CBSE Class 5 English Syllabus

CBSE 5th Class English Syllabus for 2023-24 Examination 

CBSE Class 5 English Syllabus is the first stage for students to acquire the more complex concepts, English grammar is where students will learn how to construct narratives with paragraphs and language. The  5th class syllabus introduces English Grammar to the students. It comprises the language and its basics. So, the students of Class 5 need to know the syllabus in detail. For the benefit of students, the article has provided the complete syllabus and chapter-wise distribution.

The syllabus of Class 5 CBSE is divided into two parts- Literature and English language. The article discusses the list of chapters, topics, and contents in the following paragraphs. Students must know the syllabus properly to score well in the exam.

CBSE Class 5 Syllabus for Other Subjects

CBSE Class 5 Syllabus

  • CBSE Class 5 English Syllabus

CBSE Class 5 English Syllabus 2023-24 Examination

A PDF file for the CBSE Class 5 English syllabus 2023-24 is given below. Students can download the file to their devices and use it during their study time.

Class 5 CBSE English Syllabus

As it is mentioned earlier the syllabus of CBSE Class 5 English is divided into two parts- Literature and English language besides grammar. However, before getting into the details of the syllabus, here is an overview of the kind of questions they can expect in the exam.

Section A (Reading)

All questions will be asked as per the topics given in English language.

Section B (Writing)

All questions will be asked from the topics under the English language.

Section C (Grammar)

All questions will be asked from the topics listed under the English language.

Section D (Literature)

All questions will be asked from the topics under the English language.

English Syllabus for Class 5

English is one of the major languages of communication in the world. It may not be the foremost spoken dialect in the world. However, the dialect is spoken in over 53 nations and is spoken by over 400 million people in the world as a first language. Moreover, in various professions, English writing or speaking is required as a stepping stone for a successful career. Today, more than one billion people around the world are learning this language which speaks volumes of the importance of the English language. The majority of students and professionals learn English as a second language for a bright career prospect, especially students going abroad either for higher studies or professional reasons, you need to enhance your communication skills while you are still in school. Moreover, to communicate with a person or to address a group of people, language is used for many purposes, so it is all the more crucial to learn it the right way.

CBSE prepares an English language curriculum to enable students to formulate and develop their communicative competencies through practicing listening, speaking, reading, writing, and linguistic knowledge (grammar, pronunciation & grammar)  the importance of learning English very well, especially in a country like India which is a multilingual country. So, learning different languages is more difficult than one common language, i.e., English. Learning English can help you get admission into a prestigious university, and may even help you get a better job,  besides helping you to read and appreciate materials available worldwide in English and enhance your knowledge.

Learning and mastering the language becomes even more demanding when you travel to foreign countries. You may find yourself out of place if you can’t communicate well and at times it can be quite embarrassing and it’s better late than never. But, for illustrations, critical analysis, writing a thesis, and data interpretation, you need to improvise your language and make the most of it while you are still in school. Additionally, you must be able to converse in the language especially while going on excursions, business tours, or other professional activities. It has become a major language for business communication.

List of chapters in Class 5 English Syllabus Literature Section 

English literature has become the lingua franca of global communication and is one of the most popular as a second language across the world and the most widely spoken language after  Mandarin. Many literature laureates have established the glory of English literature and made it one of the most loved subjects in the world. Literature holds unfathomable importance in the mental growth of a child, therefore it’s important to strengthen the foundation of learning before moving to middle school. So, Class 5 students require developing an interest in English literature not only to broaden their perspective but it’s time for them to express their feelings, emotions as chunks of information for others to clearly decipher.

The following list provides you with the details of the chapters from the literature section.

Unit– 1 

Chapter – Wonderful Waste

It is an interesting story in English literature of Class 5. This makes students acquainted with a delicious and famous dish called Avial which originated in Kerala. Here, students learn how waste materials can be used to make wonderful things by being creative.

  • Poem – Ice Cream Man

The poem is about a person whom children love the most, the ice cream man. In this poem, the poet here discusses how an ice cream man brings joy and happiness to a child during hot summer days.

Unit –2

  • Chapter – Flying Together

The story tells students about team spirit. It depicts how a flock of geese escaped the trap built by a hunter by flying together. It also focuses on teamwork and collaboration.

