Curriculum of Grade 12-XII | English (Optional) | Subject Code: Com. 334 | 2076 | DOWNLOAD in PDF

Download English (Optional) New curriculum of grade-xii-12 subject code-com. 334 2076 NEB
DR Gurung
Curriculum-of-Grade-12-XII-English-Optional-Subject-Code-334-2076
Secondary Education Curriculum 2076
Subject - English (Optional)
Grade/Class - XII/12
Subject Code - 334
Credit Hour - 5
Working hour - 160
Here we present you the Curriculum of Grade 12-XII of the subject English (Optional) with Subject Code-334 NEB 2076/2020. Check and download in PDF file of English (Optional) curriculum class 12-XII 2076/2020. 2076 New Curriculum of Grade 12-XII English (Optional) Subject with subject code-334 and download it in PDF file. Enjoy!

1. Introduction/button

English has been considered to be one of the strongest global common tongue and lingua franca contributing to all spheres of life like; education, communication, business, science, information technology, entertainment and so on. Therefore, it has been given more importance in learning and education. This curriculum for English is intended for the students of grade XI and XII who are interested in studying English literature. An effort has been made to make this curriculum more inclusive covering a wide range of texts written in different varieties of English without compromising its standard.

It aims at exposing students to different literary and non-literary writings with a view to developing their skills of analyzing, interpreting, synthesizing, summarizing, evaluating, and assimilating texts. This curriculum comprises history of English literature, introduction to Language and linguistics, fiction and non-fiction on different themes, poetry, drama and introduction to critical perspectives. By encouraging students to undertake wide readings in literary genres and other materials of variegated world ideas, the course intends to expand their horizon of knowledge. The readings acquaint them with the current global issues: women and gender, ecology and environment, information and communication technology, science fiction, linguistics, culture and folklore, law and justice, modernity and development, business, human conditions, and postmodernism and globalization.

This curriculum attempts to bridge the optional English prescribed for Grades IX and X with the major English syllabuses prescribed for tertiary education. The curriculum acknowledges language–literature integrated approach, interdisciplinary approach, and content-based approach. It focuses on more activities of reading with literary and non-literary texts (both intensive and extensive) followed by discussion, sharing and writing to enhance students’ creative and critical abilities. The following outline incorporates course details for both grades – XI and XII.

2. Level-wise competencies/button

This curriculum aims at developing the following competencies in the learners:
1. To explore the evolution of English Language and literature from Anglo-Saxon period to Postmodern
2. To be acquainted with fundamentals of Language and Linguistics
3. To be familiar with characteristics of folk tales, ancient tales, meta fiction, science fiction, children stories, realistic, contemporary short stories, and the novella
4. To comprehend the essays/non-fiction for intensive and extensive reading on various themes
5. To be familiar with literary devices and identify them used in various literary texts
6. To apply the skills of reading for information, comprehension and pleasure
7. To identify the characteristics of drama
8. To apply the skills of paraphrasing, interpreting, appreciating, analyzing, synthesizing and assimilating
9. To employ the basic literary skills of reading; interpretation, critical analysis, synthesis, and evaluation of the reading texts across multiple cultural and linguistic traditions, various historical periods and multiple genres
10. To be acquainted with different theoretical perspectives and apply them.

3. Grade-wise learning Outcomes/button

By the end of Grade XI and XII, the learners will be able to:

 1. Comprehend the language family and language change
2. Identify the varieties of language (Dialect, register, idiolect, pidgin, creole)
3. Explain and summarize the current theories of language teaching
4. Read different prose texts for information and pleasure
5. Identify and explain the contextual meanings of specific phrases, idioms and
sentences to draw the intent in reading between the lines
6. Comprehend the texts and answer questions based on them
7. Draw the central ideas of the given texts
8. Present the themes of the given texts
9. Explain the extracts from the text with reference to their contexts
10. Paraphrase the specific extracts from the text
11. Summarize the text and justify its title
12. Write a critical appreciation of the texts
13. Write narratives, descriptions, report and summaries
14. Write characteristics of short stories and novella.
15. Give a brief background information of the author
16. Describe the basic features of poetry and differentiate it from other genres
17. Comprehend the poems and answer the questions based on them
18. Extract the central idea/theme of a poem
19. Write a critical appreciation of a poem
20. Give the meaning of the selected words and phrases in a poem and explain their literary and figurative meaning
21. Introduce the literary devices such as simile, metaphor, personification, alliteration, assonance, hyperbole, symbol and imagery
22. Introduce prosodic feature such as rhyme, rhythm and meter
23. Annotate the extract with reference to the context.
24. Summarize a poem and justify its title
25. Give a brief background information of the poet(s)
26. Compose a poem of their own
27. Assimilate the themes of the given poem with their life experiences
28. Identify and describe the elements of drama such as plot, characters, dialogue and setting
29. Identify and describe the fivefold structure of drama: Exposition, Conflict, Rising Action, Climax and Falling Action/Denouement
30. Identify and explain the meanings of phrases, sentences and expressions used in the play according to the context
31. Comprehend the given text and answer the questions based on it
32. Explain the given extracts from the play with reference to the context
33. Paraphrase the specific extracts from the drama
34. Write a summary of a play and justify its title
35. Write a critical appreciation of a play 
36. Give a brief background information of the dramatist/playwright
37. Compose a meaningful dialogue on the given topic
38. Compose a skit/one act play
39. Describe major critical perspectives
40. Review the given texts from the critical perspectives.

