1. ENGLISH (Elective) Code No: 001
Classes XI-XII
Background
The course is intended to give students a high level of competence in English with an emphasis on the study of literary texts and will provide extensive exposure to a variety of rich texts of world literature as well as to Indian writings in English, including classics, and develop sensitivity to the creative and imaginative uses of English and give them a taste for reading with delight and discernment. The course will be pitched at a level which the students may find challenging.
The course is primarily designed to equip the students to pursue higher studies in English literature and English language at the college level and prepare students to become teachers of English.
Objectives
The general objectives at this stage are:
to provide extensive exposure to a variety of writings in English including some classics.
to develop sensitivity to literary and creative uses of language.
to further expand the learners’ vocabulary resources through the use of dictionary, thesaurus and encyclopaedia.
to develop a taste for reading with discernment and delight.
to initiate the study of formal English grammar and elementary linguistics and phonetics.
to enable learners to translate texts from mother tongue into English and vice versa.
to critically examine a text and comment on different aspects of it.
At the end of this stage the Elective Course would ensure that the learner
grasps the global meaning of the text, its gist and understands how its theme and sub-theme relate.
relates the details to the message in it; for example, how the details support a generalization or the conclusion either by classification or by contrast and comparison.
comprehends details, locates and identifies facts, arguments, logical relationships, generalization, conclusions, etc.
draws inferences, supplies missing details, predicts outcomes, grasps the significance of particular details and interprets what he/she reads.
assesses the attitude and bias of the author.
infers the meanings of words and phrases from the context; differentiates between apparent synonyms and appreciates the nuances of words.
appreciates stylistic nuances, the lexical structure, its literal and figurative use and analyses a variety of texts.
identifies different styles of writing like humorous, satirical, contemplative, ironical and burlesque.
does text-based writing (writing in response to questions or tasks based on prescribed as well as ‘unseen’ texts).
develops the advanced skills of reasoning, making inferences, judgements, etc.
develops familiarity with the poetic uses of language including features of language through which artistic effect is achieved.
to develop sensitivity to the literary and creative uses of language.
to further expand the learners’ vocabulary resources through the use of dictionary, thesaurus and encyclopaedia.
to develop a taste for reading with discernment and delight.
to initiate the study of formal English grammar and elementary linguistics and phonetics.
to enable learners to translate texts from mother tongue into English and vice versa.
to critically examine a text and comment on different aspects of it.
At the end of this stage the Elective Course would ensure that the learner
grasps the global meaning of the text, its gist and understands how its theme and subtheme relate.
relates the details to the message in it; for example, how the details support a generalization or the conclusion either by classification or by contrast and comparison.
comprehends details, locates and identifies facts, arguments, logical relationships, generalizations, conclusions, etc.
draws inferences, supplies missing details, predicts outcomes, grasps the significance of particular details and interprets what he/she reads.
assesses the attitude and bias of the author.
infers the meanings of words and phrases from the context; differentiates between apparent synonyms and appreciates the nuances of words.
appreciates stylistic nuances, the lexical structure, its literal and figurative use and analyses a variety of texts.
identifies different styles of writing like humorous, satirical, contemplative, ironical and burlesque.
does text-based writing (writing in response to questions or tasks based on prescribed as well as ‘unseen’ texts).
develops the advanced skills of reasoning, making inferences, judgements, etc.
develops familiarity with the poetic uses of language including features of language through which artistic effect is achieved.
Methods and Techniques
The techniques used for teaching should promote habits of self-learning and reduce dependence on the teacher. The multi-skill, learner-centred, activity based approach already recommended for the previous stages of education, is still in place, though it will be used in such a way that silent reading of prescribed/selected texts for comprehension will receive greater focus as one of the activities. Learners will be trained to read independently and intelligently, interacting actively with texts and other reference materials (dictionary, thesaurus, encyclopaedia, etc.) where necessary. Some pre- reading activity will generally be required, and course books should suggest those. The reading of texts should be followed by post reading activities. It is important to remember that every text can generate different readings.
Students should be encouraged to interpret texts in different ways, present their views of critics on a literary text and express their own reactions to them. Some projects may be assigned to students from time to time. For instance, students may be asked to put together a few literary pieces on a given theme from English as well as regional literatures.
Class XI
One Paper 3 Hours Marks 100
Unitwise Weightage
Unit Marks
1. Reading an unseen passage and poem 20
2. Writing 20
3. Seminar 10
4. Text for detailed study 30
5. Drama 10
6. Fiction 10
Marks Periods
1. Reading an unseen passage and a poem 20 35
(a) Literary or discursive passage of about 500-600 words 12
(b) A poem of about 15 lines 08
2. Writing 20 35
(a) To write an essay on an argumentative/discursive/reflective/or
descriptive topic (150 words) 10
(b) To write a composition such as an article, report, a speech
(150 words) 10
3. Seminar 10
Presentation of a review of a book, play, short story, novel, novella
followed by a question answer session 25
Poetry reading followed by interpretive tasks based on close reading
and literary analysis of the text.
Critical review of a film, a play or conducting a theatre workshop.
Note: The above will focus on presentation skills, analytical skills, spoken skills and literary criticism.
4. Text for detailed study 30 75
Prose 20
(a) Two passages for comprehension with short answer questions
testing deeper interpretation and inference drawing (04 × 2) 08
(b) One out of two questions to be answered in about 100 words
each testing global comprehension 06
(c) Two short answer questions testing comprehension to be
answered in a paragraph of about 30-40 words each 06
Poetry 10
(a) One extract from the prescribed poems for literary
interpretation, comprehension 04
(b) One out of two questions on the prescribed poems for
appreciation to be answered in 100 words 06
5. Drama - Arms and the Man 10 20
(a) One out of two questions to be answered in about 150-200 words
to test the evaluation of characters, events and episodes.
