English
Grade: 11 and 12 Subject
code: Eng. 003 (Grade 11), Eng. 004 (Grade 12)
Credit hour: 4 Annual
working hour: 128
1. Introduction
English is a lingua franca and is an appropriate
international language for Nepal to be connected with global community. It is
not only the language of international communication but also a language of
higher education, mass media, information and communication technology (ICT),
business, tourism, science and medicine. In the context of Nepal, English is
necessary for various purposes. To be specific, our learners need English to
participate in classroom interactions; to study course materials; to read things
for pleasure and general information; to gain access to the world body of
knowledge; to read and enjoy a wide range of literary texts, to participate in
international meetings, seminars and conferences; to communicate with
foreigners in general; to enhance their career development, and many more. English is taught as a compulsory
subject from grade one to the bachelors level.
Ministry of Education, Science and Technology (MoEST) has
approved the National Curriculum Framework (NCF), 2076 addressing the changed
socio-political condition of the country and the current needs of the learners.
This grade 11and 12 E nglish curriculum has been developed in line with the
spirit of the new NCF. The present curriculum addresses all four language
skills with prime focus on reading and writing skills. It focuses on the types
of reading and writing skills that are necessary for the students in their real
life. It also includes the language functions which the students need for their
further studies and the world of work. A strong grammatical foundation is also
given due consideration in this curriculum. This curriculum is based on the
principle that learners learn language when they get sufficient opportunity to
use it in appropriate contexts. Content should not be detached from the use of
language. Content and language should be integrated while teaching. Therefore,
the curriculum has focused not only on language and language functions, but
also on a variety of fiction and non-fiction texts which provide a meaningful context
for language learning. For some students, secondary education serves as a basis
for preparation for the university education, whereas for some other students,
it may be a preparation for entry into the world of work. This curriculum tries
to address the linguistic requirements of both types of students.
This curriculum focuses on both the intensive reading of
texts which is intended for language development in the learners and the
extensive reading of texts which is intended for processing content and
developing higher order reading and writing skills. Soft skills including
critical thinking and creativity of the students have also been given due
importance. For this purpose, a wide variety of texts have been included under
various themes and topics. This curriculum includes level-wise competencies of
students, grade-wise learning outcomes, scope and sequence of contents,
learning facilitation process and evaluation
process.
2.
Competencies
This curriculum of Grade 11 and 12 in English language
aims at developing the following competencies in the learners:
1. Use both spoken
and written English for general and academic purposes in a variety of personal,
social and academic contexts.
2. Read a wide
variety of texts for information and understanding.
3. Read a variety of
literary texts for pleasure and appreciation.
4. Read, reflect and
interpret a wide range of texts.
5. Critically
analyze and evaluate ideas in a wide range of level apprapriate taxts.
6. Search, select
and manage information from various textual and online sources.
7. Create a variety
of writing for different purposes and audiences with appropriate content, style
and accuracy.
8. Produce a variety
of creative and critical writings.
9. Appreciate
diverse cultures.
10. Listen and
respond in English with accuracy and fluency
11. Communicate
clearly and effectively in a range of situations using verbal and non-verbal
communication strategies.
3.
Grade-wise Learning Outcomes
The learning outcomes in this curriculum are distributed
between grade eleven and twelve based on their levels of difficulty. However,
the same learning outcomes may be introduced in grade eleven and consolidated
in grade twelve. Therefore, these may go in a sequence and will be addressed in
the resource materials and pedagogy.
3.1 Listening
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Learning outcomes |
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Listening constructs |
Grade
11 |
Grade
12 |
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1. Identify and
discriminate stress and intonation patterns. |
§ Identify the
speaker's attitudes and feelings through their use of stress and intonation. § Show
an understanding of differentiating tones (warnings, advice, suggestion, etc. ). § Identify
the effects of supra- segmental features in a connected speech. |
§ Identify the
speaker's attitudes and feelings through their use of stress and intonation. § Identify
the speaker's purpose by
distinguishing tone and intonation patterns. § Identify
the effects of supra- segmental features and phonological processes in a
connected speech. § Identify
the key words and phrases in the given text. § 1.5
Identify the differences between formal and informal English. |
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2. Listen to
the spoken text and understand its gist and retrieve specific information
from it. |
§ Identify the
gist of a listening text. § Retrieve
specific information from spoken English. § Compare and contrast information. § Show an
understanding of the functions of common discourse markers. |
§ Identify the
gist, main idea and supporting details of a listening text. § Retrieve
specific information from spoken English, and take notes. § Compare and contrast information. §
Distinguish between cause and |
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effect. § Interpret
information and auditory cues. § Show an
understanding of the functions of a wide range of discourse markers. |
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3. Make
inference while listening |
§ Make
predictions about the subsequent content using prior knowledge, phonological
clues and contextual clues. § Make inference
about themes and message of the spoken text from prior knowledge and
contextual clues. |
§ Make
predictions about the subsequent content, actions and events using prior
knowledge, phonological clues and contextual
clues. § Make inference
about purpose, intentions, themes and message of the spoken text from prior
knowledge and contextual clues. |
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4. Listen to
the spoken text and critically analyse and evaluate the information in it. |
