Syllabus: English (Language & Literature) for Class 9 | English Class 9 PDF Download

 Page 1


    
 
ENGLISH LANGUAGE AND LITERATURE 
Code No. 184 
2024-25 
 
 
1. Background 
 
At the secondary stage of English language learning the textual materials and other 
resources should represent a wide range of learning experience. Literature has always 
played a significant role in learning language. However, it is felt that pupils should be 
apprised with contemporary issues, read authentic literature and experiences of people to 
reflect and build their personality traits. 
 
While there is a trend for inclusion of a wider range of contemporary and authentic texts, 
accessible and culturally appropriate pieces of literature should play a pivotal role at the 
secondary stage of education. The English class is meant for reading literature from 
different perspectives and to engage in activities for developing communicative 
competence, creativity and enrichment of language skills It should not be seen as a place 
merely to read poems and stories in, but an area of activities to develop the learner’s 
imagination as a major aim of language study, and to equip the learner with communicative 
skills to perform various language functions through speech and writing. 
2. Objectives: 
Objectives of the course are to enable learners to: 
• build greater confidence and proficiency in oral and written communication 
• develop the ability and knowledge required in order to engage in independent reflection 
and inquiry 
• make appropriate usage of English language 
• to communicate in various social settings 
• equip learners with essential language skills to question and to articulate their point of 
view 
• build competence in the different aspects of the Language 
• develop sensitivity to, and appreciation of world literature representing varieties of 
English and cultures embedded in lt. 
• enable the learner to access knowledge and information through reference skills 
(consulting a dictionary / thesaurus, library, internet, etc.) 
• develop curiosity and creativity through extensive reading 
• facilitate self-learning to enable them to become independent learners 
• review, organise and edit their own work and work done by peers 
• integrate listening and speaking skills in the curriculum. 
• give a brief oral description of events / incidents of topical interest 
• retell the contents of authentic audio texts (weather reports, public announcements, 
Page 2


    
 
ENGLISH LANGUAGE AND LITERATURE 
Code No. 184 
2024-25 
 
 
1. Background 
 
At the secondary stage of English language learning the textual materials and other 
resources should represent a wide range of learning experience. Literature has always 
played a significant role in learning language. However, it is felt that pupils should be 
apprised with contemporary issues, read authentic literature and experiences of people to 
reflect and build their personality traits. 
 
While there is a trend for inclusion of a wider range of contemporary and authentic texts, 
accessible and culturally appropriate pieces of literature should play a pivotal role at the 
secondary stage of education. The English class is meant for reading literature from 
different perspectives and to engage in activities for developing communicative 
competence, creativity and enrichment of language skills It should not be seen as a place 
merely to read poems and stories in, but an area of activities to develop the learner’s 
imagination as a major aim of language study, and to equip the learner with communicative 
skills to perform various language functions through speech and writing. 
2. Objectives: 
Objectives of the course are to enable learners to: 
• build greater confidence and proficiency in oral and written communication 
• develop the ability and knowledge required in order to engage in independent reflection 
and inquiry 
• make appropriate usage of English language 
• to communicate in various social settings 
• equip learners with essential language skills to question and to articulate their point of 
view 
• build competence in the different aspects of the Language 
• develop sensitivity to, and appreciation of world literature representing varieties of 
English and cultures embedded in lt. 
• enable the learner to access knowledge and information through reference skills 
(consulting a dictionary / thesaurus, library, internet, etc.) 
• develop curiosity and creativity through extensive reading 
• facilitate self-learning to enable them to become independent learners 
• review, organise and edit their own work and work done by peers 
• integrate listening and speaking skills in the curriculum. 
• give a brief oral description of events / incidents of topical interest 
• retell the contents of authentic audio texts (weather reports, public announcements, 
    