  • Poem – Teamwork

In the poem written by Jan Nigro students can learn the importance of collaboration at work. It teaches students the effectiveness of teamwork. The moral of the poem is depicted through a basketball game.

Unit – 3 

  • Chapter – Robinson Crusoe Discovers a Footprint

As the name goes, the story shows how Robinson Crusoe discovers a footprint on an isolated island and what follows next. He was initially happy to see the footprints. However, the fear of being attacked hits him later. The agony and pain of being all alone on an island and longing for company is reflected there.

  • Poem – My Shadow

The poem is written from the perspective of a young child who finds joy in the company of his own shadow. It revolves around the curiosity of a child on seeing his shadow. He is amused and confused at seeing someone doing exactly the same he does. He innocently believes that the shadow is afraid of being alone.

Unit – 4 

  • Chapter – My Elder Brother

It is a story about two brothers who are poles apart in terms of opinions, personalities, and thoughts. While the elder believes in building a strong foundation education while the other doesn’t. The story makes students understand the importance of elders and younger people. We must respect the elderly, and we shouldn’t feel offended when they scold us.

  • Poem – Crying

The poem tells students there is nothing wrong with crying. In fact, one must cry to their heart’s content. The poet says you should cry till your pillow is soaked. In fact, he says it does not help to cry just a little bit. Crying helps you relieve from sadness.

Unit – 5 

  • Chapter – Rip van Winkle

It is a story about a Dutch-American man. Although he is a lazy fellow, everyone likes him. This chapter is based on a German folktale in which the farmer’s life changes after meeting some dwarfs.

  • Poem – The Lazy Frog

It tells the students that laziness is not a good thing at all. It is shared by the lazy frog who doesn’t do any work all  day long. It is the same for a frog and a human being.

Unit – 6 

  • Chapter – Talkative Barber

It tells you about a barber who always keeps talking. It conveys to the students that being too talkative is not good at all.

  • Poem – Class Discussion

Through the class discussion, the poem says that not every person in the world is the same.

Unit – 7 

Chapter – Gulliver’s Travels

It is an adventurous story of Lemuel Gulliver and what he experiences in the land of Lilliputians.

  • Poem – Topsy Turvy Land

It is a very interesting story that talks about a weird land that is upside down.

Unit – 8 

  • Chapter – The Little Bully

The story revolves around a little boy who keeps on teasing everyone. So, nobody wants to play with him.

  • Poem – Nobody’s Friend

It tells how we can make friends by sharing things. People who don’t share are selfish and fail to have friends.

Unit – 9 

  • Chapter – Around the World

This story is based on Mr. Phileas Fogg, who traveled around the world in 80 days with his companion. The story perfectly encapsulated the essence of the sheer will of a person who wants to follow their passion.

  • Poem – Sing a Song of People

It brings on the story of the reality of today’s fast-paced world. Everyone is in a tearing hurry. The poet urges people to take a break and live in the moment.

Unit – 10 Literature Syllabus

  • Chapter – Who will be Ningthou?

It talks about the characteristics that a king must possess.

  • Poem – Malu Bhalu

The poem takes through the life of Malu Bhalu. It tells how parents help us learn to fight challenges in life.

English Grammar for Class 5 CBSE Syllabus

Grammar is the backbone of the  English language. CBSE knows that English is the foundation of learning.  Students need to learn Grammar and English composition in the initial phase of their education so as to acquire a decent level of communication to express feelings, experiences, information, and opinions, and learn to understand themselves and others before moving to middle school. English writing and speaking are valued differently in the world. It is no less than necessary for the students of the CBSE board to learn to communicate in English, and learning  Grammar is essential which is integral to mastering any language.

Here is the list of topics that is covered in the Grammar section of the CBSE Class 5 English Syllabus

  1. Word Formation
  2. Antonyms
  3. Synonyms
  4. Rhyming Words
  5. Suffix and Prefix
  6. Homonyms
  7. Homophones
  8. Wh- Questions
  9. Contractions
  10. Vocabulary Building
  11. Determiners
  12. Nouns
  13. Pronouns
  14. Verbs
  15. Adverbs
  16. Adjectives
  17. Degrees of Comparison
  18. Conjunctions
  19. Prepositions
  20. Punctuation Marks
  21. The Gerund
  22. The Participle
  23. Infinitives
  24. Mood
  25. Modals
  26. Types of Sentences
  27. Jumbled Sentences
  28. Clauses
  29. Case
  30. Subject-Verb Agreement
  31. Tenses
  32. Use of Do and Does
  33. Similes
  34. Proverbs
  35. Idioms and Phrases
  36. Alliteration
  37. Speech
  38. Question and Answers
  39. Story Completion
  40. Report Writing
  41. Writing Skills
  42. Essay Writing
  43. Letter Writing – Formal and Informal
  44. Comprehension
  45. Diary Entry
  46. Notice Writing
  47. Paragraph Writing
  48. Messages