§ Distinguish
between facts and opinions in a spoken text. § Draw
conclusions from main ideas, specific details, prior knowledge and contextual clues. § Identify the
content and organisation of presentations. § Form
opinions about ideas presented in listening
texts. § Understand
the meaning of common idiomatic expressions. |
§ Separate facts
from opinions in a spoken text. § Draw
conclusions from main ideas, specific details, prior knowledge and contextual clues. § Identify
different points of view and make judgment. § Make judgment
on the relevance of spoken message. § Evaluate the
content and organisation of presentations. § Form
and interpret opinions about ideas presented in texts. § Understand
and interpret the meaning of common and grade appropriate idiomatic
expressions. |
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5. Listen to
the spoken text and take note of important information. |
§ Listen to a
variety of audio materials (e.g. lectures, conversations, personal accounts,
narratives and explanations) and take notes of them. § Restate what
has been heard. |
§ Listen to a
variety of audio materials (e.g. lectures, conversations, personal accounts,
narratives and explanations) and take notes of them. § Restate what
has been heard. |
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6. Participate
actively and effectively in an interaction. |
§ Participate as
an active listener in an interaction and discussion. § Ask for
clarification and elaboration. § Respond to the
speaker with appropriate facial expressions and gestures. § Respect the
age, gender, social position and cultural traditions of the speaker. |
§ Participate as
an active listener in an interaction and discussion. § Ask for
clarification and elaboration. § Respond to the
speaker with appropriate facial expressions and gestures. § Respect the
age, gender, social position and cultural traditions of the speaker. § Collaborate
with others in order to explore and discuss understanding of spoken texts. |
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7. Listen to
instructions, directions and announcements and follow them. |
§ Show an
understanding of complex directions and instructions. § Show an
understanding of common public announcements e.g. at an airport, at a stadium, etc. |
§ Show an
understanding of complex directions and instructions. § Show an
understanding of common public announcements e.g. at an airport, at a
stadium, etc.. |
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8. Gain knowledge and
understanding of target culture (s) through listening. |
§ Identify
nationality/ background of speaker (s) of listening texts § Demonstrate
an understanding of the patterns
of interactions from various
English speaking cultures. § Show an
understanding of verbal and
non- verbal social
conventions that characterize the English speaking culture. § Compare
and contrast the practicesof both national and international cultures. |
§ Demonstrate
an understanding of the patterns
of interactions from various
English speaking cultures. § Analyse the verbal and non- verbal social conventions that characterize the English
speaking cultures. § Show an
understanding of verbal and
non- verbal social
conventions that characterize the English speaking culture. § Evaluate
the practices and values of both national and international cultures. |
3.2 Speaking
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S.N. |
Speaking constructs |
Learning
outcomes |
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Grade 11 |
Grade 12 |
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1. |
1. Participate effectively
in interactions and conversations. |
§ Initiate,
maintain and conclude an interaction using appropriate expressions. § Take part in
conversations on subjects of common interest. § Speak fluently,
accurately and effectively in different situations on a wide range of general
or leisure topics. § Understand and
respond to what has been said by the other interlocutors in conversation. § Ask questions for clarification and understanding. § Respond to questions. § Present ideas,
opinions, experiences and arguments with
confidence. § Respect age,
gender, social position of the listener. § Indicate
understanding and express certainty
or uncertainty. § Make proper use
of extra linguistic features such as facial expressions and gestures. § Use common
discourse markers. |
§ Initiate,
maintain and conclude an interaction using both verbal and non-verbal
expressions and with confidence. § Take part in
relatively long conversation with multiple speakers on subjects of common
interest. § Speak fluently,
accurately and effectively according to social norms and cultural values in
different situations on a wide range of general, academic, vocational or
leisure topics. § Understand and
respond to what has been said by the other interlocutors in conversation. § Ask questions
for clarification and understanding. § Respond to
questions in a convincing way. § Respect age,
gender, social position and cultural traditions of the listener. § Present ideas,
opinions, experiences and arguments with
confidence. § Use discourse
markers to enable others to follow what is being said. § Respond with
suggestions, feedback and different viewpoints. § Change the
topic of an interaction as required. § Indicate
understanding and express certainty
or uncertainty. § Negotiate
meaning in communication. § Make proper use
of extra linguistic features such as facial expressions and |
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gestures. § Use a wide
range of discourse markers. |
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2. |
Participate effectively in
an informal discussion. |
§ Convey message
effectively using appropriate language functions. § Comment and put
forward point of a view clearly. § Give opinions
on the topic of discussion. § Comment on
another person's opinions or viewpoints. § Express
thoughts and ideas using verbal and non-verbal communication strategies. § Respect others'
views and ideas. |
§ Convey message
effectively using appropriate language functions and idiomatic expressions. § Comment and put
forward a point of view clearly and evaluate alternative proposals. § Give opinions
by providing relevant explanations, arguments and comments. § Comment on and
judge another person's views and opinions with argument. § Be aware of
social etiquette and apply in conversation. § Respect others'
views and ideas. |
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3. |
Participate effectively in
a formal discussion. |
§ Have a
discussion on matters related to his/her field. § Ask and
reformulate questions as required. § Present a point
of view clearly. § Present and
respond to arguments. § Take part in
informal debates on the issues of current topics and concerns. |
§ Have a
discussion on matters related to his/her field. § Ask,