4. Scope and Sequence of Contents/button

4.1 Grade XII

Grade 12
Area/Genre
Content/Type
Item
Estimated Periods
An Introduction to Language and Linguistics
Language Studies: Language Family, Language Change and Language Death
Varieties of Language
Issues and Aspects of Language
Language and pedagogy
Multiculturalism
Multilingualism
Language Rights
Translation
1
29
3. Prose (Themes: Science Fiction, Justice and Human Rights, Population and Migration, Love and Marriage, Money, Work and Leisure; Authority and State (power, war, people, politics), Ideals/Values, Diaspora/ Acculturation, Transnationalism, Protest / Rebellion/ Freedom, Religion and Morality (Geeta), Dream and Ambition, Sports and Entertainment, Film and Theatre, Language and Education)
Prose

66
Fiction

a. Short stories (Realism, Naturalism, Surrealism)
5
15
b. Ancient Tales
3
9
c. Meta fiction
1
3
d. Children’s Stories
2
6
e. Fantasy
1
3
Non-fiction

a. Essays (Narrative, descriptive, argumentative, comparison and contrast, cause and effect, travel account, seminal, classical, modern)
5
15
b. Memoir
1
3
c. Blog writing
1
3
d. Moral values related texts
2
6
e. Meta language essay
1
3
4. Poetry (Themes: Justice and Human rights, Population and Migration, Love and Marriage, Money, Work and Leisure; Authority and State (power, war, people, politics), Ideals/Values, Diaspora/ Acculturation, Transnationalism, Protest /Rebellion/ freedom, Religion and Morality (Geeta), Dream and Ambition, Identity and Alienation)
Poems (Poems by British, American and non Western poets)

30
a. Ball
2
5
b. Lyrical poetry
2
5
c. Romantic poetry
2
5
d. Haiku
1
2
e. Free verse and modern poems
3
9
f. Sonnet
2
4
5. Drama
A classic play either tragedy or comedy
1
15
6. Introduction to Critical Perspectives
Introduction to Critical Perspectives and Different perspectives
a. Gender
b. Class
c. Cultural perspective
d. Textual Reading (formalistic and linguistic)
e. The Marginalized perspectives (Language minority, LGBTI , disability, subaltern, modern/post modern)
f. Ecological Reading
1
20


160

5. Learning Facilitation Process/button

5.1 Principles of learning facilitation

This course draws on two major principles-intensive/extensive reading and creativity/criticality in language learning. With an aim of strengthening students’ English language competence, the course expects the teachers to provide their students with opportunities for both intensive and extensive reading. Rather than following a teacher-centered approach, students should be engaged in reading different genres of literary texts for building their vocabulary and micro reading skills such as extracting main ideas and answering the questions based on the reading texts. 

Teachers are also required to develop activities through which students are involved in reading literary texts for pleasure and for understanding their social meanings. In this process, students should be engaged in independent reading so that they get opportunities to understand broader socio-political meanings of the texts organized under different themes. In order to help students enhance their extensive reading ability, teachers should provide additional readings that deal with similar themes as the reading of the textbook has. In other words, the reading in the textbook should also be supplemented by reference materials. 

The pedagogical principles and approaches to be followed in this course should help students foster their creativity and develop their critical thinking skills, both in reading and writing English. While engaging students in reading a variety of literary texts, the classroom pedagogies for this course should focus on both creative and critical use of English. For this purpose, the students should be involved in writing simple poems, different types of essays, dialogues, biographies, travelogues and so on. In this process, the students are required to carry out creative and other writing projects. Students’ interest should be kept at the center for the accomplishment of such projects.

