Syllabus of Higher Secondary Standard
(Sci. Stream Eng. Medi.) & (General Stream - English Medium)
English (006) (First Language)
The Committee met on two consecutive week ends in the month of March, 2003, at H M Patel Institute of English Training & Research, Vallabh Vidyanagar.
The Committee deliberated upon the guidelines and syllabi prepared by the NCERT and Secondary Education Board for the Secondary and Higher Secondary levels.
In view of this study, the Committee makes the following recommendations.
1. Rationale Students are expected to acquire the basic language skills in English by the time they come to Class XL. So, this course aims, essentially, at promoting the higher-order language skills as well as the skills of thinking.
For a large number of students, the higher secondary stage will be a preparation for the University, where a fairly high degree of proficiency in English may be required. But for another large group, the higher secondary stage may be a preparation for entry into the world of work. This Course should cater to both groups by promoting the language skills required for academic study at the tertiary level as well as the language skills required for the workplace. The perspective on language teaching in recent times has shifted from being a grammatical one to functional. However, like any other approach, all the language skills -L-S-R-W are taken care of. The difference is that these skills are practised in contexts that the students are likely to encounter in life outside their classroom. The aim is to provide them with the linguistic competence to enable them to talk about what they are interested in, what they are expected to, what they are required to talk about at this stage in life and then prepare themselves for the life in future. In this sense, this syllabus is Learner - centred or need - centred. In the conventional syllabus, the competencies have been divided among different skills L-S-R-W, whereas in the functional syllabus, the focus is on 'doing something' with the language in life-like the situations.
2. Learning Outcomes Learning outcomes are stated in terms of language functions that students will require to perform specific language tasks through various grammar items. This takes care of the syntax required to form acceptable, accurate sentences. In addition, the syllabus takes care of the social aspect of the language. The functional approach to language teaching, thus, becomes a practical approach, rather than merely a theoretical one.
3. Instructional Materials It will consist of a textbook with the following sections:
Intensive reading,
Poetry
Exercises
Supplementary reading
Materials for oral work,
4. Basic Skills 4.1 Listening
* Listening to and comprehending live as well as recorded oral presentations on a variety of topics
* Listening to oral instructions in order to perform a given task (e.g., using a map to arrive at a destination, following directions given orally).
* Understanding oral communication with and without face-to-face interaction (e.g. telephonic conversations / messages, news, etc.)
* Understanding nuances conveyed through stress and intonation.
* Understanding speeches on familiar topics.
4.2 Speaking
* Taking part in group discussions / interviews
* Making short oral presentations'on given topics
* Other need-based functional activities requiring oral communication.
* Presenting oral reports on planned events, projects, etc.
* Giving short prepared talks on routine occasions (such as proposing a vote of thanks, making an announcement about some programme)
* Communicating in a reasonably intelligible manner.
* Participating in group discussions in the class as well as an familiar topics outside the class.
* Talking at length on topics of one's interest.
4.3 a) Intensive Reading
* Reading and comprehending mainly simplified texts of 400-700 words and guessing the meanings of unfamiliar words from the context
* Grasping the over-all meaning and organisation of the text (i.e., the relationships of the different chunks" in the text to each other)
* Identifying the central / main point and supporting details, etc.
* Locating specific items of information
* Making predictions about future events, developments, etc.
* Understanding how cohesive devices help to link the parts of the text.
* Identifying and responding to the tone of a written text (i.e., opinions and attitudes which may be implied but not stated explicitly)
* Converting verbal information present in a text into simple tabular or diagrammatic form.
* Developing a reasonable speed of reading.
* Developing a taste for reading.
4.3 b) Extensive Reading
* Reading and comprehending extended texts of at least 20 pages in the following genres: fiction, science fiction, drama, poetry, biography, autobiography, travel and sports literature, in abridged or original form.
4.4 Writing
* Text-based writing (i.e., writing in response to questions or tasks based on prescribed or unseen texts).
* Expository / argumentative essays of 150-200 words, explaining or developing a topic, arguing a case, etc.
* Formal / informal letters and applications for different purposes.
* Writing essays, description of events, biographical sketches etc (about 200-250 words).
* Writing circulars, notices, announcements within the school.
* Writing letters of different kinds.
* Writing simple project proposals and reports.
Study Skills
* Taking / making notes from reference materials., recorded talks etc.
Thinking skills
* The activities used to promote the advanced language skills will also aim to develop the skills of. reasoning, drawing inferences, etc.
Thematic components
* Stories, passages, dialogues, telephonic talks, narrations, descriptions, biographies, cartoon, strips, anecdotes, skits, poetry
Thematic Content The need for strengthening national identify is being felt now much more than ever before. As such there is a strong plea for promoting national integration, and social cohesion by cultivating values as enshrined in the Constitution of India through school curriculum. With this in view, the ten core components identified in the National Policy on Education, 1986 need to be reaffirmed. They are as follows: The history of India's freedom movement, the Constitutional obligations; the content essential to nurture national identity; India's common cultural heritage; egalitarianism, democracy and secularism; equality of sexes; protection of the environment; removal of social barriers; observance of the small family norm; and inculcation of scientific temper.