reformulate and paraphrase questions as required. § Present a point
of view clearly and in a convincing way. § Present and
respond to arguments convincingly. § Take part in
both formal and informal debates on the issues of current topics and concerns. § Make critical
remarks or express disagreement. |
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4. |
Give and take an
interview. |
§ Actively
participate in an interview both as a interviewer and as an interviewee. § Expand the
points being discussed. § Check and
confirm information. § Ask questions
and respond to them properly. |
§ Actively
participate in an interview, including group interview both as a interviewer
and as an interviewee. § Expand the
points being discussed in a persuasive way. § Check and
confirm information. § Ask questions
and respond to them properly. |
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5. |
Use telecommunicati ons effectively. |
§ Use
telecommunications such as telephone, Skype and Viber
effectively for |
§ Use
telecommunications such as telephone, Skype and Viber effectively for personal and |
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personal
purposes. |
professional purposes. § Maintain
appropriate etiquette and ethics of telecommunications. |
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6. |
Narrate a sequence of events or process |
§ Narrate a
sequence of events or processes using appropriate structures and vocabulary. |
§ Narrate a
sequence of events or processes using appropriate structures and vocabulary. |
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7. |
Use supra- segmental
features like stress, tone and intonation for expressing a range of meanings and
emotions. |
§ Speak fluently
and accurately with acceptable pronunciation, stress and intonation patterns. § Produce
utterances with appropriate features of connected speech such as assimilation
and elision. |
§ Speak fluently
and accurately with acceptable pronunciation, stress and intonation patterns. § Produce
utterances with appropriate features of connected speech such as assimilation
and elision. |
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8. |
Make effective
presentations. |
§ Generate ideas
and make presentations appropriate to
the purpose and audience. § Choose
appropriate expressions and registers according to the context/field. § Maintain
appropriate posture and eye contact. |
§ Generate ideas
and make presentations appropriate to the purpose, audience, time and style. § Choose
appropriate expressions and registers according to the context/field. § Use appropriate
discourse markers. § Maintain
appropriate posture and eye contact. § Use effective presentation skills. |
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9. |
Describe, people, objects,
events, etc. |
§ Describe
people, objects, events, etc. using appropriate structures and vocabulary. |
§ Describe
people, objects, events, etc. using appropriate structures and vocabulary. |
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10. |
Seek and provide a wide
variety of information. |
§ Use a range of
question forms for seeking and confirming required information. § Give detailed
information on different topics. |
§ Use a range of
expressions for seeking, confirming, checking and elaborating required
information. § Give detailed
information on different topics. |
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11. |
Speak with critical
analysis and evaluation. |
§ Express
personal opinions to clarify the points expressed. § Present reasons
and examples from different sources such as reviews of books, plays and interviews to defend opinions and judgments. |
§ Express
personal opinions to clarify the points expressed and persuade the interlocutors. § Present
reasons, examples and the details
from different sources such as reviews of books, plays and interviews to defend opinions and |
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judgments. |
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12. |
Understand and demonstrate
inter-cultural understanding. |
§ Express one’s
own cultural values and practices effectively and clearly. § Express
tolerance and respect for the cultural practices of other people. |
§ Express one’s
own cultural values and practices and compare it with that of others. § Express
tolerance and respect for the
cultural practices of other people. |
Note:
The prescribed language functions should be included while selecting topics and
tasks for speaking.
3.3
Reading
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S.
N. |
Reading constructs |
Learning outcomes |
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Grade 11 |
Grade 12 |
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1. |
Read the texts
intensively for information and understanding. |
§ Scan the text
and retrieve specific information from it. § Skim the text
and get its main idea/theme. § Identify the
topic sentence of a paragraph. § Distinguish
between cause and effect. § Separate facts from opinions. § Compare and contrast ideas. § Find out main
ideas and supporting details. § Deduce the
meanings of unfamiliar words and phrases in a given context. § Read the texts
and identify the order of events. § Identify
explicit as well as implicit information. § Read and
interpret the graphic organizers (e.g. Venn diagram, time line, semantic webs,
etc.) given in the text to facilitate understanding of grade appropriate reading texts. |
§ Scan the text
and retrieve specific information from it. § Skim the text
and get its main idea/theme. § Distinguish
between cause and effect and fact and opinions. § Compare and
contrast ideas. § Identify
different points of view. § Find out main
ideas and supporting details. § Deduce the
meanings of unfamiliar words and phrases in a given context. § Read the text
and identify the order of events. § Identify
explicit as well as implicit information. § Read and interpret the graphic organizers (e.g. Venn diagram, time line, semantic webs, etc.) given
in the text to facilitate understanding of grade appropriate
reading texts. § Follow
the pattern of arguments with the help of the clues available in the text. |
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2. |
Read a variety
of literary texts for pleasure, |
§ Read and
interpret literary texts (e.g. short stories, essays, poems and dramas) |
§ Read and
interpret literary texts (e.g. short stories, essays, poems and dramas) from a wide variety of
authors, |
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appreciation and
interpretation. |
from a wide variety of
authors, subjects and genres. § Read and
respond to literary works that represent a range of social, historical and
cultural perspectives. § Interpret
multiple levels of meaning such as literal meaning, contextual meaning,
figurative meaning and intended meaning in literary texts. § Analyse and
