EnglishCBSE Class 11 · Chapter 1

Note Making and Summarisation Class 11: Format, Marking Scheme and Solved Passages

Updated 14 October 2026 · Fact-checked

Note making and summarisation is Q3 of the CBSE Class 11 English Core paper. From a 200-250 word passage you make notes for 5 marks (title 1, numbering and indenting 1, key 1, notes 2) and write a summary of up to 50 words for 3 marks (content 2, expression 1), using the notes as your plan.

What Note Making and Summarisation is about

Section A (Reading Skills) of the Class 11 English Core paper carries 26 of the 80 marks. Q1 and Q2 are unseen passages with objective questions; Q3 is note making and summarisation, worth 8 marks. The 2026-27 syllabus states: "Note Making and Summarization based on a passage of approximately 200-250 words. i. Note Making: 5 Marks (Title: 1, Numbering and indenting: 1, Key/glossary: 1, Notes: 2) ii. Summary (up to 50 words): 3 Marks (Content: 2, Expression: 1)".

The skill is taught in the writing section of NCERT Hornbill ('Note-making'), which shows the method on a passage about pheasants: underline, question the passage, note the points without full verbs, then number and group them.

This page gives you:

the format that earns each of the five note-making marks
how to choose a title, build headings and sub-headings, and write a key of abbreviations
how to turn the notes into a summary of up to 50 words in full sentences
solved passages, a marking split and the mistakes that cost marks

The same skill helps outside the exam: making notes from a lecture, a news report or a long chapter is exactly this method.

Weightage: Section A (Reading Skills) carries 26 of the 80 theory marks: Q3 is note making (5: title 1, numbering and indenting 1, key 1, notes 2) and a summary of up to 50 words (3: content 2, expression 1) on a 200-250 word passage; Q1 and Q2 are unseen passages of 10 and 8 marks.Source: CBSE English Core (301) syllabus 2026-27, Class XI question paper design

Key concepts

What good notes look like

NCERT section Hornbill, Writing Skills: Note-making

Notes are a short, organised record of the main points of a passage, written so that they still make sense later. Good notes:

are short and pick out only the main ideas and the important supporting details
are in note form: phrases, not full sentences; articles, most prepositions and helping verbs are left out
divide information logically into headings and sub-headings
use abbreviations and symbols freely, explained in a key
are readable when you return to them

The NCERT method: underline the important words, ask yourself questions while reading (What is it about? Where? Why? How many?), note the answers as phrases, combine related points, and number them.

Worked example

Change this sentence into note form: 'The city's air quality falls sharply in November because farmers burn crop stubble in the neighbouring states.'

Try it first, then show the solutionSolution

Keep only the key words: air quality, falls, November, stubble burning, neighbouring states.
Turn the verb into a noun and drop articles: 'Fall in air quality in Nov.'
Give the cause as a sub-point: 'cause: stubble burning in nbg states'.

Answer: Sharp fall in air qlty in Nov. — cause: crop stubble burning in nbg. states

Format and the five note-making marks

NCERT section Hornbill, Note-making (characteristics of good notes)

The 5 marks are split as Title 1, Numbering and indenting 1, Key/glossary 1, Notes (content) 2. A safe layout:

Title: .................................
1. Main heading
   1.1 sub-heading
   1.2 sub-heading
       1.2.1 sub-sub-heading
2. Main heading
   2.1 ...
Key: abbr. — meaning; abbr. — meaning; ...

Numbering: use either the decimal system (1, 1.1, 1.1.1) or figures and letters (1, (a), (i)); be consistent.
Indenting: each sub-level starts further to the right.
Aim for two to four main headings, each with two or three sub-points.
Write a key of at least four abbreviations, each used in the notes.

Worked example

A student writes the notes as five numbered sentences in a single column with no title and no key. Which marks are lost?

Try it first, then show the solutionSolution

No title: title mark (1) lost.
No sub-headings or indenting: numbering and indenting mark (1) lost or halved.
No key: key mark (1) lost.
Full sentences instead of note form may reduce the notes mark.

Answer: Up to 3 of the 5 marks are lost (title, indenting, key), and the content mark may be cut.

Choosing a title and headings

NCERT section Hornbill, Note-making

The title names the central idea of the whole passage in a few words, as a phrase (not a sentence). Look for the idea that every paragraph supports; the first and last sentences often hint at it. Avoid titles that cover only one paragraph or that are too general ('Life', 'Environment').