The Fundamental Duties as laid down in Article 51A of Part IVA of the Indian Constitution, also have to be included in the core components. There are to: (a) abide by the Constitution and respect its details, and institutions, the National Flag and the National Anthem; (b) cherish and follow the noble ideals which inspired our national struggle for freedom; (c) uphold and protect the sovereignty, unity and integrity of India; (d) defend the country and render national service when called upon to do so; (e) promote harmony and the spirit of common brotherhood among all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of woman; (f) value and preserve the rich heritage of our. composite culture; (g) protect and improve the natural environment including forests, lakes, rivers, wild life and to have compassion for the living creatures; (h) develop the scientific temper, humanism and the spirit of. enquiry and reform; (i) safeguard public property and abjure violence, and 0) strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavor and achievement.
These core components need to be integrated in school curriculum in a suitable manner. It is envisaged that they would help in instilling a nationally shared perception and values and creating an ethos and value system in which a common Indian identity could be strengthened. The syllabi and materials must create and sustain among the learners a sense of patriotism, pride in being Indian and promote international understanding. In order to achieve these the materials will have to:
1. highlight the country's strength and potential in different fields;
2. make a balanced presentation of India's achievements and the achievements of other countries. Scientific, technological, cultural and spiritual glory of India's past must be highlighted;
3. acquaint learners with contributions of India and Indians in various fields in the past and in the present;
4. develop awareness and understanding about indigenous knowledge in various fields with their implication to modern times; and
5. strengthen the love for the country by highlighting the efforts and sacrifices made by all sections of the Indian society in the freedom struggle.
Since all the contemporary concerns and issues cannot be included in the school curricula as separate subjects of study, relevant concerns like conservation and improvement of environment, conservation of resources, population concerns, disaster management education, adolescence education, forestry, value inculcation, human rights and fundamental duties, neighbourhood education, migration education, family life education, safety education, consumer education and education for sustainable development must be suitably incorporated in relevant subject areas at appropriate stages. Similarly, in science and technology domain, due place must be accorded to non-conventional but highly relevant scientific topics necessary for meaningful study of other subjects like earth sciences, bio-technology etc. at suitable points in the main curricula.
Sub-themes Personal relationships Self, the Family and Home; Friends and Pets Family relationships and roles (kinship terms) Responsible parenthood Family values (respect for elders, etc) Family routines, special occasions (festivals etc.) Friends (togetherness) Animals as friends Gender equality and equity.
The Neighborhood Neighbourhood personalities Occupations and professions Social diversity; different languages, religions, customs, etc. the values of social cohesion and harmonious living.
The Larger Community The state / region The land and the people Geography and natural resources, Sustainable development History and legends
The Nation People - rural, tribal, deprived and challenged, places and customs India's history, myths and legends Cultural diversities Famous Indians India's contribution to world civilization, pride in being an Indian, India's freedom movement.
The World Beyond India's neighbours; lands, peoples, cultures, cultural exchanges between India and other countries, Place and the value of international understanding, Tales from other lands.
The World of Adventure Travellers and explorers. Acts of bravery, courage and endurance.
The World of Sports and Health Education The value of games and sports Famous sportspersons like Malleshwari, Gopichand Stories from the sports arena, interesting hobbies e.g. bungee jumping, sky diving Alternative systems of medicine like Reiki and Ayurveda.
Health with special reference to Adolescence Reproductive Health Process of growing up HIV / Aids Education against drug abuse.
The World of Nature Our environment and its protection
The wonders of nature Oceans, mountains, rivers
The mysteries of the sea
The animal and plant kingdoms
Life in pre-historic times; the dinosaurs.
Natural disasters; man versus nature
The World of Science and Technology Science in everyday life
Discoveries and inventions that have changed the world Communication;
Information Technology
Famous Scientists
Looking into the future - genetic engineering, cloning.
The World of Imagination Science fiction, mysteries
The supernatural; ghost stories
Fantasies
While developing the above themes the following genres will be used - short stories, plays, biographies, letters, speeches, poems, travelogues, essays, myths and legends and pages from diaries. At the higher secondary level, students should be exposed to literary as well as non-literary texts which sensitize them to different social, philosophical and cultural issues and values, such as love for nature and the environment, the world of imagination, relationships across genders, etc. A range of suitable themes has been suggested in the syllabus. Material producers are expected to choose appropriate themes from the list provided. Grammatical and Lexical Content.
The choice of grammatica, structures / patterns and lexical items will be determined by the thematic content of the texts. Although strict grammatical and lexical control cannot be exercised, the language of the selected texts should, in general, be geared to the expected linguistic attainments of students. Particular attention may, however, be given to the following areas of grammar:
The uses of different tense forms for different kinds of narration (e.g. media commentaries, reports, programmes, etc.)
The use of passive forms in scientific writing (describing processes, etc.)
Converting one kind of sentence / clause structure into a different kind of structure, to introduce stylistic variation)
Modal auxiliaries: all forms
Noun Clauses
- Obj to prep
- comp to 'be'
Adverb Clause
- of degree
- of time (as soon as, hardly when)
Adj clause with relative adverbs why, where, when
Causal verbs make, get, have
Verb forms:
- all the tenses
Determiners
- all articles, pronouns, conjunctions
Linkers cause - effect, contrast, sequence
Reported speech (including short responding as in description)
- past events
- feelings
- attitudes
Common phrasal verbs