evaluate fiction and non-fiction including the effect of diction and
figurative language. § Analyse special
features of languages that distinguish literary texts from non- literary ones. § Appreciate
literary texts of appropriate level. § Determine the
themes of literary texts. § Describe the
characters of the literary texts. |
subjects and
genres. § Read and
respond to literary works that represent a range of social, historical and cultural perspectives. § Interpret
multiple levels of meaning such as literal meaning, contextual meaning,
figurative meaning and intended meaning in literary texts. § Analyse and
evaluate fiction and non-fiction including the effect of diction and
figurative language. § Analyse special
features of languages that distinguish literary texts from non-literary ones. § Appreciate
literary texts of appropriate level. § Determine the
themes of literary texts. § Describe the
characters of the literary texts. |
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3. |
Read the texts
and critically analyse, interpret and evaluate the information. |
§ Determine the
writer's attitude, perspectives, purposes and intended meaning. § Identify the
particular kind of language used in a particular text. § Analyse and
synthesize information from different sources by making connections and
showing relationships with other texts, ideas and subjects. § Form a variety
of questions at different levels about the text. § Read, review
and present a critical response to
a text. § Express
opinions and make judgments about ideas, information,
experiences |
§ Determine the
writer's attitude, perspectives, purposes and intended meaning. § Identify the
particular kind of language used in a particular text. § Analyse and
synthesize information from different sources by making connections and
showing relationships with other texts, ideas and subjects. § Form a variety
of questions at different levels about the
text. § Read, review
and present a critical response to
a text. § Express
opinions and make judgments about ideas, information, experiences and issues
presented in literary and factual texts. § Arrive at
conclusion and |
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and issues presented in
literary and factual texts. § Arrive at
conclusion and comment on a given text. § Summarise the texts. |
comment on a
given text. § Summarise the texts. |
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4. |
Read the texts
closely and understand the structure and organization of the text. |
§ Identify the
structure and organization of paragraphs and longer texts by developing an
awareness of cohesive devices. § Analyse the
organisational patterns of a text (such as chronological, cause-effect, problem-solution and
reason-conclusion). § Identify
cohesive devices and their referents. § Identify the
discourse markers and their functions in the
texts. |
§ Identify the
structure and organization of paragraphs and longer texts by developing an
awareness of cohesive devices. § Analyse the
organisational patterns of a text (such as chronological, cause-effect,
problem-solution and reason- conclusion). § Identify cohesive
devices and their referents. § Identify the
discourse markers and their functions in the
texts. § Compare the
structure of different types of
text organization. |
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5. |
Read the texts
and predict the content and make inference. |
§ Read the title
and predict the content of the text. § Make
predictions about the content of a text while reading based on contextual
clues, text features, background knowledge, patterns of relationship of
ideas, etc. § Make
predictions about upcoming events in the narrative texts. § Make inferences
from contextual information, writer's viewpoints, implied information, etc. § Use knowledge
of the world or background knowledge while
reading. |
§ Read the title
and predict the content of the text. § Make
predictions about the content of a text while reading based on contextual
clues, text features, background knowledge, patterns of relationship of
ideas, etc. § Make
predictions about upcoming events in the narrative texts. § Make inferences
from contextual information, writer's
viewpoints, implied information, etc. § Use knowledge
of the world or background knowledge while reading. |
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6. |
Read the texts
and take notes. |
§ Make notes by
reading various resources. § Read a text and
make notes covering the key points. |
§ Make notes by
reading various resources. § Read a text and
make notes covering the key points. § Organise the
notes and write on what has been read. |
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7. |
Read and |
§ Interpret and integrate |
§ Interpret and integrate |
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interpret the para-
orthographic texts. |
information presented in
diagrammatic forms (charts, graphs, tables, maps etc.) § Paraphrase
information or ideas of the texts. |
information presented in
diagrammatic forms (charts, graphs, tables, maps etc.) § Paraphrase
information or ideas of the texts. |
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8. |
Read texts and
deduce the meaning of unfamiliar lexical items from the context. |
§ Deduce the
meaning of unfamiliar lexical items on the
basis of contextual, syntactic and semantic clues. |
§ Deduce the
meaning of unfamiliar lexical items on the basis of contextual, syntactic and
semantic clues. |
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9. |
Use an authentic English dictionary, thesaurus,
encyclopedia, and academic reference material. |
§ Use an
authentic English dictionary, thesaurus, encyclopedia, and academic reference materials. |
§ Use an
authentic English dictionary, thesaurus, encyclopedia, and academic reference materials. |
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10. |
Read and identify the
practices and values of national and target cultures. |
§ Read and
identify the practices and values of national and target cultures. § Read a variety of texts from both national and international cultures for
information and understanding. § Read a nd
comp a r e social, democratic, political and economic issues in both national
and international cultures. § Read
expository texts on issues affecting social,
political, economic and cultural aspects in a given society. |
§ Read and
identify the practices and values of national and target cultures. § Read
a variety of texts from both national and international cultures for
information and understanding. § Read a n d c o m p a r e social, democratic, political and economic issues in
both national and international cultures. § Read
expository texts on issues affecting social,
political, economic and cultural aspects in a given society. |
3.4 Writing
|
S.
