CBSE Class IX English Language and Literature Syllabus 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 writing, listening, and speaking activities, and contextual use of language through discussion, interpretation, and creative expression. Assessment focuses on understanding, interpretation, communicative clarity, articulation of ideas, and the ability to analyse and respond to texts in multiple modes, rather than only on recall-based written responses.

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, writing, and comprehension capacities in the language.

(b) Effective communication skills: Students may develop their language capacities to think critically, identify real-world problems, analyse them, make rational arguments, work out solutions and communicate well in a variety of situations for 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 culture. Thus, language plays an important role in the immersion and participation in culture. Students must be allowed to understand and appreciate the rich linguistic cultures of India.

(f) Linkages with the Indian Knowledge System: Along with the development of 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.

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.

Language R1

CG-1: Uses language for effective communication through writing various forms (essays, letters, articles, discussions, interviews, public speeches) and for new media (email, audio, and visual material).

• C-1.1: Uses language appropriate to social context, expresses agreement and disagreement with reasons, and arrives at conclusions through discussion and debate.
• C-1.2: Writes in different styles (narrative, descriptive, expository, persuasive) from their 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 of the aesthetics in different genres (humour, suspense, tragedy) through analysis of style (narrative, descriptive, expository, persuasive) and employs these elements in their writing.

• C-2.1: Describes characteristics of works of literature from different time periods (such as early, medieval, contemporary).
• C-2.2: Analyses a literary text by close reading, critiquing form and style, and interpreting possible meanings.
• C-2.3: Composes literary texts by using appropriate literary devices.

CG-3: Uses language to develop reasoning and argumentation skills by engaging with a variety of audio and written material.

• C-3.1: Analyses and evaluates the different audio and written material.
• C-3.2: Argues with proper rationale by carefully evaluating premises.

CG-4: Appreciates literary and cultural heritage in and related to the language and the richness of Indian languages.

• C-4.1: Recognises the multilingual nature of Indian society and richness of its literary work through reading texts and watching content of 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 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 useful words and phrases and works of literature from a few Indian languages from across the country.

Language R2

CG-1: Uses language for effective communication through various oral activities (discussions, interviews, public speeches) and writing activities (essays, letters, articles), including new media (email, audio, and visual material).

• C-1.1: Uses language appropriate to social context, expresses agreement and disagreement with reasons, and arrives at conclusions through discussion and debate.
• C-1.2: Writes in different styles (narrative, descriptive, expository, persuasive) from their 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: Uses language to develop reasoning and argumentation skills by engaging with a variety of audio and written material.

• C-2.1: Analyses and evaluates different audio and written material.
• C-2.2: Argues with proper rationale by carefully evaluating premises.

CG-3: Develops an appreciation of the aesthetics in different genres (humour, suspense, tragedy) through an analysis of style (narrative, descriptive, expository, persuasive) and employs these elements in their writing.

• C-3.1: Describes characteristics of works of literature from different time periods (such as early, medieval, contemporary).
• C-3.2: Analyses a literary text by close reading, critiquing form and style, and interpreting possible meanings.
• C-3.3: Composes literary texts using appropriate literary devices.

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.

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.

Grammar and vocabulary learning will be reinforced through editing tasks, sentence 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:

• Read and appreciate a variety of literary texts from different genres.
• Analyse characters, themes and ideas presented in literary works.
• Interpret events, conflicts and relationships in stories and poems.
• Recognise the influence of context, culture and background on literary texts.
• Identify literary devices such as simile, metaphor, imagery, repetition and 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, at the secondary stage, should take into consideration the knowledge and capacities that students will bring from the previous stages of schooling. The pedagogy may encourage more self-study and exploration with a focus on becoming fluent in the 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.

Depending on the matter of study, context, and stage of the student, these effective pedagogical approaches would be of a wide range, including pedagogy that is more experiential, integrated, inquiry-driven, discovery-oriented, discussion-based, project-based, arts-based, sports-based, and activity-based. Effective pedagogy, therefore, 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.

At this stage, the following may become part of the pedagogical process.

a) Oral presentations:

1. 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.
2. 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.
3. 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.
4. 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:

1. 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.
2. 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.
3. 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:

1. 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.
2. Literary language writing skills:
   1. 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.
   2. Teachers must ensure students practise writing poems, stories, or plays with literary devices (e.g., similes, metaphors, hyperbole, irony, puns, and oxymorons).
   3. 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

1. 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.
2. 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.
3. Classroom and Self-assessment will play a key role in student learning at this stage.
4. Assessments can be designed using case-based questions, 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 of competencies and learning standards.

1. At the end of each year (or term), there will be a comprehensive summative assessment, which in relevant cases, would be the Board examinations.
2. Assessment may measure the achievement of competencies and 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.
3. Appropriate forms of assessments may be chosen in alignment with the competencies and learning standards to be assessed.
4. Assessments should be constructive, developmental, and learning focused.

Forms of Assessment

There are several forms of assessment that can be used across both formative and summative assessments.

(a) Written Tests: Forms of written tests include:

1. 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.
2. Constructed Response Questions: These are questions that require students to frame and write answers. They can be close ended (requiring one correct and short answer) or open-ended (requiring a short or long essay with multiple correct/alternate answers). It is important to have clear and detailed scoring guides/marking schemes for such questions to avoid subjectivity in assessment.
3. 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.

1. Reading Aloud: Reading assessments could include reading aloud a passage, a poem, or any other form of writing. Word recognition, fluency, and voice modulation skills could be assessed along with comprehension by asking students to summarise or talk about what they have read.
2. Listening and Responding: Students listen to a text and respond either orally or on a worksheet.
3. Recitation: This helps the teacher assess the spoken language with a specific focus on pronunciation, intonation and comprehension by observing students’ expressions and actions.
4. 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:

1. 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.
2. 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.
3. Multiple Assessment
   These include a range of activities like quizzes, worksheets, oral presentations, class discussions, etc.
4. Periodic Pen and Paper Assessment

Question Paper Design - R1 & R2

ENGLISH LANGUAGE - SYLLABUS CLASS - IX (2026-27) R1

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)

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. Editing/Omitting (Selected responses - MCQs) - 04 Marks

4. Sentence Rearrangement - 03 Marks

5. Sentence Transformation - 03 Marks

III. Writing Skills - 20 Marks (03+05+05+07)

6. Writing a Notice, Informal Invitation (Word Limit - Up to 50 words) - 3 Marks

7. Writing a Letter to Editor, Formal E-mail on a given issue for presenting views and suggestions - (Word Limit - 120-150 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 comprise both same or different topics.

Section C - Language through Literature - 30 Marks (10 + 10 + 05 + 05)

IV. Extract Based Questions - 5x2 = 10 Marks

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

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

ENGLISH LANGUAGE - SYLLABUS CLASS - IX (2026-27) R2

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

III. Writing Skills - 20 Marks (04+05+05+06)

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

9. Writing a Narrative Essay (Word Limit - 150-180 words) - 6 Marks

For questions 6 to 9 attempt any one as per the internal choice provided. The internal choice could comprise both same or different topics.

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.

12. 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)

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