 
 simple advertisements, short interviews, etc.) 
• participate in conversations, discussions, etc., on topics of mutual interest in non-
classroom 
 situations 
• narrate a story which has been depicted pictorially or in any other non-verbal mode 
• respond, in writing, to business letters, official communications email etc. 
• read and identify the main points / significant details of texts like scripts of audio-
video interviews, discussions, debates, etc. 
• write without prior preparation on a given topic and be able to defend or explain the 
stand taken / views expressed in the form of article, speech, or a debate 
• write a summary of short lectures on familiar topics by making / taking notes 
• write an assessment of different points of views expressed in a discussion / debate 
• read poems effectively (with proper rhythm and intonation) 
• transcode information from a graph / chart to a description / report and write a 
dialogue, short story or report 
• Develop appreciation for Indian languages(multilingualism), translations and Indian 
Literature. 
3. Language Items 
In addition to consolidating the grammatical items practised earlier, the courses at the 
secondary level seek to reinforce the following explicitly: 
• sequence of tenses 
• reported speech in extended texts 
• modal auxiliaries (those not covered at upper primary) 
• non-finites (infinitives, gerunds, participles) 
• conditional clauses 
• complex and compound sentences 
• phrasal verbs and prepositional phrases 
• cohesive devices 
• punctuation (semicolon, colon, dash, hyphen, parenthesis or use of                                        brackets and 
exclamation mark) 
4. Methods and Techniques 
The methodology is based on a multi-skill, activity-based, learner-centered approach. Care is 
taken to fulfill the functional (communicative), literary (aesthetic) and cultural (sociological) 
needs of the learner. In this situation, the teacher is the facilitator of learning, She/he presents 
language items, create situations which motivates the child to use English for the purposes of 
communication and expression. Aural-oral teaching and testing is an integral feature of the 
teaching-learning process. The electronic and print media could be used extensively. A few 
suggested activities are: 
Page 3


    
 
ENGLISH LANGUAGE AND LITERATURE 
Code No. 184 
2024-25 
 
 
1. Background 
 
At the secondary stage of English language learning the textual materials and other 
resources should represent a wide range of learning experience. Literature has always 
played a significant role in learning language. However, it is felt that pupils should be 
apprised with contemporary issues, read authentic literature and experiences of people to 
reflect and build their personality traits. 
 
While there is a trend for inclusion of a wider range of contemporary and authentic texts, 
accessible and culturally appropriate pieces of literature should play a pivotal role at the 
secondary stage of education. The English class is meant for reading literature from 
different perspectives and to engage in activities for developing communicative 
competence, creativity and enrichment of language skills It should not be seen as a place 
merely to read poems and stories in, but an area of activities to develop the learner’s 
imagination as a major aim of language study, and to equip the learner with communicative 
skills to perform various language functions through speech and writing. 
2. Objectives: 
Objectives of the course are to enable learners to: 
• build greater confidence and proficiency in oral and written communication 
• develop the ability and knowledge required in order to engage in independent reflection 
and inquiry 
• make appropriate usage of English language 
• to communicate in various social settings 
• equip learners with essential language skills to question and to articulate their point of 
view 
• build competence in the different aspects of the Language 
• develop sensitivity to, and appreciation of world literature representing varieties of 
English and cultures embedded in lt. 
• enable the learner to access knowledge and information through reference skills 
(consulting a dictionary / thesaurus, library, internet, etc.) 
• develop curiosity and creativity through extensive reading 
• facilitate self-learning to enable them to become independent learners 
• review, organise and edit their own work and work done by peers 
• integrate listening and speaking skills in the curriculum. 
• give a brief oral description of events / incidents of topical interest 
• retell the contents of authentic audio texts (weather reports, public announcements, 
    