N. |
Writing constructs |
Learning outcomes |
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Grade 11 |
Grade 12 |
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1. |
Compose well- |
§ Compose well-formed |
§ Compose
well-formed paragraphs including the |
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formed paragraphs. |
paragraphs including the
appropriate topic sentence, supporting details and a concluding sentence. |
appropriate topic
sentence, supporting details and a concluding sentence. |
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2. |
Write different kinds of
letters and emails with appropriate format and layout. |
§ Write different
types of personal letters such as
letters to friends, and relatives. § Write emails. § Create blogs
for expression. |
§ Write different
types of formal letters such as letters to the editors, complain letters, job
application letter, and business letters. § Write emails. § Prepare
curriculum vitae (CV) with
appropriate format and layout. § Create blogs
for expression. |
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3. |
Write well organised
essays on the given topics and the topics of own interest. |
§ Write well
organised descriptive, narrative, argumentative and expository essays on the
given topics and the topics of interest. § Edit the
written products. |
§ Write well
organised descriptive, narrative, argumentative and expository essays on the
given topics and the topics of interest. § Edit the
written products. |
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4. |
Write news articles on
current issues. |
§ Write articles
on current issues using appropriate forms and styles. |
§ Write articles
on current issues using appropriate forms and styles. |
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5. |
Write formal reports in an
appropriate style and format. |
§ Write study reports based
on project works or mini- researches in an appropriate
form and format. |
§ Write study
reports based on project works or mini- researches in an appropriate form and format. |
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6. |
Narrate a sequence of
events and personal experiences. |
§ Narrate an
event in a chronological order. § Narrate a
personal experience appropriately. § Write stories. |
§ Narrate an
event in a chronological order. § Narrate a
personal experience appropriately. § Write
biographies of famous national and international people. § Write a travelogue/memoire. |
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7. |
Describe a person or event
appropriately. |
§ Describe a
person or event using appropriate structures and vocabularies. |
§ Describe a
person or event using appropriate structures and vocabularies. |
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8. |
Summarise a text. |
§ Summarise a
text into a short form condensing the information. |
§ Summarise a
text into a short form condensing the information. |
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9. |
Write a character sketch. |
§ Write a
character sketch of the characters
in a text. |
§ Write a
character sketch of the characters in a text
with |
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sufficient arguments. |
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10. |
Write a book/film review. |
§ Write a
critical review of a book/film. |
§ Write a
critical review of a book/film. |
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11. |
Transfer information from
tables, graphs and charts to prose and vice versa. |
§ Transfer
information from tables, graphs and charts to prose and vice versa. § Describe and
interpret tables, charts and graphs clearly. |
§ Transfer
information from tables, graphs and charts to prose and vice versa. § Describe and
interpret tables, charts and graphs clearly. |
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12. |
Prepare communiqué and
press release. |
§ Prepare
communiqué in a simple and clear form. |
§ Prepare a press
release of an organisation. |
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13. |
Use the mechanics of
writing properly. |
§ Write a variety
of text types using spelling, punctuation, capitalisation, contractions,
abbreviations, acronyms, numbers and numerals
properly. |
§ Write a variety
of text types using spelling, punctuation, capitalisation, contractions,
abbreviations, acronyms, numbers and numerals properly. |
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14. |
Use various strategies for
generating and organising ideas for writing. |
§ Use writing
strategies such as brainstorming, making mind maps and spider grams for
generating ideas. § Gather required
information for writing from various printed and online sources. § Draft interview
questions to collect information. § Take notes
while reading or interviewing and use the notes for writing. § Use a range of
organisational strategies such as clustering, webbing, and mapping to present information. § Critically
analyse the sample writings to find out their structure and styles. |
§ Use writing
strategies such as brainstorming, making mind maps and spider grams for
generating ideas. § Gather required
information for writing from various printed and online sources. § Draft interview
questions to collect information. § Take notes while
reading or interviewing and use the notes for writing. § Use a range of
organisational strategies such as clustering, webbing, and mapping to present information. § Critically
analyse the sample writings to find out their structure and styles. |
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15. |
Apply process approach to
writing for producing a variety of |
§ Apply the
stages of process approach (i.e. planning, making an outline, preparing the
first draft and revising, editing and |
§ Apply the
stages of process approach (i.e. planning, making an outline, preparing the
first draft and revising, editing and producing the final |
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creative writings. |
producing the final draft)
for creating a variety of creative writings such as essays, personal experiences and articles. |
draft) to create a variety
of creative writings such as essays, personal experiences and articles. |
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16. |
Use an authentic English
dictionary, thesaurus, encyclopedia, and academic reference
material. |
§ Use an
authentic English dictionary, thesaurus, encyclopedia, and academic reference
materials for drafting, revising and editing their writing. § Develop personal dictionary. |
§ Use an
authentic English dictionary, thesaurus, encyclopedia, and academic reference
materials for drafting, revising and editing their writing. § Develop
personal dictionary. |
Note:
Self-exploration
and self-expression/creative writing should be dealt with as an inherent part
while interacting with texts.
4.
Scope and Sequence
4.1 Reading
The content of reading section is divided into two parts:
Part I and Part II. Part I includes a wide variety of contemporary issue-based
thematic texts intended for the practice of (a) intensive reading (b) grammar
(c) vocabulary (d) listening and speaking (e) writing. Part II is built on the
successful exposition of Part I. Part II includes literary genre-based selected
texts of different types for reading for pleasure, for both intensive and
extensive purposes so as to enable the learners to discern different aspects of
literary texts and practise creative writings, which involves expression of imagination.
Part I
(Outlines for the selection of texts)
There will be a wide variety of texts on different
issues- both local and global of mainly contemporary concerns, which include
gender issues, diaspora, science and technology, depletion of natural
resources, etc. There will be maximum 21 reading texts of moderate length not
exceeding 2000 words and technical terms at each grade. The texts should be
taken from various thematic areas that have been proposed below. Around each
selected text, specially tailored exercises will be developed for supporting
the learners' engagement with the texts.
|
S.