English in India is no longer a language of the colonial masters. In some important domains of activity, it has become an integral part of the Indian multilingual repertoire. In a variety of ways it has enriched Indian languages, which in turn have made significant contributions to English in India and as it is used abroad. The attitudes of the contemporary Indians towards English are significantly more positive than what we for example find in the Constituent Assembly Debates of 1946-1949.

English plays an important role in the domains of education, administration, business and political relations, judiciary, industry, etc. and is therefore a passport to social mobility, higher education, and better job opportunities. In urban India, it is very common to see young people code-mixing and code-switching between English and Indian languages. It is indeed unfortunate that English has so far remained associated with the rich, elite or upper middle class. It should be the effort of the Indian educational system to reach English to every Indian child and to ensure that she/he gains a sufficiently high level of proficiency in it and not suffer discrimination for lack of it.

The teaching and learning of English today is characterised by the diversity of schools and linguistic environments, and by systemically pervasive classroom procedures of teaching a textbook for success in an examination. The emphasis should be on teaching language use in meaningful and often multilingual contexts. For the majority of our learners, what is needed is a basic or fundamental competence in the target language. We need to develop a focus in which the research on language learning is integrated with language teaching. From the research in language learning, we know that children have an innate faculty to construct grammatical systems on their own. What we need to do in the classrooms, and to the extent possible, outside them is to create socio-cultural contexts that would encourage children to participate actively in understanding and creating appropriate communicative practices. It is extremely important that textbook writers and teachers realize that children learn as much outside as in the classroom, particularly in the case of language since it is there all around them all the time. Playgrounds, street hangouts, recreation centres, picnics, adventure tours etc are all important sites of language learning from a socio-cultural perspective. If these considerations inform the new textbooks, they are bound to look different. It would be largely unnecessary and futile to teach isolated grammatical items to students. Grammars would emerge from an active engagement in communicative practices. Input rich methodologies (such as the whole language, the task-based and the comprehensible input approaches) aim at exposure to the language in meaning– focused situations so as to trigger the formation of a language system by the learner.

Input-rich communicational environments are a prerequisite to language learning since languages are learnt implicitly by comprehending and communicating messages, either through listening or reading for meaning. A comprehensible input rich curriculum lays the foundation for spontaneous language growth, and different language skills develop simultaneously in communicative sociocultural contexts rather than in any linear order as reflected in the traditional LSRW approaches. The learner can receive meaningful language input that is appropriate to his/her age and knowledge of language or readiness for language skills, given the variety and range of English-learning situations in India.

There is substantial evidence available now to show that Indian English as used by fluent educated Indian speakers does not differ in any significant way from standard varieties of English in UK or USA. There is no doubt that there are significant differences at the phonological and lexical levels. But that is also true of British and American English within those countries. Indian English can be considered a distinct variety with an identity and status of its own, and should serve as a model in teaching-learning situations.

What is to be taught and how?

The goals of a language curriculum are twofold: attainment of a basic proficiency, and the development of language as an instrument for basic interpersonal communication and later for abstract thought and knowledge acquisition. One hopes that by the time a student finishes her school, she would become an autonomous learner. This argues for a language-across-the- curriculum approach that breaks down barriers between English and other languages and subject areas. At the initial stages, English may be one of the languages for learning activities designed to enhance children’s awareness of their immediate surroundings. It is at this stage that the use of the languages of children may turn out to be most productive for teaching English. It is important to note that children effortlessly learn several languages if adequate comprehensible input is available in anxiety free situations. It is also important to note that simultaneous exposure to several languages does not as many people tend to believe, ‘confuse’ children. These facts would constitute significant guidelines for teaching strategies in the classroom.

Input-rich communicational environments are essential for language learning. Inputs include textbooks, learner-chosen texts, class libraries, parallel books and materials in more than one language, media support (learner magazines/newspaper columns, radio/audio

cassettes), and authentic materials.