5.2 Learning activities

Based on the above-mentioned pedagogical principles, the following activities should be conducted in order to achieve the goals of this course:
 Student's reading and presentation
 Writing projects
 Dramatization, role-play and simulation
 Inquiry-based writing
 Reading for comprehension
 Reading for critical assessment/analysis
 Book talk (reading a particular book and having a talk on it)
 Discussion
 Think - Pair- Share
 RDWS (Read, Discuss, Write and Say/Share)
 Teacher-guided self-study
 Guest lecture and exposure visits
 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
 Writing book/film reviews
 Paraphrasing/genre conversion
 Genre conversion (e.g. converting poetry into prose and vice-versa)

6. Student Assessment Process/button

The letter grading system will be used for assessing the students' performance. In order to assess the students' learning achievement, formative as well as summative and internal as well as external assessment will be used.

6.1 Formative assessment

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)
 Oral question-answer
 Project works
 Creative works
 Self-initiation in learning
 Class work
 Games
 Debates
 Brainstorming
 Story telling/retelling
 Poetry recitation
 Dramatization/simulation
 Role play
 Group discussion
 Journals

6.2 Summative assessment

There will be both internal as well as external evaluation as part of summative or final assessment.

a. Internal evaluation:/button

This internal evaluation will consist of the assessment areas as given in the table below.:

S.N.
Assessment
Marks
1
Participation
3
2
Class work/home assignment
6
3
Project work (see below)
16
4
Terminal Tests
6

Total
25
With regard to the project works in English, the students need do at least four project works. Thus, they have to produce four project work reports for internal assessment. The followings are some of the suggested topics for project works though the teachers can design other relevant project works for the students based on the curricular contents. There should not be the repetition of the same project works in both grades. Each project works carries 4 marks.

Grade 12
Sample Project Works for Grade XI
S.N.
Area/Genre
Project Work
1
A Historical Survey of English Language and Literature
 Prepare a comprehensive timeline of the history of English language and literature. Include major writers and major works representing the era/age.
2
Prose
 Write a biography of a legendary writer of Nepal.
 Prepare a short profile of a Nepali litterateur who writes in English.
 Read a prose (other than given in the course) and write a review of it.
 Write a review of a famous Nepali book translated into English.
 Write your diary for a week.
 Write a short story/essay/travel account of your own.
3
Viva voce
 Compose a poem of your own in English.
 Review a poem (other than given in the course) that you have read recently.
 Prepare a short profile of a poet with his/her works.
4
One Act Play
 Act out a one-act play given in your course book and write a short reflection report. (This will be a group project.)
 Write a review of a one act play (other than given in the course).
5
Drama
 Write a review of one of the English Dramas.
6
Critical Perspectives
 Write a review of a literary work based on one of the following perspectives:
a. Gender
b. Class
c. Textual Reading (formalistic and linguistic)
d. Cultural perspective
e. The Marginalized perspectives (Language minority, LGBTI, disability, subaltern, modern/postmodern)
f. Ecological Reading
Note: The detailed guideline or procedure for internal assessment will be developed by Curriculum Development Center.

b. External evaluation:/button

75 marks. The allocation of marks for each genre is given below. The specification chart for this will be developed by CDC.

Grade 12
S.N.
Area/Genre
Marks
1
A Historical Survey of English Literature and Language
-
2
Introduction to Language and Linguistics
10
3
Prose
25
4
Poetry
20
5
One Act Play/Drama
10
6
Introduction to Critical Perspectives
10

Total Marks
75
6.3 Alternative evaluation

It is recommended that due attention be paid for assessing differently-abled students. For this, alternative-testing methods should be designed and applied.

7. Teaching Learning/Facilitation Resources and Materials/button

Each student must have a textbook. Each teacher should have a set of teacher support materials including digital and electronic materials as far as practicable. Teachers should make extensive and proper use board. To make learning easy, effective and interesting, a variety of materials should be used including the following:
 Charts such as the charts of the characteristics of historical periods, charts of definitions and examples of literary terms, charts of a poems/stanzas with the mark of prosodic features and figures of speech
 Comparison tables
 Family charts
 Role cards
 Newspaper cut-outs
 Bulletins, brochures
 Pictures/drawings
 Audio-visual materials
 Writing samples (e.g. essay, book/film review, mind mapping, brainstorming, etc.)
 Worksheets
 Flashcards
 Formats (of book review/film review/project work, etc.)
 Dictionaries, computers and mobile phones
 Multi-media
 Online resources
 Additional reference materials
 Sample interpretation/sample summary/theme/character sketch/poems, etc.

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DR Gurung
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