No. |
Thematic
areas |
Possible
topics |
|
1. |
Education and humanity |
ethics, human values,
moral values, education, spirituality, animal rights, patriotism,
responsibility of citizens |
|
2. |
Health, sports and
adventure |
yoga, travelogue, illness,
disease, diet, nutrition, epidemics, hygiene, mental health, physical
exercise, traditional and alternative medicine, meditation |
|
3. |
Media and society |
change in
communication and pace of life, advertising, bias in media, the Internet,
radio and television, telephone, press |
|
4. |
History and culture |
identity, language,
ethnicity, ethnic groups in Nepal, folk literature, folk songs, folk
culture/children's literature diaspora, ethics, cultural diversity, beliefs,
values and norms, etiquette, historical events, national customs |
|
5. |
Ecology and development |
global warming,
deforestation, diversity, sustainable development, population, agronomy,
forestry, wildlife, weather, ecosystem, food and water, the effect of man on
nature, the environment, natural disaster |
|
6. |
Science and technology |
ethics and
science, impact of ICT on society, entertainment, renewable energy |
|
7. |
Globalisation and economy |
international economy,
migration, poverty and famine, global citizenship |
|
8. |
Humour and satire |
humour, satire |
|
9. |
Democracy and human rights |
democracy, human rights,
gender, law and justice, legal awareness, children's rights, women's rights,
rights of senior citizens, non-violence, charity |
|
10. |
Home life, family and
social relationships |
celebrations and social
events, friendship, work, family, social acceptance, sex education |
|
11. |
Arts, music and creation |
painting, arts, music,
creation |
|
12. |
Fantasy |
fantasy, imagination |
|
13. |
Career and
entrepreneurship |
jobs, career, entrepreneurship, problems of unemployment |
|
14. |
Power and politics |
power, politics, struggle,
conflict |
|
15. |
War and peace |
war, peace |
|
16. |
Critical thinking |
critical thinking,
divergent thinking, logical thinking |
Possible text types for part I
A wide variety of texts will be covered for reading purposes.
Reading texts for part I will cover the following types:
§ interviews
§ book/film reviews
§ news reports and articles
§ literary writings
§ reports
§ academic publications
§ letters
§ essays
§ news articles
§ biographies/auto-biographies
§ product guides
§ poems
§ blogs
§ brochures
§ emails
§ travelogues/memoire
Part II (Outline for the
selection of reading texts)
As mentioned before, this part will consist of different
types of creative works that involve the expression of imagination and art so
that the students can perceive how language functions differently. These are
higher functions. This section will expose the students to a different world of
imagination and art. This will encourage them to read more, think more and
express with individual artistry. There lies infinite possibility of growing
independently. In this part, there will be maximum 20 reading texts of moderate length at each grade.
The genres that will be included in this part along with
the number of texts of each genre is given below:
|
S. N. |
Genres |
Number of texts
to be included |
|
1. |
Short stories |
7 |
|
2. |
Poems |
5 |
|
3. |
Essays |
5 |
|
4. |
One act plays |
3 |
|
Total |
20 |
|
Based on the above genres, different types of reading and
writing tasks should be developed so that the students can think more
independently, work creatively and develop a good foundation for the university
level education.
The tasks incorporated in this part will focus on:
§ glossary
§ literary devices
used in the texts
§ comprehension
questions (short and long: literature-based reading, reading between the lines,
appreciation of texts, interpretation of texts)
§ writing a summary
§ describing the character
§ comparing and contrasting
§ critical and
creative writing
4.2
Writing
|
Grade
11 |
Grade
12 |
|
1. Paragraphs 2. Personal
letters (letters to friends and |
1. Paragraphs 2. Formal letters
(letters to the editors, job |
|
relatives)
emails, blogs 3. Essays
(descriptive, narrative, argumentative and
expository) 4. News articles 5. Formal reports
based on project works or mini-research 6. Narratives
(personal experiences, stories, events, travelogues, memoire) 7. Descriptions
(persons, events) 8. Summaries 9. Character sketch 10. Book/film review 11. Transferring
information from para- orthographic texts 12. Communique 13. Mechanics of writing 14. Writing
strategies 15.
Process approach to writing |
application,
business letters) 3. Curriculum vitae 4. Essays
(descriptive, narrative, argumentative and
expository) 5. News articles 6. Formal reports
based on project works or mini-research 7. Narratives
(personal experiences, stories, events, travelogues, memoire) 8. Descriptions
(persons, events) 9. Summaries 10. Character sketch 11. Book/film review 12. Transferring
information from para- orthographic texts 13. Press release 14. Mechanics of writing 15. Writing
strategies 16. Process
approach to writing |
4.3 Listening and speaking
As far as possible listening and speaking skills will be practised
not in isolation but in the context of reading texts in an integrated way.
Listening texts will cover the following types in both grades:
§ Lectures
§ Talks
§ Presentations
§ Conversations
§ Personal accounts
(e.g. oral anecdotes, past experiences, etc.)