Themes/sub-themes should be in conformity with the learners’ immediate environment – physical, social and cultural. These should lead to an understanding and practice of the values enshrined in the Constitution of India, including the Fundamental Rights and Duties. The various sub- themes to be included are personal relationships, the neighbourhood, the larger community, the nation, the world, etc. In addition to textual materials, various other inputs can be brought into the language classroom, which

include cards, charts, advertisements, texts produced by children, brochures, pamphlets, radio, T.V. news, etc.

In the case of textbooks, it is imperative that layout and illustrations etc. are treated as integral to the text rather than as mere cosmetic add-ons.

Language and knowledge

Language learning is essentially a matter of acquiring the important skills of listening, speaking, reading and writing in an integrated manner, and harnessing these skills to the performance of formal as well as informal communication tasks. We would expect that by the end of Class 12, every child would have acquired the whole range of skills and abilities subsumed under the continuum ranging from the Basic Interpersonal Communicative Skills (BICS) to Cognitively Advanced Language Proficiency (CALP).

Language is not only a means of communication, it is also a medium through which most of our knowledge is acquired. It is a system that, to a great extent, structures the reality around us. Language acquisition involves processes of scientific enquiry such as observation of data, classification and categorization, hypothesis formation and its verification. It should be possible to use the languages available in the classroom not only for the enhancement of above cognitive abilities but also for increasing language proficiency and sensitivity. Such exercises prove particularly useful in the conscious use of language rules in formed situations.

Social harmony in a country as diverse as India is only possible through mutual respect for each other’s language and culture. Such respect can only be built on knowledge. At all levels, the materials need to be sensitive to perspectives of equity (gender and societal), dignity of manual work, and peace and harmony (between humans, and between humans and nature). A substantial part of our existing knowledge carries a distinct gender bias. If we wish that our dream of a democratic society should become a reality, we must make every effort to eliminate gendered construction of knowledge.

In spite of all major technological breakthroughs, we know that the textbook will continue to be the major source of knowledge for the ordinary child. It is therefore important to produce textbooks that are contextually rich and provide incentives to the innate curiosity and creativity of learners. The process of material preparation should include close collaboration with teachers and children and with various agencies that have rich experience in producing textbooks and related materials. Every possible effort should be made to reflect the potential of using multilingualism as a teaching strategy in the classroom. It is of course neither possible nor desirable to have examples from all the 22 languages listed in the 8th Schedule of the Constitution. What is required is just a few examples that would illustrate that language data can be elicited from children and that they can actively participate in its classification, categorization and analysis to arrive at linguistically significant generalizations. It should also be necessary to develop feedback mechanisms, which will help us improve the materials on a regular basis. A teacher’s handbook spelling out methods and techniques, and notes for the teachers in the textbook itself, could prove to be of great practical value.

Skills to be fostered

The development of linguistic proficiency in the learner is needed for the spontaneous and appropriate use of language in different situations.

  • The learner should acquire the ability to listen and understand, and should be able to employ non-verbal clues to make connections and draw
  • The learner should develop the habit of reading for information and pleasure; draw inferences and relate texts to previous knowledge; read critically and develop the confidence to ask and answer
  • The learner should be able to employ her communicative skills, with a range of styles, and engage in a discussion in an analytical and creative
  • The learner should be able to identify a topic, organise and structure thoughts and write with a sense of purpose and an awareness of
  • The learner should be able to understand and use a variety of registers associated with domains such as music, sports, films, gardening, construction work,
  • The learner should be able to use a dictionary and other materials available in the library and elsewhere, access and collect information through making and taking down notes,
  • The learner should be able to use language creatively and imaginatively in text transaction and performance of
  • The learner should be able to develop sensitivity towards their culture and heritage, aspects of contemporary life and languages in and around the
  • The learner should be able to refine their literary sensibility and enrich their aesthetic life through different literary
  • The learner should be able to appreciate similarities and differences across languages in a multilingual classroom and
  • It is important for the leaner to notice that different languages and language varieties are associated with different domains and communicative
  • The leaner should become sensitive to the inherent variability that characterises language and notice that languages keep changing all the time. It is possible for a student to notice the differences between her own speech and the speech of her, say,