Main headings usually follow the passage's main parts (causes, effects, solutions; features, uses, problems; past, present, future). Sub-headings carry the details under each. Each heading should be a noun phrase: 'Benefits of morning walks', not 'Morning walks are beneficial'.

Worked example

A passage explains why honeybees are declining (pesticides, loss of wild flowers, mites), what this means for crops, and how farmers and citizens can help. Suggest a title and three main headings.

Try it first, then show the solutionSolution

Central idea: the decline of honeybees and the response to it.
Three parts: causes, effects on farming, remedies.

Answer: Title: Disappearing Honeybees: Causes and Cures. Headings: 1. Causes of decline 2. Effects on crops 3. Ways to help.

Abbreviations and the key

NCERT section Hornbill, Note-making (abbreviations and symbols)

Abbreviations save time and show the examiner that you are writing notes, not copying. Rules:

abbreviate long words used more than once; use at least four
use recognisable forms: 'govt.' (government), 'env.' (environment), 'imp.' (important), 'info.' (information), 'dev.' (development), 'temp.' (temperature), 'yrs' (years), 'approx.' (approximately)
standard symbols may be used: &, %, →, =, ↑ (increase), ↓ (decrease), e.g., etc.
list every abbreviation in a key (or glossary) below the notes, in the form 'abbr. — full word'
do not abbreviate the title; do not invent forms nobody could guess

Worked example

Write a key for these notes: '1. Imp. of yoga 1.1 ↑ flexibility 1.2 ↓ stress & anxiety 2. Govt. initiatives 2.1 intl. day — 21 June'.

Try it first, then show the solutionSolution

List each shortened form with its full word.
Symbols such as ↑ and ↓ may be explained too.

Answer: Key: imp. — importance; govt. — government; intl. — international; ↑ — increase in; ↓ — reduction in

Writing the summary (up to 50 words)

NCERT section CBSE syllabus Q3 (ii); Hornbill, Summarising

The summary carries 3 marks: content 2, expression 1. Write it from your notes, not from the passage:

one paragraph, up to 50 words, in complete sentences (no abbreviations, no numbering)
cover the central idea and the main points of every heading; leave out examples, figures and repetition unless essential
use your own words, in the third person and the present tense where possible
link ideas with words such as however, therefore, as a result, while
you may give it the same title or no title; do not add your opinion

Count the words: going far over 50 or writing only 20 both lose marks.

Worked example

Turn these notes into a summary of about 30 words: '1. Causes of decline 1.1 pesticides 1.2 loss of wild flowers 1.3 mites 2. Effects: ↓ pollination → ↓ crop yields 3. Remedies: organic farming, native plants'.

Try it first, then show the solutionSolution

Open with the central idea, then causes, effects and remedies in that order.
Expand every abbreviation and symbol into full words.

Answer: Honeybees are declining because of pesticides, the loss of wild flowers and mites. Fewer bees mean less pollination and poorer harvests. Organic farming and growing native plants can help reverse this decline. (32 words)

Note Making and Summarisation in real life

Each concept, met in an everyday situation. Read the situation, answer the question in your own words, then compare with the model answer. The one-line hook is what to remember.

Notes from a lecture

Suppose a guest speaker talks to your class for 20 minutes on safe use of the Internet, and you must share notes with absent classmates.

How would you organise the notes so others can use them?

Try it first, then show the solutionSolution

Title the notes with the talk's central idea, e.g. 'Staying Safe Online'.
Use the speaker's main parts as headings (risks, safe habits, where to report) with sub-points, and add a key for abbreviations such as 'pwd' or 'acc.'.

Answer: A titled, numbered set of headings and sub-points with a key, short enough to read in two minutes.

Memory hook: Notes are for later readers: title, numbers, key.

Summary for a busy reader

Imagine your school principal asks you to summarise a two-page circular about a new examination timetable for the class WhatsApp group in under 50 words.

What should go in, and what should be left out?

Try it first, then show the solutionSolution

Include: what is changing, from when, and what students must do.
Leave out: background reasons, repeated details, examples and politeness formulas.

Answer: A three-sentence message giving the change, the date and the action needed.

Memory hook: Summary = what, when, what to do.