§ Interviews
§ Short discussions
§ Narratives (e.g.
radio dramas)
§ Procedures (e.g.
instructions and directions)
§ Factual accounts
(news reports, eye witness accounts)
§ Explanations
(e.g. how an engine works)
§ Expositions
(debates, speech, advertisements)
§ Public announcements
§ Weather forecast
Speaking skill will be linked with the prescribed
language functions. The prescribed language functions will be included in the
tasks and topics for speaking. Speaking tasks and topics should be linked
directly to the reading texts. Speaking tasks will cover the following main
areas in both grades:
§ conversations/interactions
§ formal and
informal discussions
§ interviews
§ telecommunications
§ narrating
§ making presentations
§ describing
4.4. Language functions
The language functions prescribed in this curriculum should be the
basis developing tasks for listening and speaking, and the grammar should be
linked to the language functions.
|
Grade
11 |
Grade
12 |
|
1. Expressing good wishes 1. Giving
directions and instructions 2. Expressing agreement/disagreement 3. Expressing
decisions, intentions and plans 4. Expressing obligation 5. Requesting and offering 6. Suggesting and advising 7. Describing
objects, people and places 8. Asking about
opinions/giving opinions 9. Describing experiences 10. Describing
hopes, wants and wishes 11. Expressing
certainty, probability, doubt 12. Interrupting 13.
Generalizing and
qualifying 14. Expressing
reactions, e.g. indifference 15. Talking about
regular actions and activities 16. Encouraging/discouraging 17. Persuading 18. Comparing past
and present 19. Narrating past
events, actions and experiences 20. Expressing complements 21. Reporting |
1. Expressing
feelings, emotions and attitudes 2. Expressing certainty 3. Expressing indifference 4. Making
comparisons and contrasts 5. Arguing/defending
a point 6. Responding to
counter arguments 7. Expressing disappointment 8. Clarifying 9. Describing processes 10.
Predicting 11. Expressing
degrees of certainty 12.
Expressing necessity 13.
Speculating 14. Giving reasons 15.
Denying 16.
Complaining/criticizing 17.
Reminding 18.
Summarizing 19. Narrating past
events, actions and experiences 20.
Reporting 21. Announcing |
4. 5. Grammar
The
grammar part of the curriculum will include the following topics:
a.
Adjectives and adverbs
b.
Concord/subject verb agreement
c.
Prepositions
d. Modal auxiliaries
e.
Tense and aspects
f.
Infinitives and gerunds
g. Conjunctions,
h. Relative clause
i.
Voice
j.
Reported speech
The
grammar should not be taught separately. It should be dealt with in the texts
as far as possible.
4.6. Sounds, vocabulary and dictionary
use
a.
Sound system of English
- Consonants
- Vowels
b.
Vocabulary study-word formation
- Stem/root - Suffixes
- Prefixes - Derivation
-
Inflexion - Synonyms/antonyms
- Parts of speech - Idioms and phrases
-
Nouns-number -
Verb conjugation
-
Spelling - Punctuation
c. Dictionary use
(focus on the use of electronic dictionary)
d.
Idioms and phrasal
verbs
The
Curriculum has two broad sections : Language Development and literature. The
allocation of working hours for language development and literature will be 73
and 55 respectively.
Note: Activities focusing on the specific features
of vocabulary e.g. prefixes, suffixes, changing word class, synonyms, antonyms,
giving single words, concussing words, etc. should be designed based on the
reading texts.
5
Learning Facilitation Process
5.1 Principles of Language Pedagogy
The current grade XI and XII curriculum is based on the
following pedagogic principles :
· Content and
language integrated learning: Language learning becomes effective when the
learners develop an awareness of some specific content knowledge. Meaningful
content relating to the real world helps learners comprehend not only the
content itself but also the accompanying language. Integrating content and
language is a clear departure from the mere communication towards a meaningful
cognition through the language being learnt.
· Real world link: The principle of
real world link is about exposing learners to the realities of the world
through meaningful information and knowledge. Simulated and real tasks allow
learners to envisage how the English language will be used in their real life.
· Diversity as a
resource: In diverse classrooms, with learners from multilingual and multi-
cultural backgrounds, exploiting diversity as a resource helps not only in the
teaching learning process but also in creating social cohesion. The content
from diverse contexts establishes the pluralistic concept first in the
classrooms and later in the real world.
· Learning through
Information and Communication Technology (ICT): With the advent
of the ICT, language learning has been more accessible to the learners. The
mobile and media technologies allow learners to access learning materials from
anywhere and anytime. The use of ICT tools in the classroom pedagogy gives
learners more autonomy in different ways.
· Learner
engagement: Language learning becomes enriching as well as fulfilling when learners
are fully engaged. Their engagement in the pedagogical process should be ensured
with their involvement in the meaningful tasks, projects and out of class
activities. Engaged learners are not only successful in developing their
language but also become a resource for the class.
5.2
Learning Activities
Based on the above-mentioned pedagogical principles, the following
activities have been suggested in order to achieve the competencies of this curriculum:
· Reading and presentation
· Writing projects
· Dramatization,
role-play and simulation
· Inquiry-based writing
· Reading for comprehension
· Reading for
critical assessment/analysis
· Discussion
sessions
· Think - Pair- Share
· RDWS (Read,
Discuss, Write and Say/Share)
· Teacher-guided
self-study
· Journal writing
· Library visits
· Listening to
lyrical poems and songs
· Reciting lyrical
poems and songs
· Watching movies
(animated/unanimated, comic) and dramas
· Brainstorming and
mind mapping
· Quick write/flash writing
· Book/film reviews
· Paraphrasing
5.3
Instructional Materials for
Learning Facilitation
Each student must have a textbook. Each teacher should
have a teacher’s guide and a set of teacher support materials for the
appropriate grade, including digital and electronic materials as far as
practicable. Teachers should make an extensive and proper use of the board. To
make learning easy, effective and interesting, a variety of materials should be
used including the following:
· Charts
· Comparison tables
· Role cards
· Newspapers
· Bulletins, brochures
· Pictures/drawings
· Audio-visual materials
· Writing samples
(e.g. essay, book/film review, mind mapping, brainstorming, etc.)
