded developed to
logically merit.


  
  Frequent  Frequently  Largely correct  Mostly correct  Pronounces
Pronunciation inaccurate unintelligible pronunciation pronunciation & correctly &
pronunciation articulation &clear clear articulation articulates clearly
 Communicationis  Frequent articulation  Is clearly  Is always
severely affected phonological except understood most comprehensible
errors occasional of the time; very  uses appropriate
 Major errors fewphonological intonation
communication errors
problems
Vocabulary &  Demonstrates  Is able to  Is able to  Is able to  Is able to
Grammar almost no communicate communicate communicate communicate on
flexibility, and on some of the on most of on most of the most of the
mostly topics, with the topics, topics with topics using a
struggles for limited with limited appropriate wide range of
appropriate vocabulary. vocabulary. vocabulary appropriate
words  Frequent A few  Minor errors vocabulary,
 Many errors, but self- grammatical that do not using new words
corrects errors
Grammatical hamper and expressions
errors communication No grammatical
impacting errors
communication

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.
Project Work + Viva: 10 Marks
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.

● The final assessment of the skills may be done on the basis of parameters suggested by the
Board. Language teachers, however, have the option to adopt/ modify these parameters
according to their school specific requirements.
II. 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. Some suggestions are as follows:

a) Interview-Based research:

Example:
 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 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
b) Students listen to podcasts/ interviews/radio or TV documentary on a topic and prepare a report
countering or agreeing with the speakers. Write an 800 - 1000 words report and submit. Take a
viva on the report.
c) Students create their own video/ Audio, after writing a script. Before they decide 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?

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.
III. 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 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.

{Sample Rubric is attached at the end for reference}

IV. 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.

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.
V. 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 title of project, school details/details of students.
 ● Statement of purpose/objectives/goals
● Certificate of completion under the guidance of the teacher.
● Students Action Plan for the completion of assigned tasks.
● Materials such as scripts for the theatre/role play, questionnaires for 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 content of the project
● Accuracy of information
● 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
VI. Suggestive Timeline:

The FIVE Steps in Project Plan

PROJECT-INITIATION

PROJECT-PLANNING

EXECUTION IMPLEMENTATION CLOSURE

Month Objectives
Planning and ● Teachers plan a day to orient students about the ALS projects,
Research for the details are shared with all stakeholders.
Project Work ● Students choose a project, select team members and develop
project- plan.
Preferably ● Group meets (preferably online) and reports to the team leader
til about the progress: shortfalls and successes are detailed.
l November- ● Team leader apprises teacher-mentor.
December ● 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.
December- ● Suggestions and improvements are shared by the teacher,
January wherever necessary.
● Group members coordinate and keep communication 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- ● Marks are uploaded on the CBSE website.
March or
as per the
timelines given by
the Board
 SAMPLE RUBRIC FOR ALS Project Work
(For Theatre/Role Play/Oral
presentation/Interview/Podcast)

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