Using notes for revision

Suppose a classmate copies whole sentences from the textbook as 'notes' and finds them useless before the exam.

Why do such notes fail, and what should be changed?

Try it first, then show the solutionSolution

Full sentences are as long as the book, with no structure showing the main points.
Notes should be short phrases under numbered headings, with abbreviations and a key.

Answer: They lack selection and structure; good notes are short, numbered phrases of main points.

Memory hook: If notes are as long as the book, they are not notes.

Topics in this chapter

Note Making: Title, Headings, Key and Summary

Note Making and Summarisation: key facts

Marks: Notes 5 = title 1 + numbering and indenting 1 + key 1 + notes 2; summary 3 = content 2 + expression 1; Passage about 200-250 words.
Layout: 1.Title
2.1. heading
3.1.1 sub-heading (indented)
4.1.1.1
5.Key; Or 1, (a), (i); stay consistent.
Note form: Phrases; nouns for verbs; no articles; abbreviations; 'Pollution increases' → 'Incr. in pollution'.
Key: At least 4 abbreviations, each written as 'abbr. — word'; Only list forms actually used.
Summary: Up to 50 words, full sentences, from the notes, no abbreviations; Central idea first; no opinion.

How the school exam asks Note Making and Summarisation

The question patterns to expect, and the method that works for each.

Question type	How it is asked	Method
Notes on a factual passage	A 200-250 word passage on science, health, environment or society: 'Make notes using recognisable abbreviations, with a suitable title' (5 marks).	Underline, find two to four main parts, write headings with sub-points, add a key.
Summary from the notes	'Write a summary of the passage in about 50 words' (3 marks).	Expand the notes into connected sentences; check the word count.
Title only / key only	Sometimes asked separately in tests: suggest a title, or list four abbreviations used (1 mark each).	Title = central idea as a phrase; key = four real abbreviations.

Tricks to remember Note Making and Summarisation

Short memory aids. Say each one aloud once, then use it on a question the same day.

T-N-K-N
Title, Numbering, Key, Notes: one mark each for the first three, two for the notes. 'Take Notes, Keep Neat.'
Use it when: Remembering the 5-mark split.
Four-plus key
At least four abbreviations, every one in the key.
Use it when: Securing the key mark.
Notes in phrases, summary in sentences
Notes cut words; the summary puts them back.
Use it when: Switching style between the two parts.
Fifty is the ceiling
Count your summary; stop at 50 words.
Use it when: Summary word limit.

Note Making and Summarisation: exam-level solved questions

Ordered from exam level to HOTS. Cover the solution, write your own, then compare step by step.

Example 1: Full notes and summary: millets · 8 marks · Long answerHarder exam level

Read the passage and (a) make notes with a title and key (5 marks); (b) write a summary of up to 50 words (3 marks).

Millets such as jowar, bajra and ragi were once the everyday grains of Indian homes. Over the last fifty years, however, rice and wheat replaced them on most plates, helped by subsidies and the belief that millets were 'poor people's food'. Today these small grains are returning, and for good reasons.

Nutritionally, millets are rich in fibre, iron and calcium. Ragi, for example, contains far more calcium than rice. Because they release sugar slowly, millets help in controlling diabetes, a disease that is spreading quickly in cities. They are also free of gluten, which some people cannot digest.

Millets are kind to the environment too. They grow on poor, dry soil, need much less water than paddy and can survive high temperatures. As rainfall becomes less certain, they offer farmers a safer crop. Most millets also need few fertilisers and pesticides.

Yet several problems slow their return. Millets are harder to process, cook and store, and many young people do not know how to use them. Farmers also find that markets for millets are small and prices uncertain. Governments and food companies are now promoting millet-based snacks, adding millets to school meals and supporting farmers with better prices. If these efforts continue, millets may once again become a regular part of the Indian diet.

Try it first, then show the solutionSolution

Central idea: the return of millets: why they matter and what holds them back.
Main parts: past decline; health benefits; environmental benefits; problems; remedies.