· Worksheets
· Flash cards
· Formats (of book
review/film review/project work, etc.)
· Dictionaries,
computers, audio players and mobile phones
· Multi-media
· Online resources
· Readers
· Additional references
· Sample
interpretation/sample summaries/character sketches/poems, etc.
6.
Student Assessment
The letter grading system will be used for assessing the
students' performance. In order to assess the student's learning achievement as
expected by this curriculum, formative as well as summative and internal as
well as external assessment will be done.
In order to ensure the learning of the students, informal
assessment will be conducted regularly
and timely feedback will be provided to the students for improvement.
The goal of formative assessment is to help the learners to learn more rather
than to check what they have learnt and
what they have not. Formative assessment should focus on those areas
which pose problems in learning. This can also take the form of remedial
teaching. Formative assessment should focus on the development of all the
language skills and aspects in the learners. Various classroom activities and
techniques should be used to help the learners to learn more. The following
techniques/activities can be used as tools for formative assessment:
|
· Observation of
students' linguistic behaviour · Anecdotal record · Rating scale · Check lists · Work
sample/written samples · Interviews · Home assignments |
· Portfolio · Tests (class,
weekly, monthly, trimister) · Project works · Creative works · Self-initiation
in learning · Class work |
· Games · Debates · Story telling/retelling · Poetry recitation · Dramatization/simulation · Role play · Group discussion · Journal writing |
As a part of summative
assessment, tests for assessing four skills of language, viz. listening, speaking, reading and writing will be conducted terminally. Listening and speaking tests
will be conducted on
practical basis. There
will be both internal
as well as external evaluation as part of summative or
final assessment.
6.1
Internal Evaluation: The
international evaluation convers 25 marks. The allocation of marks is as follows:
|
S.
N. |
Areas |
Marks |
|
1. |
Participation |
3 |
|
2 |
Listening test |
6 |
|
3 |
Speaking test |
10 |
|
4 |
Score from terminal exams |
6 |
|
|
Total
marks |
25 |
6.2
External evaluation: The external
evaluation carries 75 marks. The allocation of marks for each language skill
and aspect is given below:
|
S.
N. |
Language
skills and aspects |
Marks |
|
1. |
Reading |
35 |
|
2. |
Writing |
25 |
|
3. |
Grammar |
10 |
|
4. |
Vocabulary |
5 |
|
|
Total
marks |
75 |
6.3 Alternative Evaluation
For the students with disabilities, alternative assessment tools
will be used. They are suggested in the test specification grid.
6.4
Elaboration of Internal Assessment
|
S.
N. |
Areas |
Marks |
Guidelines
for evaluation |
|
1. |
Participation |
3 |
This covers
students’ attendance, participation in classroom activities and their
performance on classwork, homework and project works assigned to them. The
teacher needs to maintain the record of students. The same record is to be
consulted to award the marks for this aspect. |
|
2 |
Listening test |
6 |
1. Listening comprehension Types
of sound files: (The sound files may
contain: lectures, talks, presentations, poetry, interviews,
conversations, short discussions, advertisements, personal accounts (oral
anecdotes, past experiences) narratives (e.g. radio dramas), instructions and
directions, factual accounts (e.g. eye news reports, eye witness accounts)
explanations, public announcements operating instructions, weather forecast) There will
be two listening tasks on two different sound files. Each task should consist
of three questions. Note: The sound files should be
authentic and clearly articulated with normal speed of delivery. Each sound
file should be of 3 minute maximum in length. |
|
|
|
|
Listening constructs to be focused: a. Specific information b.
Gist c. Main information and supporting details d.
Specific
information and important details Number of
sound files: Two sound files each carrying 3 marks
will be used. Length of the
sound file: Maximum three minutes Types of test items 1.
Multiple choice 4.
Short answer questions 2.
Fill in the blanks 3. Matching Alternative test methods for students with
speech and hearing difficulties For the
students with speech and hearing difficulties, any one of the following types
of questions can be asked: 1. Paragraph
writing on a given topic 2. Writing
a letter 3.
Writing a description of the given picture Time: 20 minutes. |
|
3 |
Speaking |
10 |
The speaking test will be
administered practically. The test starts with greeting and introducing to
make the students feel comfortable. This will not carry any marks. The
speaking test consists of the following sections: 1.
Introduction
and interview (3 marks) The students will be asked
at least any three questions on their personal affairs and immediate
situation. (How are you preparing for the exam? What will you study after
grade 12? What’s your aim in life? Do you like English? Why?/Why not? 2.
Describing
pictures (4 marks) The students are given a
picture or a set of pictures. They are expected to describe the picture in at
least 8 sentences. 3. Speaking on a given topic (3marks) The students will be given a topic
like; my school, my hobby, my family. They will get one-minute time to |
|
|
|
|
think over the topic and then they will speak on the topic.
This will also be done individually. Time: 10 to 15 minutes for per student Alternative test methods for students with visual difficulties For the students with visual
difficulties, ask them to narrate a sequence of events instead of the
task 2 ‘describing pictures’ above. |
|
4 |
Score from terminal exams |
6 |
3 marks from
each terminal exams |
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