Curriculum of Grade 11-XI | English (Optional) | Subject Code: Com. 333 | 2076 | DOWNLOAD in PDF
Download English (Optional) New curriculum of grade-xi-11 subject code-com. 333 2076 NEB
DR Gurung
Subject - English (Optional)
Grade/Class - XI/11
Grade/Class - XI/11
Subject Code - 333
Credit Hour - 5
Working hour - 160
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.
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.
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)
6.1 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.
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.
Note: The detailed guideline or procedure for internal assessment will be developed by Curriculum Development Center.
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.
⇲ 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.
Here we present you the Curriculum of Grade 11-XI of the subject English (Optional) with Subject Code-333 NEB 2076/2020. Check and download in PDF file of English (Optional) curriculum class 11-XI 2076/2020. 2076 New Curriculum of Grade 11-XI English (Optional) Subject with subject code-333 and download it in PDF file. Enjoy!
Also Check:
[alert type=alert_outline alert_info]NEB Grade 11-XI Exam Model Question Papers 2078-2021 for All Subjects | Download in PDF.[/alert]
1. Introduction
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
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
By the end of Grade XI and XII, the learners will be able to:- Trace out the outline history of English Language and literature
- Explain, classify and summarize the evolution of various periods in English Language and Literature
- Understand and explain the characteristics of different periods of English Language and Literature
- Define and explain the basic feature of language and linguistics
- Classify the branches of linguistics
- Identify and use English Sound system
- Explain and use word formation and sentence formation process in English
- Read different prose texts for information and pleasure
- Identify and explain the contextual meanings of specific phrases, idioms and sentences to draw the intent in reading between the line
- Comprehend the texts and answer questions based on them
- Draw the central ideas of the given texts
- Present the themes of the given texts
- Explain the extracts from the text with reference to their contexts
- Paraphrase the specific extracts from the text
- Summarize the text and justify its title
- Write a critical appreciation of the texts
- Write narratives, descriptions, report and summaries
- Write characteristics of short stories and novella
- Give a brief background information of the author
- Describe the basic features of poetry and differentiate it from other genres
- Comprehend the poems and answer the questions based on them
- Extract the central idea/theme of the poem
- Write a critical appreciation of the poem
- Give the meaning of the selected words and phrases in a poem and explain their literary and figurative meaning
- Introduce the literary devices such as simile, metaphor, personification, alliteration, assonance, hyperbole, symbol and imagery
- Introduce prosodic features such as rhyme, rhythm and meter
- Annotate the extract with reference to the context.
- Summarize the poem and justify its title
- Give a brief background information of the poet (s)
- Compose a poem of their own
- Assimilate the themes of the given poem with their life experiences
- Identify and describe the elements of one act play: plot, characters, dialogue and setting
- Identify and explain the meanings of phrases, sentences and expressions used in the play according to the context
- Explain the given extracts from the play with reference to the context
- Paraphrase the specific extracts from the drama
- Write a summary of a play and justify its title
- Write a critical appreciation of a play
- Give a brief background information of the dramatist/playwright
- Compose a meaningful dialogue on the given topic
- Compose a skit/one act play
4. Scope and Sequence of Contents
4.1 Grade XI
Area/Genre
|
Content/Type
|
Item
|
Estimated Hours
|
1. A Historical Survey of English Language and Literature
|
Anglo Saxon Period to Postmodern
|
1
|
21
|
2. An Introduction to Language and Linguistics
|
Introduction to language and linguistics
English Sound system
Grammar: Morphology, Syntax
Semantics
Discourse
Pragmatics
|
1
|
25
|
3. Prose (Themes: Media and Society, Family,
Ecology and Environment, Gender, Globalization, Migration and Diaspora,
Cyber, Cyborgs and Robotics, Travel and Adventure, Values and Ideals,
Ethnicity and Culture, Patriotism and Nationalism, Development and Decay, Our
universe, Voices of the Voiceless, Myth, Language and Education)
|
Prose
|
75
|
|
Fiction
|
5
|
||
a. Short stories (Realism, Naturalism, Surrealism)
|
6
|
18
|
|
b. Folk tales
|
1
|
3
|
|
c. Fantasy
|
1
|
3
|
|
d. Ancient stories
|
1
|
3
|
|
e. Mythical stories
|
1
|
3
|
|
Novel or a novella (within two hundred pages
realism/fantasy/science fiction)
|
1
|
15
|
|
Non-fiction
|
|||
a. Essays (Narrative, descriptive, argumentative,
comparison and contrast, cause and effect, travel account, seminal,
classical, modern)
|
6
|
18
|
|
b. Biography, autobiography
|
1
|
3
|
|
c. Diary
|
1
|
3
|
|
d. Newspaper/non-fiction extracts
|
1
|
3
|
|
e. Moral values related texts
|
1
|
3
|
|
4. Poetry (Themes: Media and Society,
Family, Ecology and Environment, Gender, Globalization, Migration and
Diaspora, Cyber, Cyborgs and Robotics, Travel and Adventure , Values and
Ideals, Ethnicity and Culture, Patriotism and Nationalism, Development and
Decay, Our Universe, Voices of the Voiceless, Identity and Alienation)
|
Poems (Poems by
British, American and non-Western poets)
|
30
|
|
a. Ballads
|
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
|
One Act Plays
|
3
|
9
|
160
|
5. Learning Facilitation Process
5.1 Principles of learning facilitationThis 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
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:
In the final examination, there will be an internal examination of 25 percent. 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
|
Grade 11
|
||
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
|
b. External evaluation:
In the final examination, there will be an external examination of 75 marks. The allocation of marks for each genre is given below. The specification chart for this will be developed by CDC.
Grade 11
|
||
S.N.
|
Area/Genre
|
Marks
|
1
|
A Historical Survey of English
Literature and Language
|
10
|
2
|
Introduction to Language and
Linguistics
|
10
|
3
|
Prose
|
30
|
4
|
Poetry
|
20
|
5
|
One Act Play/Drama
|
5
|
6
|
Introduction to Critical
Perspectives
|
|
Total Marks
|
75
|
|
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
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.
DOWNLOAD in PDF: Curriculum of Grade 11-XI English (Optional) Subject Code:Com.333 2076/2020. 😊
View Class/Grade-11/XI English (Optional) Curriculum 2076/2020.
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DR Gurung
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