 
 simple advertisements, short interviews, etc.) 
• participate in conversations, discussions, etc., on topics of mutual interest in non-
classroom 
 situations 
• narrate a story which has been depicted pictorially or in any other non-verbal mode 
• respond, in writing, to business letters, official communications email etc. 
• read and identify the main points / significant details of texts like scripts of audio-
video interviews, discussions, debates, etc. 
• write without prior preparation on a given topic and be able to defend or explain the 
stand taken / views expressed in the form of article, speech, or a debate 
• write a summary of short lectures on familiar topics by making / taking notes 
• write an assessment of different points of views expressed in a discussion / debate 
• read poems effectively (with proper rhythm and intonation) 
• transcode information from a graph / chart to a description / report and write a 
dialogue, short story or report 
• Develop appreciation for Indian languages(multilingualism), translations and Indian 
Literature. 
3. Language Items 
In addition to consolidating the grammatical items practised earlier, the courses at the 
secondary level seek to reinforce the following explicitly: 
• sequence of tenses 
• reported speech in extended texts 
• modal auxiliaries (those not covered at upper primary) 
• non-finites (infinitives, gerunds, participles) 
• conditional clauses 
• complex and compound sentences 
• phrasal verbs and prepositional phrases 
• cohesive devices 
• punctuation (semicolon, colon, dash, hyphen, parenthesis or use of                                        brackets and 
exclamation mark) 
4. Methods and Techniques 
The methodology is based on a multi-skill, activity-based, learner-centered approach. Care is 
taken to fulfill the functional (communicative), literary (aesthetic) and cultural (sociological) 
needs of the learner. In this situation, the teacher is the facilitator of learning, She/he presents 
language items, create situations which motivates the child to use English for the purposes of 
communication and expression. Aural-oral teaching and testing is an integral feature of the 
teaching-learning process. The electronic and print media could be used extensively. A few 
suggested activities are: 
    
 
• Role play 
• Simulating real life situations 
• Dramatising and miming 
• Problem solving and decision making 
• Interpreting information given in tabular form and schedule 
• Using newspaper clippings as a resource for comprehending and analysing issues. 
• Borrowing situations and registers from the world around the learners, 
from books and from other disciplines 
• Using language games, riddles, puzzles and jokes 
• Interpreting pictures / sketches / cartoons 
• Debating and discussing 
• Narrating and discussing stories, anecdotes, etc. 
• Reciting poems 
• Working in pairs and groups 
• Using media inputs - computer, television, video cassettes, tapes, software packages 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Page 4


    
 
ENGLISH LANGUAGE AND LITERATURE 
Code No. 184 
2024-25 
 
 
1. Background 
 
At the secondary stage of English language learning the textual materials and other 
resources should represent a wide range of learning experience. Literature has always 
played a significant role in learning language. However, it is felt that pupils should be 
apprised with contemporary issues, read authentic literature and experiences of people to 
reflect and build their personality traits. 
 
While there is a trend for inclusion of a wider range of contemporary and authentic texts, 
accessible and culturally appropriate pieces of literature should play a pivotal role at the 
secondary stage of education. The English class is meant for reading literature from 
different perspectives and to engage in activities for developing communicative 
competence, creativity and enrichment of language skills It should not be seen as a place 
merely to read poems and stories in, but an area of activities to develop the learner’s 
imagination as a major aim of language study, and to equip the learner with communicative 
skills to perform various language functions through speech and writing. 
2. Objectives: 
Objectives of the course are to enable learners to: 
• build greater confidence and proficiency in oral and written communication 
• develop the ability and knowledge required in order to engage in independent reflection 
and inquiry 
• make appropriate usage of English language 
• to communicate in various social settings 
• equip learners with essential language skills to question and to articulate their point of 
view 
• build competence in the different aspects of the Language 
• develop sensitivity to, and appreciation of world literature representing varieties of 
English and cultures embedded in lt. 
• enable the learner to access knowledge and information through reference skills 
(consulting a dictionary / thesaurus, library, internet, etc.) 
• develop curiosity and creativity through extensive reading 
• facilitate self-learning to enable them to become independent learners 
• review, organise and edit their own work and work done by peers 
• integrate listening and speaking skills in the curriculum. 
• give a brief oral description of events / incidents of topical interest 
• retell the contents of authentic audio texts (weather reports, public announcements, 
    
