Curriculum of Optional English 12 NEB | Syllabus

The Curriculum of Optional English 12 NEB

Secondary Education Curriculum 2076

Subject – English (Optional)
Grade/Class – XII/12

Subject Code – 334

Credit Hour – 5

Working hours – 160

Here we present you the Curriculum of Optional English 12-XII 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

English has been considered to be one of the strongest global common tongues 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 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 the history of English literature, an introduction to Language and linguistics, fiction and non-fiction on different themes, poetry, drama and an 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 horizons 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 the English Language and literature from the Anglo-Saxon period to the Postmodern
  2. To be acquainted with the fundamentals of Language and Linguistics
  3. To be familiar with characteristics of folk tales, ancient tales, metafiction, science fiction, children’s 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 Grades 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 literary devices such as simile, metaphor, personification, alliteration, assonance, hyperbole, symbol and imagery
  22. Introduce prosodic features 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 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 brief background information about 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 critical perspectives.

4. Scope and Sequence of Contents

4.1 Grade XII

Grade 12
Area/GenreContent/TypeItemEstimated Periods
An Introduction to Language and LinguisticsLanguage Studies: Language Family, Language Change and Language Death

Varieties of Language

Issues and Aspects of Language

 Language and pedagogy

 Multiculturalism

 Multilingualism

 Language Rights

 Translation

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)Prose66
a. Short stories (Realism, Naturalism, Surrealism)515
b. Ancient Tales39
c. Meta fiction13
d. Children’s Stories26
e. Fantasy13
a. Essays (Narrative, descriptive, argumentative, comparison and contrast, cause and effect, travel account, seminal, classical, modern)515
b. Memoir13
c. Blog writing13
d. Moral values related texts26
e. Meta language essay13
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. Ball25
b. Lyrical poetry25
c. Romantic poetry25
d. Haiku12
e. Free verse and modern poems39
f. Sonnet24
5. DramaA classic play either tragedy or comedy115
6. Introduction to Critical PerspectivesIntroduction 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


5. Learning Facilitation Process

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-centred 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. 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’ interests should be kept at the centre 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
  • nquiry-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 student’s learning achievement, formative as well as summative and internal as well as external assessments will be used

6.1 Formative assessment

In order to ensure the learning of the students, the 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
 Checklists
 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
 Storytelling/retelling
 Poetry recitation
 Dramatization/simulation
 Roleplay
 Group discussion
 Journals

6.2 Summative Assessment

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

a. Internal Evaluation

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

2Class work/home assignment6
3Project work (see below)16
4Terminal Tests6

With regard to the project works in English, the students need to 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 a repetition of the same project works in both grades. Each project work carries 4 marks.

Grade 12
Sample Project Works for Grade XI
S.N.Area/GenreProject Work
1A 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.
2Prose 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.

3Viva 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.

4One 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).

5Drama Write a review of one of the English Dramas.
6Critical 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

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

Grade 12
1A Historical Survey of English Literature and Language
2Introduction to Language and Linguistics10
5One Act Play/Drama10
6Introduction to Critical Perspectives10
Total Marks75
6.3 Alternative Evaluation

It is recommended that due attention be paid to 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 of boards. 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 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.