Notes:

Title: Millets: The Return of Forgotten Grains
1. Decline
   1.1 replaced by rice & wheat (last 50 yrs)
   1.2 reasons: subsidies; image of 'poor people's food'
2. Health benefits
   2.1 rich in fibre, iron & calcium (ragi > rice in calcium)
   2.2 slow sugar release → helps control diabetes
   2.3 gluten-free
3. Env. benefits
   3.1 grow on poor, dry soil
   3.2 need less water than paddy; survive high temp.
   3.3 few fertilisers & pesticides → safer crop for farmers
4. Problems
   4.1 hard to process, cook & store
   4.2 young people unaware of use
   4.3 small mkts; uncertain prices
5. Remedies
   5.1 millet snacks; millets in school meals
   5.2 govt. support: better prices for farmers
Key: yrs — years; env. — environmental; temp. — temperatures; mkts — markets; govt. — government; & — and; → — leads to; > — more than

Answer: Summary: Millets, displaced by rice and wheat over fifty years, are returning. They are nutritious, help control diabetes and are gluten-free. They grow on dry soil with little water or chemicals. Processing difficulties, low awareness and weak markets remain, but school meals, new products and better prices are reviving them. (49 words)

Example 2: Choosing the best title · 1 mark · Short answerExam level

For the millets passage, which title is best and why? (a) Food (b) Ragi and Calcium (c) Millets: The Return of Forgotten Grains (d) Millets Are Better Than Rice

Try it first, then show the solutionSolution

(a) is too general; (b) covers one detail only.
(d) is an opinion in sentence form.
(c) names the whole central idea as a phrase.

Answer: (c) Millets: The Return of Forgotten Grains.

Example 3: Notes on a short scientific passage · 5 marks · Short answerHarder exam level

Make notes with a title and key: 'Sleep is not idle time for the brain. During deep sleep the brain sorts the day's experiences and stores important memories, which is why students who sleep well remember lessons better. Sleep also lets the body repair muscles and strengthens the immune system. Teenagers need eight to ten hours a night, yet many get less than seven because of late-night screen use and early school hours. Too little sleep leads to poor concentration, irritability and a higher risk of accidents. Experts advise switching off screens an hour before bed, keeping fixed sleeping times and avoiding caffeine in the evening.'

Try it first, then show the solutionSolution

Parts: functions of sleep; teenagers' needs and reality; effects of too little sleep; advice.

Title: Why Sleep Matters
1. Functions
   1.1 brain sorts day's experiences, stores imp. memories → better learning
   1.2 body repairs muscles; strengthens immunity
2. Teenagers
   2.1 need 8-10 hrs
   2.2 get < 7 hrs: late screen use, early school
3. Effects of less sleep
   3.1 poor concentration, irritability
   3.2 ↑ risk of accidents
4. Advice
   4.1 no screens 1 hr before bed
   4.2 fixed sleeping times; no evening caffeine
Key: imp. — important; hrs — hours; < — less than; ↑ — higher; → — leads to

Answer: Notes as above: title, four numbered headings with indented sub-points, and a key of five abbreviations or symbols.

Example 4: Summary from given notes · 3 marks · Short answerExam level

Write a summary of about 40-50 words from the 'Why Sleep Matters' notes.

Try it first, then show the solutionSolution

Start with the central idea; give each heading one clause or sentence.
Expand every abbreviation and symbol.

Answer: Sleep allows the brain to store memories and the body to repair itself. Teenagers need eight to ten hours but often sleep less because of screens and early classes, which harms concentration and raises the risk of accidents. Avoiding screens and caffeine and keeping regular hours help. (47 words)

Example 5: Fix the faulty notes · 3 marks · Short answerHOTS / competency

A student's notes on the sleep passage read:
'Sleep
1. Sleep is not idle time for the brain.
2. Teenagers need 8-10 hrs.
3. Screens.
4. Accidents happen.'
No key is given. Identify three faults and correct them.

Try it first, then show the solutionSolution

The title 'Sleep' is too general: use 'Why Sleep Matters'.
Points are copied sentences or single vague words ('Screens'), with no headings or sub-points: regroup under Functions, Teenagers, Effects, Advice, with indented sub-points.
No key although 'hrs' is used: add a key of at least four abbreviations.

Answer: Title too general; no structure (copied sentences, vague words, no sub-points); no key. Corrected notes follow the four-heading layout with a key.

Example 6: Abbreviate sensibly · 1 mark · Very short answerHarder exam level

Give recognisable abbreviations for: approximately, information, development, environment, population, maximum.

Try it first, then show the solutionSolution

Keep enough letters for anyone to recognise the word.