6. Fiction 10 20
(a) One question to be answered in about 150 words testing
the appreciation of characters, events, episodes and
interpersonal relationship. 06
(b) Two out of three short answer type questions to be answered
in about 30-40 words on content, events and episodes. (2×2) 04
Books prescribed
1. Text book: Woven words published by NCERT
2. Fiction: Novel (unabridged) The Old Man and The Sea – E. Hemingway
3. Drama: Arms and the Man – Bernard Shaw
Class XII
One Paper 3 Hours Marks 100
Unitwise Weightage
Unit Marks
1. Reading an unseen passage and poem 20
2. Writing 20
3. Applied Grammar 10
4. Text for detailed study 40
5. Fiction 10
Marks Periods
1. Reading an unseen passage and poem 20 35
(a) One literary or discursive passage of about 500-600 words
followed by short questions 12
(b) A poem of about 15 lines followed by short questions to test
interpretation and appreciation 8
2. Writing 20 30
(a) One essay on argumentative/discursive topic (150-200 words) 10
(b) To write a composition such as an article, report, speech
(150-200 words) 10
3. Applied Grammar 10 10
(a) Editing and error correction of words and sentences 05
(b) Changing the narration of a given input 05
4. Texts for detailed study 40 100
(a) Two passages or extracts followed by short answer type questions
for comprehension, interpretation, drawing inferences (4× 2) 08
(b) Two out of three questions to be answered in 100 words each
testing global comprehension (6+6) 12
(c) Five out of six questions to be answered in about
60 words each testing comprehension, characterisation,
interpretation (3+3) 4 x 5 = 20
5. Fiction 10 30
(a) One out of two questions to be answered in about 60 words
each seeking comments, interpretation 04
(b) One question in about 100 words to test evaluation and appreciation
of characters, events, episodes and interpersonal relationships 06
2. FUNCTIONAL ENGLISH (Code No. 101)
Aims and Objectives of the Functional English Course
to enable the learner to acquire competence in different linguistic functions
to reinforce the various subskills related to reading, writing, listening and speaking.
The Approach to Functional English Curriculum
A skill based communicative approach is recommended in Functional English with
graded texts followed by learner centred activities.
It is recommended that teachers consciously take a back seat, playing the role of a manager,
coordinator and facilitator.
Language Skills and their Objectives
Approach to Reading
The course aims at introducing variety in text type rather than having short stories and
prose pieces. The emphasis will have to be to enlarge the vocabulary through word building
skills and impart training in reading for spicific purposes.
Specific Objectives of Reading
To develop specific study skills :
to refer to dictionaries, encyclopedia, thesaurus and academic reference material
to select and extract relevant information, using reading skills of skimming and scanning,
to understand the writer’s attitude and bias.
to comprehend the difference between what is said and what is implied.
to understand the language of propaganda and persuasion.
to differentiate between claims and realities, facts and opinions.
to form business opinions on the basis of latest trends available.
to comprehend technical language as required in computer related fields.
to arrive at personal conclusion and comment on a given text specifically
to develop the ability to be original and creative in interpreting opinion
to develop the ability to be logically persuasive in defending one’s opinion.
To develop literary skills as enumerated below :
to personally respond to literary texts
to appreciate and analyze special features of languages that differentiate literary texts from non-literary ones
to explore and evaluate features of character, plot, setting etc.
to understand and appreciate the oral, mobile and visual elements of drama
to identify the elements of style such as humour, pathos, satire and irony etc.
Speaking and Listening
Speaking needs a very strong emphasis and is an important objective leading to professional competence. Hence testing of oral skills must be made an important component of the overall testing pattern.To this end, speaking & listening skills are overtly built into the material to guide the teachers in actualization of the skills.
Specific Objectives of Listening and Speaking or Conversation Skills (Aural/Oral)
to listen to lectures and talks and to be able to extract relevant and useful information for a specific purpose.
to listen to news bulletins and develop the ability to discuss informally on wide ranging issues like current national and international affairs, sports, business etc.
to respond in interviews and participate in formal group discussions.
to make enquiries meaningfully and adequately respond to enquiries for the purpose of travelling within the country and even abroad.
to listen to business news and be able to extract relevant important information.
to develop the art of formal public speaking.
Writing Skills
The course for two years has been graded in such a way that it leads the students towards acquiring advanced writing skills through the integrated tasks that move from less linguistically challenging to more linguistically challenging ones. It has been planned on the premise that sub skills of writing should be taught in a context and more emphasis should
be laid on teaching the process of writing.
Specific Objectives of Writing
to write letters to friends, pen friends, relatives etc.
to write business letters and official ones.
to send telegrams, faxes, e-mails.
to open accounts in post offices and banks.
to fill in railway reservation slips.
to write on various issues to institutions seeking relevant information, lodge complaints, express thanks or tender apology.
to write applications, fill in application forms, prepare a personal bio-data for admission into colleges, universities, entrance tests and jobs.
to write informal reports as part of personal letters on functions, programmes and activities held in school (morning assembly, annual day, sports day etc.)
to write formal reports for school magazines or in local newspapers on the above events or occasions.
to write presentation of opinions, facts, arguments in the form of set speeches for debates.
to present papers for taking part in symposia.
to take down notes from talks and lectures and make notes from various resources for the purpose of developing the extracted ideas into sustained pieces of writing.
to write examination answers according to the requirement of the various subjects.