 
 simple advertisements, short interviews, etc.) 
• participate in conversations, discussions, etc., on topics of mutual interest in non-
classroom 
 situations 
• narrate a story which has been depicted pictorially or in any other non-verbal mode 
• respond, in writing, to business letters, official communications email etc. 
• read and identify the main points / significant details of texts like scripts of audio-
video interviews, discussions, debates, etc. 
• write without prior preparation on a given topic and be able to defend or explain the 
stand taken / views expressed in the form of article, speech, or a debate 
• write a summary of short lectures on familiar topics by making / taking notes 
• write an assessment of different points of views expressed in a discussion / debate 
• read poems effectively (with proper rhythm and intonation) 
• transcode information from a graph / chart to a description / report and write a 
dialogue, short story or report 
• Develop appreciation for Indian languages(multilingualism), translations and Indian 
Literature. 
3. Language Items 
In addition to consolidating the grammatical items practised earlier, the courses at the 
secondary level seek to reinforce the following explicitly: 
• sequence of tenses 
• reported speech in extended texts 
• modal auxiliaries (those not covered at upper primary) 
• non-finites (infinitives, gerunds, participles) 
• conditional clauses 
• complex and compound sentences 
• phrasal verbs and prepositional phrases 
• cohesive devices 
• punctuation (semicolon, colon, dash, hyphen, parenthesis or use of                                        brackets and 
exclamation mark) 
4. Methods and Techniques 
The methodology is based on a multi-skill, activity-based, learner-centered approach. Care is 
taken to fulfill the functional (communicative), literary (aesthetic) and cultural (sociological) 
needs of the learner. In this situation, the teacher is the facilitator of learning, She/he presents 
language items, create situations which motivates the child to use English for the purposes of 
communication and expression. Aural-oral teaching and testing is an integral feature of the 
teaching-learning process. The electronic and print media could be used extensively. A few 
suggested activities are: 
    
 
• Role play 
• Simulating real life situations 
• Dramatising and miming 
• Problem solving and decision making 
• Interpreting information given in tabular form and schedule 
• Using newspaper clippings as a resource for comprehending and analysing issues. 
• Borrowing situations and registers from the world around the learners, 
from books and from other disciplines 
• Using language games, riddles, puzzles and jokes 
• Interpreting pictures / sketches / cartoons 
• Debating and discussing 
• Narrating and discussing stories, anecdotes, etc. 
• Reciting poems 
• Working in pairs and groups 
• Using media inputs - computer, television, video cassettes, tapes, software packages 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
    
 
ENGLISH LANGUAGE AND LITERATURE (Code No. 184) 
 SYLLABUS CLASS – IX 
2024-25 
 
Sections 
 
Weightage 
 
A Reading Skills (40 periods)* 20 Marks 
B Writing Skills and Grammar (40 periods)* 20 Marks 
C Language through Literature (50 periods)* 40 Marks 
*This is a suggestive number. 
 
Section A Reading Skills 
I. Reading Comprehension through Unseen Passage  20 Marks 
1. Discursive passage of 400-450 words. (10 marks) 
 
2. Case-based factual passage (with visual input- statistical data/chart etc.) of 200-250 words. 
   (10 marks) 
(Total length of two passages to be 600-700 words) 
 
Multiple Choice Questions / Objective Type Questions/Very Short Answer Questions will be 
asked to assess comprehension, interpretation, analysis, inference, evaluation and 
vocabulary. 
Section B 
Writing Skills and Grammar 
II Grammar 10 Marks 
 
? Determiners 
? Tenses 
? Modals 
? Subject – verb concord 
? Reported speech 
o Commands and requests 
o Statements 
o Questions 
 
3. The courses at the secondary level seek to cement high professional grasp of grammatical 
items and levels of accuracy. Accurate use of spelling, punctuation and grammar will be 
assessed through Gap Filling/ Editing/Transformation exercises. Ten out of twelve questions 
will be attempted. 
 