Answer: approx., info., dev., env., popn., max.

Where the marks are

How a typical answer is marked: the value points the examiner looks for and the marks each earns.

Make notes on the passage in any suitable format using recognisable abbreviations, and give it a title. [5 marks] (5 marks)

Step	Marks
Title: a short phrase that names the central idea	1
Numbering and indenting: consistent system with headings and indented sub-points	1
Key: at least four abbreviations used in the notes, with their full forms	1
Notes: all main points and important details in note form, logically grouped	2

Write a summary of the passage in about 50 words. [3 marks] (3 marks)

Step	Marks
Content: central idea and all main points from the notes	2
Expression: complete, connected sentences, no abbreviations, within about 50 words	1

Where students lose marks in Note Making and Summarisation

The slips examiners see most often, and what to write instead.

Mistake: Writing full sentences as notes
Notes must be in note form; long sentences show copying, not selection.
Wrong working
1. Honeybees are declining all over the world because farmers use a lot of pesticides.
Right working
1. Causes of decline
1.1 heavy use of pesticides
Do this: Change verbs into nouns and drop articles.
Usually costs: 1 mark (notes)
Mistake: Key missing or with abbreviations that are not used
The key mark needs real abbreviations from the notes, explained.
Wrong working
Key: Mr. — Mister; Dr. — Doctor (neither used in the notes)
Right working
Key: govt. — government; env. — environment; dev. — development; imp. — important
Do this: Write the key after the notes, listing only forms you used.
Usually costs: 1 mark (key)
Mistake: No indenting or mixed numbering
The structure mark needs a clear, consistent hierarchy.
Wrong working
1. ... a) ... 2.1 ... (iii) ... at the same margin
Right working
1. ...
1.1 ...
1.2 ...
2. ...
Do this: Pick one system and indent each level.
Usually costs: 1 mark (numbering and indenting)
Mistake: Abbreviations or bullet points in the summary
The summary must be in complete, connected sentences.
Wrong working
Govt. & NGOs → ↑ awareness; imp. of trees
Right working
The government and NGOs are raising awareness of the importance of trees.
Do this: Expand every short form in the summary.
Usually costs: 1 mark (expression)
Mistake: Summary far over 50 words or with personal opinion
The limit is 'up to 50 words' and a summary reports only the passage.
Wrong working
An 80-word summary ending 'I think everyone should plant trees.'
Right working
About 45 words covering the main points only
Do this: Write from the notes and count the words.
Usually costs: 1-2 marks

Practice questions on Note Making and Summarisation

Write each answer on paper first. Open the hint only if you are stuck, and the answer only when you have finished.