Attitudes to be nurtured

Attitudes and motivation of learners and teachers play an important role in all learning, including language learning. When the teacher is positively inclined towards pupils of diverse linguistic, ethnic and socio-cultural backgrounds, pupils will also tend to get positively motivated and involved in the teaching-learning processes. It is extremely important that teachers begin to appreciate the fact that all languages represented in their multilingual classrooms are equally scientific and should receive equal respect from the teacher and the taught. The teacher should also begin to use the multilingual classroom as a resource. Languages flourish in each other’s company. They die when they are isolated as ‘pure objects’. Languages which have become powerful in the modern world have gone through a process of constant borrowing at all levels from other languages and they have still not closed their doors. The day they do so, they will start their journey on the path of destruction. The teacher’s positive attitude will go a long way in lowering the anxiety levels of learners, while raising their awareness levels of self-respect, self-discipline, respect and care for others, interdependence and cooperation.


The ten core components identified in the National Policy of Education must be suitably integrated in school curriculum. These components, which will cut across all subject areas, should be reinforced in the whole range of inputs (print and non-print, formal and informal) for teaching/learning at various stages of school education.

Since all contemporary concerns and issues cannot be included in the curriculum as separate subjects of study, some emerging concerns like environmental issues, conservation of resources, population concerns, disaster management, forestry, animals and plants, human rights, safety norms and sustainable development should be suitably incorporated in the course content. Course materials should also draw upon the following concerns in an integrated manner:

  1. Self, Family, Home, Friends and Pets
  2. Neighbourhood and Community at large
  3. The Nation – diversity (socio-cultural, religious and ethnic, as well as linguistic), heritage (myths/legends/folktales)
  4. The World – India’s neighbours and other countries (their cultures, literature and customs)
  5. Adventure and Imagination
  6. Sports
  7. Issues relating to Adolescence
  8. Science and Technology
  9. Peace and Harmony
  10. Travel and Tourism
  11. Mass Media
  12. Art and Culture
  13. Health and Reproductive health

The thematic package given above is suggestive and at each stage should be in line with learners’ cognitive level, interest and experience. In every textbook, there should be some lessons, which are translations from other languages.

Curricular Package

It is recommended that the package for each class except for the primary stage (Classes I -V) will consist of a textbook, a workbook, and a supplementary reader. The textbook should contain not more than 10 comprehensive units (lessons, exercises and activities) and five/six poems of varying lengths depending on the class. The workbook will have the same number of corresponding worksheets as the number of the comprehensive units of the textbook. The supplementary reader will have about eight pieces meant essentially for self-study promoting reading for information and pleasure.

The recommended weightage in terms of marks is 40% for the textbook, 40% for language work including oral testing and 20% for the supplementary reader.

The curricular package for classes XI-XII (Elective Course) will consist of: Class XI –

  1. An Anthology of Poems, 2. A Short Novel, 3. A Book of Essays, and 4. A Book of Grammar and Phonology, (Part-I); Class XII – 1. An Anthology of Short Stories, 2. A Short Novel (Indian Writing in English), A Selection of One-Act Plays, and 4. A Book of Grammar and Phonology, (Part-II).

Time Available

There are about 180 working days available for teaching/learning amounting to one period per day allotted to the teaching of English. The actual number of periods available, however, may be about 150. The size of the curricular package should be such as can be conveniently covered in the given time.


Evaluation in language should be periodic, preferably at regular intervals of 4 to 6 weeks of actual instruction. Evaluation should be both oral and written. Periodic tests should carry a weightage of fifty per cent – twenty-five per cent each to oral and written. The marks should be taken into account in the final grade.

Results of test and examinations should be treated basically as feedback to teachers. They should guide them in programming their teaching and in organizing remedial work. Evaluation should be linked to assessment of general proficiency rather than to specific achievements.

Primary Level (Classes I – V)


The demand for English at the initial stage of schooling is evident in the mushrooming of private ‘English medium’ schools and in the early introduction of English as a subject across the states/ UTs of the country. Though the problems of feasibility and preparedness are still to be solved satisfactorily, there is a general expectation that the educational system must respond to people’s aspiration and need for English. Within the eight years of education guaranteed to every child, it should be possible in the span of 5 years to ensure basic English language proficiency including basis literacy skills of reading and writing.