 
 
 
 
Page 5


    
 
ENGLISH LANGUAGE AND LITERATURE 
Code No. 184 
2024-25 
 
 
1. Background 
 
At the secondary stage of English language learning the textual materials and other 
resources should represent a wide range of learning experience. Literature has always 
played a significant role in learning language. However, it is felt that pupils should be 
apprised with contemporary issues, read authentic literature and experiences of people to 
reflect and build their personality traits. 
 
While there is a trend for inclusion of a wider range of contemporary and authentic texts, 
accessible and culturally appropriate pieces of literature should play a pivotal role at the 
secondary stage of education. The English class is meant for reading literature from 
different perspectives and to engage in activities for developing communicative 
competence, creativity and enrichment of language skills It should not be seen as a place 
merely to read poems and stories in, but an area of activities to develop the learner’s 
imagination as a major aim of language study, and to equip the learner with communicative 
skills to perform various language functions through speech and writing. 
2. Objectives: 
Objectives of the course are to enable learners to: 
• build greater confidence and proficiency in oral and written communication 
• develop the ability and knowledge required in order to engage in independent reflection 
and inquiry 
• make appropriate usage of English language 
• to communicate in various social settings 
• equip learners with essential language skills to question and to articulate their point of 
view 
• build competence in the different aspects of the Language 
• develop sensitivity to, and appreciation of world literature representing varieties of 
English and cultures embedded in lt. 
• enable the learner to access knowledge and information through reference skills 
(consulting a dictionary / thesaurus, library, internet, etc.) 
• develop curiosity and creativity through extensive reading 
• facilitate self-learning to enable them to become independent learners 
• review, organise and edit their own work and work done by peers 
• integrate listening and speaking skills in the curriculum. 
• give a brief oral description of events / incidents of topical interest 
• retell the contents of authentic audio texts (weather reports, public announcements, 
    
 
 simple advertisements, short interviews, etc.) 
• participate in conversations, discussions, etc., on topics of mutual interest in non-
classroom 
 situations 
• narrate a story which has been depicted pictorially or in any other non-verbal mode 
• respond, in writing, to business letters, official communications email etc. 
• read and identify the main points / significant details of texts like scripts of audio-
video interviews, discussions, debates, etc. 
• write without prior preparation on a given topic and be able to defend or explain the 
stand taken / views expressed in the form of article, speech, or a debate 
• write a summary of short lectures on familiar topics by making / taking notes 
• write an assessment of different points of views expressed in a discussion / debate 
• read poems effectively (with proper rhythm and intonation) 
• transcode information from a graph / chart to a description / report and write a 
dialogue, short story or report 
• Develop appreciation for Indian languages(multilingualism), translations and Indian 
Literature. 
3. Language Items 
In addition to consolidating the grammatical items practised earlier, the courses at the 
secondary level seek to reinforce the following explicitly: 
• sequence of tenses 
• reported speech in extended texts 
• modal auxiliaries (those not covered at upper primary) 
• non-finites (infinitives, gerunds, participles) 
• conditional clauses 
• complex and compound sentences 
• phrasal verbs and prepositional phrases 
• cohesive devices 
• punctuation (semicolon, colon, dash, hyphen, parenthesis or use of                                        brackets and 
exclamation mark) 
4. Methods and Techniques 
The methodology is based on a multi-skill, activity-based, learner-centered approach. Care is 
taken to fulfill the functional (communicative), literary (aesthetic) and cultural (sociological) 
needs of the learner. In this situation, the teacher is the facilitator of learning, She/he presents 
language items, create situations which motivates the child to use English for the purposes of 
communication and expression. Aural-oral teaching and testing is an integral feature of the 
teaching-learning process. The electronic and print media could be used extensively. A few 
suggested activities are: 
    