Q1 · 1 mark · MCQExam level
How many marks are given for the key in note making? (a) 1 (b) 2 (c) 3 (d) none
Hint
Title, numbering, key, notes.
Answer
(a) 1
Q2 · 1 mark · Very short answerExam level
Rewrite in note form: 'The use of plastic bags has been banned in many states because they choke drains and harm cattle.'
Hint
Noun phrase with a sub-point.
Answer
Ban on plastic bags in many states — reasons: choke drains; harm cattle
Q3 · 5 marks · Short answerHarder exam level
Read and make notes with a title and key: 'Libraries are changing. Earlier they were silent rooms of books where people came only to borrow and return. Today many libraries offer free Internet, digital books, audiobooks and study spaces for students preparing for competitive examinations. Some run reading clubs for children, coding workshops for teenagers and computer classes for senior citizens. They help people who cannot afford books or devices, and give everyone a safe, quiet place to learn. However, many public libraries suffer from low budgets, old collections and few trained staff. Regular funding, partnerships with schools and the use of volunteers can keep them alive.'
Hint
Past and present, services, value, problems, solutions.
Answer
Title: Libraries: Changing with the Times
1. Then: silent rooms; only borrowing & returning books
2. Now: services
2.1 free Internet, e-books, audiobooks
2.2 study spaces for comp. exam students
2.3 reading clubs (children); coding (teens); computer classes (sr. citizens)
3. Value: access for those without books/devices; safe, quiet place to learn
4. Problems: low budgets; old collections; few trained staff
5. Solutions: regular funding; school partnerships; volunteers
Key: & — and; e-books — electronic books; comp. — competitive; sr. — senior
Q4 · 3 marks · Short answerHarder exam level
Write a summary of up to 50 words of the libraries passage.
Hint
Change, services, value, problems, solutions.
Answer
Libraries have changed from silent book rooms into learning centres offering Internet, digital books, study spaces and classes for all ages. They help people without books or devices, but face low budgets, old collections and few trained staff. Steady funding, school partnerships and volunteers can sustain them. (47 words)
Q5 · 1 mark · Very short answerExam level
Why should the summary be written from the notes and not directly from the passage?
Hint
Selection.
Answer
The notes already contain only the main points in order, so a summary from them stays short, covers every part and avoids copying the passage's sentences.
Q6 · 1 mark · MCQHarder exam level
Assertion (A): A key is needed even when only symbols such as → and ↑ are used. Reason (R): The key explains every short form so that the notes make sense to any reader. Choose (a) both true, R explains A (b) both true, R does not explain A (c) A true, R false (d) A false, R true.
Hint
Who reads the notes?
Answer
(a) Both are true and R explains A.
Q7 · 3 marks · Short answerHOTS / competency
A passage describes a city's water crisis: falling groundwater, wasteful use, polluted lakes, and solutions such as rainwater harvesting, fixing leaks and reviving lakes. Draft only the headings and sub-headings (no key) and suggest a title.
Hint
Problem, causes, solutions.
Answer
Title: Saving the City's Water. 1. Problem: falling groundwater 2. Causes 2.1 wasteful use 2.2 polluted lakes 3. Solutions 3.1 rainwater harvesting 3.2 fixing leaks 3.3 reviving lakes
Q8 · 2 marks · Short answerHOTS / competency
Your summary of a passage is 78 words. Explain two ways to cut it to 50 words without losing content marks.
Hint
Examples and repetition go first.
Answer
Remove examples, figures and repeated ideas, keeping one sentence per main heading; combine sentences with linking words (while, therefore) and replace phrases with single words ('in spite of the fact that' → 'although').

Test your recall

Answer in your head or on paper first, then open the card. Pulling an answer out of memory makes it stick far better than re-reading.

1.How many marks do note making and the summary carry together?Show answer
8 (notes 5, summary 3).
2.How long is the Q3 passage?Show answer
About 200-250 words.
3.What is the word limit of the summary?Show answer
Up to 50 words.
4.How many abbreviations should the key have?Show answer
At least four, each used in the notes.
5.Should the summary use abbreviations?Show answer
No; it is written in full sentences.
6.Name two numbering systems for notes.Show answer
Decimal (1, 1.1, 1.1.1) and figures with letters (1, (a), (i)).

Best order to study it

Read the Hornbill note-making unit and its method.
Practise turning sentences into note form.
Practise titles and headings on short passages.
Build a stock of standard abbreviations.
Write full notes with a key on a 200-250 word passage.
Write 50-word summaries from your notes and count the words.

Quick revision checklist

The night before the exam: can you do each of these without looking?

Q3: passage of about 200-250 words; notes 5 + summary 3 = 8 marks.
Notes: title 1, numbering and indenting 1, key 1, content 2.
Note form: phrases, nouns for verbs, no articles, abbreviations.
Two to four headings with sub-points; one numbering system; indent each level.
Key: at least four abbreviations actually used.
Summary: up to 50 words, full sentences, from the notes, no opinion.

Note Making and Summarisation: frequently asked questions

Is note making in the Class 11 English syllabus for 2026-27?

Yes. Q3 of Section A is note making (5 marks) and a summary of up to 50 words (3 marks) on a passage of about 200-250 words, as stated in the CBSE English Core 2026-27 syllabus.

Must the summary have a title?

The marks for the summary are for content and expression, not a title. You may write the same title above it, but it is not required.

Can I use symbols like arrows in notes?

Yes. Symbols such as →, ↑, ↓, & and = are accepted in notes, preferably explained in the key. They must not appear in the summary.

How many headings should my notes have?

Usually two to four main headings, each with two or three sub-points, depending on the passage. Every heading should come from the passage, not from your own knowledge.

Do I have to use the decimal system?

No. Any clear, consistent system with indenting is accepted: 1, 1.1, 1.1.1 or 1, (a), (i).

Based on: CBSE English Core (301) syllabus, Classes XI-XII 2026-27; NCERT Hornbill, English Reader for Class XI (Reprint 2026-27), Note-making