Level – 1 (Classes I – II)


The general objectives at Level-1 are:

  • to build familiarity with the language primarily through spoken input in meaningful situations (teacher talk, listening to recorded material, ).
  • to provide and monitor exposure to and comprehension of spoken, and spoken-and- written inputs (through mother tongue, signs, visuals, pictures, sketches, gestures, single word questions/answers).
  • to help learners build a working proficiency in the language, especially with regard to listening with understanding and basic oral production (words/phrases, fragments of utterances, formulaic expressions as communicative devices).
  • to recite and sing poems, songs and rhymes and enact small plays/skits
  • to use drawing and painting as precursors to writing and relate these activities to oral
  • to become visually familiar with text [word(s)], what it means, and to notice its components

– letter (s) and the sound-values they stand for.

  • to associate meaning with written/printed language. At the end of this stage learners should be able to
  • talk about themselves, members of the family and the people in their
  • follow simple instructions, requests and questions, and use formulaic expressions appropriately
  • enjoy doing tasks (including singing a rhyme or identifying a person, object or thing) in English
  • recognise whole words or chunks of language
  • recognise small and capital forms of English alphabet both in context and in isolation
  • read simple words/short sentences with the help of pictures and understand them
  • write simple words/phrases/short sentences

Level – II (Classes III, IV and V)


The general objectives at Level -II are:

  • to provide print-rich environment to relate oracy with
  • to build on learners’ readiness for reading and
  • to promote learners’ conceptualisation of printed texts in terms of headings, paragraphs and horizontal
  • to enrich learners’ vocabulary mainly through telling, retelling and reading aloud of stories/ folktales in
  • to use appropriate spoken and written language in meaningful contexts/situations.
  • to give them an opportunity to listen to sounds/sound techniques and appreciate the rhythm and music of rhymes/sounds.
  • to enable them to relate words (mainly in poems) with appropriate actions and thereby provide understanding of the
  • to familiarize learners with the basic process of

At the end of this stage learners will be able to do the following:

  • narrate his/her experiences and incidents
  • exchange his/her ideas with the peers
  • carry out a brief conversation involving seeking/giving information
  • enjoy reading a story, poem, a short write-up, a notice, poster etc
  • take dictation of simple sentences and to practise copy writing from the blackboard and textbook and to use common punctuation marks
  • write a short description of a person, thing or place – prepare a notice, or write a message for someone
  • write a short composition based on pictures
  • take part in group activity, role play and dramatisation

Language Items

At the primary level, knowledge of grammar is to be seen mainly as a process of discovering uses and functions of items through exposure to spoken and written inputs. However, for material writers, teachers and evaluators, the following items may provide a framework of reference.

  • nouns, pronouns, adjectives, adverbs
  • is, am, are, has, have
  • tense forms (simple present and present continuous, simple past and past continuous)
  • expressing future (will and be going to)
  • articles
  • this, that, these, those (as determiners and empty subjects)
  • question words
  • an, or, but
  • punctuation marks (full stop, comma, question mark and inverted commas)
  • possessive adjectives
  • prepositions

Methods and Techniques

(At level I, there will be a shift of emphasis from learning of limited input (textbook) to providing exposure to a wide range of inputs.)

  • an oral-aural approach to be followed (with limited focus on reading and writing depending on the level)
  • learner-centred activity-based approach including bilingual approach
  • integration of key environmental, social and arithmetical concepts
  • pictures, illustrations, cartoons, and toys to be used to arouse the interest of children
  • focus on discussions, project works, activities that promote reading with comprehension depending on the level 


Activities and materials that promote language growth in the early years have been described in some detail in the preceding section. Work at the upper primary level providing a basis for action and interventions in schools is described below. In general, vocabulary development through reading extensively with comprehension and interest and writing activities of a higher order than hitherto developed are the main goals of teaching/learning at this stage.