 
• Role play 
• Simulating real life situations 
• Dramatising and miming 
• Problem solving and decision making 
• Interpreting information given in tabular form and schedule 
• Using newspaper clippings as a resource for comprehending and analysing issues. 
• Borrowing situations and registers from the world around the learners, 
from books and from other disciplines 
• Using language games, riddles, puzzles and jokes 
• Interpreting pictures / sketches / cartoons 
• Debating and discussing 
• Narrating and discussing stories, anecdotes, etc. 
• Reciting poems 
• Working in pairs and groups 
• Using media inputs - computer, television, video cassettes, tapes, software packages 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
    
 
ENGLISH LANGUAGE AND LITERATURE (Code No. 184) 
 SYLLABUS CLASS – IX 
2024-25 
 
Sections 
 
Weightage 
 
A Reading Skills (40 periods)* 20 Marks 
B Writing Skills and Grammar (40 periods)* 20 Marks 
C Language through Literature (50 periods)* 40 Marks 
*This is a suggestive number. 
 
Section A Reading Skills 
I. Reading Comprehension through Unseen Passage  20 Marks 
1. Discursive passage of 400-450 words. (10 marks) 
 
2. Case-based factual passage (with visual input- statistical data/chart etc.) of 200-250 words. 
   (10 marks) 
(Total length of two passages to be 600-700 words) 
 
Multiple Choice Questions / Objective Type Questions/Very Short Answer Questions will be 
asked to assess comprehension, interpretation, analysis, inference, evaluation and 
vocabulary. 
Section B 
Writing Skills and Grammar 
II Grammar 10 Marks 
 
? Determiners 
? Tenses 
? Modals 
? Subject – verb concord 
? Reported speech 
o Commands and requests 
o Statements 
o Questions 
 
3. The courses at the secondary level seek to cement high professional grasp of grammatical 
items and levels of accuracy. Accurate use of spelling, punctuation and grammar will be 
assessed through Gap Filling/ Editing/Transformation exercises. Ten out of twelve questions 
will be attempted. 
 
 
 
 
 
    
 
III Writing Skills 10 marks 
 
 
4. Writing a Descriptive Paragraph (word limit 100-120 words), describing a person / event 
/ situation, based on visual or verbal cue/s. One out of two questions to be answered. 
5 marks 
 
5. Writing a Story (on a given cue/title)/Diary Entry, in 100-120 words. One out of two 
questions is to be answered.                                                                               5 marks 
Section C 
Language through Literature                                  40 Marks 
 
IV Reference to the Context       (5+5 = 10 Marks) 
 
6. One extract out of two, from Drama / Prose. 
7. One extract out of two, from poetry. 
 
Multiple Choice Questions / Objective Type Questions will be asked to assess interpretation, 
analysis, inference, evaluation, appreciation and vocabulary. 
 
IV. Short & Long Answer Questions 
8. Four out of Five Short Answer Type Questions to be answered in 40-50 words from the 
book BEEHIVE to assess interpretation, analysis, inference and evaluation. 
             4x3=12 marks 
9. Two out of Three Short Answer Type Questions to be answered in 40-50 words from the 
 book MOMENTS to assess interpretation, analysis, inference and evaluation. 
3x2=6 marks 
10. One out of two Long Answer Type Questions from BEEHIVE to be answered in about 100-
120 words to assess creativity, imagination and extrapolation beyond the text and across 
the text. This can also be a passage-based question taken from a situation/plot from the 
text.        6 marks 
11. One out of two Long Answer Type Questions from MOMENTS, on theme or plot involving 
interpretation, extrapolation beyond the text and inference or character sketch to be 
answered in about 100-120 words.        6 marks 
 
Prescribed Books: Published by NCERT, New Delhi  
Beehive 
Prose 
 
a. The Fun They Had 
b. The Sound of Music 
c. The Little Girl 
d. A Truly Beautiful Mind 
e. The Snake and the Mirror 
f. My Childhood 
g. Reach For The Top