The general objectives at this stage are:

  • to negotiate their own learning goals and evaluate their own progress, edit, revise, review their own work
  • to understand, enjoy and appreciate a wide range of texts representing different cultures, ways of living
  • to be able to articulate individual/personal responses effectively
  • to use language and vocabulary appropriately in different contexts and social encounters
  • to be able to organise and structure thoughts in writing/speech
  • to develop production skills ( fluency and accuracy in speaking and writing)
  • to use dictionary suitable to their needs
  • to understand and enjoy jokes, skits, children’s films, anecdotes and riddles At the end of this stage learners will be able to do the following:
  • understand the central idea and locate details in the text (prescribed and non-prescribed)
  • use his/her critical/thinking faculty to read between the lines and go beyond the text
  • narrate simple experiences, describe objects and people, report events to peers
  • speak accurately with appropriate pauses and clear word/sentence stress to be intelligible in familiar social contexts
  • write simple messages, invitations, short paragraphs, letters (formal and informal) applications, simple narrative and descriptive pieces,
  • use his/ her proficiency in English to explore and study other areas of knowledge through print and non-print media
  • to undertake small projects on a regular basis

Language Items

At the upper primary level, knowledge of grammar remains a process of discovery combined with a conscious effort to explicitly understand and name grammatical items. However, these should not be taken out of contexts to be treated as discrete teaching items.

In addition to consolidating the items learnt earlier, the following will be introduced and recycled through the upper primary stage.

  • determiners      passivisation
  • linking words      adjectives (comparative and superlative forms)
  • adverbs (place and types)      modal auxiliaries
  • tense forms      word order in sentence types
  • clauses      reported speech

Methods and Techniques

Classroom interaction would be such as to promote optimal learner participation leading to an urge to use language both in speech and writing. The selection of actual classroom procedures is left to the discretion of the teacher. However, the following are recommended:

  • Role play
  • Dramatisation
  • Reading aloud
  • Recitation of rhymes, poems and making observations on a given topic/theme
  • Telling and retelling stories, anecdotes, and jokes
  • Discussion, debate
  • Simple projects
  • Interpreting pictures, sketches, cartoons
  • Activities, tasks, and language games
  • Pair work, group work, and short assignments both individual and group
  • Exploring the electronic media

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FAQs (Frequently Asked Questions)

1. How many chapters are in CBSE Class 5 English Literature syllabus?

There are 10 units, including chapters and poems. There are a total of 48 chapters in the English Grammar of Class 5 CBSE syllabus. The chapters are mentioned above in detail.

2. How can I download the PDF file of the syllabus for CBSE Class 5 English?

You can download the syllabus from the file given at the beginning of the article. You can also download the PDF file from the CBSE website. You can further store it on your device, and browse through the syllabus and the study material available on the Extramarks website.

3. What is the name of the CBSE Class 5 English Book?

As per the recommendations of the NCERT books, the only book recommended to the students of Class 5 for English is Marigold.

4. How many chapters are there in CBSE Class 5 English Grammar Book PDF?

There are a total of 48 chapters in the English Grammar of Class 5 CBSE syllabus. The chapters are mentioned above in detail.

5. What is the importance of English Grammar for the students of Class 5?

Grammar is the foundation  of  English language and composition. This is the time for the students of Class 5 to learn English grammar to attain expertise in writing and communicating this language. The earlier a student starts, the better he would grasp English grammar and its components. To prepare for the Grammar questions in the exam, students can solve the CBSE Important Question and CBSE Extra Questions. You can also refer to the CBSE Revision Notes for your exam preparation.

6. What is the importance of studying English literature?

Literature helps students broaden their perspective  and eventually helps their overall  development of reading, writing, speaking and listening skills. It is said that children learn what they see and what they read.They learn to express their feelings, emotions, experiences and learn to understand themselves and others. So, literature is the key instrument   in the development of a child’s intellectual and emotional quotient.

7. How can a Class 5 student develop a good writing ability?

Writing is one of the two major ways of communication. Moreover, error-free writing is required in any examination a student appears in. So, parents are often worried about their children’s poor sentence composition and handwriting. There is only one way to attain perfection and that is to practice. The more a student would practise writing, the more he  practices the better he would become in English sentence composition and handwriting.

Tips for students to study CBSE Class 5 English syllabus 

  • Well, this is something that students often ask for from their teachers, parents and seniors. To Score  good marks in Class 5 English is easy. But to grasp the subject adequately, you need to pay attention to each topic and practice regularly.
  • To make their writing skills better, students have to learn the concept of grammar very well. At the same time, they need to start practising writing and speaking regularly. The more you practice the better you will be.
  • The parents should start communicating and discussing things with their children in English. Give them the task of writing a paragraph to test their ability and find the mistakes and rectify them.
  • Teachers must conduct an effective discussion in the class to make students build a habit of speaking to people in English. They must take the English test to check their language proficiency and work on their weak areas.
  • Solve the CBSE previous year question papers and CBSE sample papers