Syllabus of Higher Secondary
Standard 8-9-10
Implemented From June - 2004 in Standard - 8,
Implemented From June - 2005 in Standard - 9,
Implemented From June - 2006 in Standard - 10

ENGLISH (F. L.)

Syllabus Outline for Class-VIII | Class-IX | Class-X

The Committee deliberated upon the guidelines and syll abus prepared by the NCERT for the Elementary and Secondary School levels.

The Committee also reviewed the syllabus of English (ESL) prepared by the GCERT, Gandhinagar. I
In view of the NCERT guidelines and the existing syllabi for E.S.L. standards Vill, IXJ X, the Committee prepared the following details:

1. The Rationale

2. Guidelines. for Instructional Materials

3. A list of Learning outcomes in terms of Basic Language Skills, and other skills

4. An outline of the course content

5. The overall approach and techniques for teaching

6. Suggested time allocation

7. Scheme of evaluation

8. Detailed syllabi for standards Vill, IX & X (ESL)

9. A format of question paper of class X level

The Committee thanks the Board for reposing faith and assigning responsibility for this educational endeavour.

Syllabus for English (First Language) Standards Vlll, IX, X

1.0 Rationale

English is a global language today. It fulfils various communicative functions: literary, aesthetic, socio-cultural. It is also essential for education, trade and commerce, science and technology, international relationship. In the wake of globalization and IT revolution, it has become an international and international link language:

In this context, the Gujarat Secondary and Higher Secondary Education Board has decided to upgrade and update the syllabus of English for standards Vlll, IX, X (S.L.). This brings our syllabus closer to the National Curriculum.

This syllabus is designed to consolidate and further expand the language acquired at the primary school level and equip the learner with a vocabulary repertoire of about 3,000 words and to develop the skills of L - S - R - W. The main thrust of the new syllabus is on:

1. meaning and use rather than form of the language

2. communicative skills and language functions

3. interactive classroom practices for learner-centred activities and

4. evaluation of communicative ability rather than formal grammar.

2.0 Instructional Materials
The. instructional materials will comprise of

2.1 The textbook: intensive reading, supplementary reading, poetry, notes for teachers;
2.2 An audio cassette for oral work.
2.3 A CD for course work.

3.0 -Basic Skills
At the end ofclass X the following learning outcomes are expected.

3.1 Listening
The student

• Understands utterances in context

• Follows directions and instructions

• Follows simple narrations and descriptions

• Listens with comprehension for

  • Taking notes

  • Asking questions and answering them

  • Responding appropriately

• Listens to and understands recorded speeches, dialogues, instructions, stories etc.

• Listens to and understands live broadcasts telecasts and other multimedia presentations.

3.2 Speaking
The student

• Speaks intelligibly and fluently to make statements, ask questions, give instructions, report events etc.

• Recites poems, reads aloud dialogues, paragraphs, stories, news items etc.

• Responds appropriately to questions and queries

• Gives instructions, asks and offers directions

• Participates orally in familiar classroom, social and institutional situations

• Narrates events and experiences

• Describes people, places, objects, processes

• Offers apology, justification, explanation, suggestions, compliments, consolation etc.

• Interacts with people to agree/ disagree, make requests/ demand, and express preferences, likes/ dislikes

• Interacts with people on the telephone

3.3 Reading
The student

• Understands labels, simple notices, written instructions etc.

• Follows sequence of ideas

• Acquires the ability to skim and scan texts

• Infers and understands the intended meaning of the writer and predicts outcomes

• Reads maps, graphs, time-tables, schedules, catalogues, advertisements, hand bills, forms, newspapers, magazines, etc.

• Comprehends materials other than the prescribed texts

• Reads for information and joy

• Refers to dictionaries

3.4 Writing
The student

• Writes neatly and legibly in print-script with reasonable speed

• Writes sentences, paragraphs, dialogues, letters, e-mails, notes, greetings, invitations and other messages

• Writes simple descriptions of places, people, things, processes, events, etc.

• Makes notes and summaries

• Edits written materials

4.0 Other skills

4.1 Appreciation
The student

• Enjoys reciting poems

• Enjoys reading poems silently

• Appreciates creative use of the language

4.2 Library skills
The student

• Locates necessary sources of information

• Reads hand bills, catalogues, leaflets, brochures, etc

• Reads story books, magazines, children's magazines, newspapers etc.

• Refers to different types of dictionaries and encyclopedia

• Uses the Internet for browsing websites, reading and sending e-mail messages, to download materials etc.

4.3 Thinking skills
The student

• Recalls and organises facts and ideas

• Uses reasoning to interpreter, infer and predict, compare, contrast, classify information and ideas

• Organises arguments for debating, agreeing/ disagreeing

• Analyses, Synthesises and Evaluates ideas

4.4 Translation Skills
The Student

Understands the texts (sentences and passages) and translates from English into the mother tongue and the other way round.

5.0 Course content
The course content comprises:

5.1 Language components

• Language functions

• Usage

• Vocabulary

5.2 Thematic components

• Stories, passages, dialogues, telephonic talks, narrations, descriptions, biographies, cartoon, strips, anecdotes, skits, poetry

Thematic Content

The need for strengthening national identity 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 (j) strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour 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 syllabus 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, neighborhood 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.

5.3 Value components ( integrated with the thematic components as mentioned in 5.2)

5.4 The textbooks will consist of

• Materials for oral practice

• Materials for intensive reading

• Materials for supplementary reading

• Exercises for various language skills (L - S - R - W) and language components (syntax, vocabulary, phonology)

• Poetry (as part of the intensive reading section)

5.5 Recorded materials will consist of

• An audio cassette and / CID for oral work

6.0 Approach and Techniques
The perspective to English language teaching as reflected in this syllabus is communicative. That is, the teaching of English is need-based, learner-centred, interaction-oriented. The teacher is the facilitator of learning. S/he creates opportunities for the students to use English in the classroom, at school as well as outside. This approach envisages centrality of exposure to spoken English as well as oral interaction for language learning / acquisition. The evaluation of all the skills i.e. L-S-R-W, thinking, appreciation, library skills is comprehensive and continuous. Both the print and electronic media are to be used extensively.

7.0 Time Allocation
There are about one hundred and eighty teaching days i.e. about 120 sessions for the teaching of English. The teacher may distribute these sessions evenly for teaching all the units of the textbook, for the purpose of developing language skills.

Allocation of time for classroom teaching will be as under:

8.0 Evaluation
Besides measuring attainment, tests serve the dual purpose of diagnosing mistakes and areas of non-learning. To make evaluation a true index of learners' attainment:

(a) each language skill is tested
(b) questions are of different difficulty levels- easy, average and difficult
(c) written tests contain a judicious mixture of different types of questions i.e.

1. objective type like multiple choice, alternative response, true/ false, matching type. etc.

2. short answers, very short answers; and

3. essay type.

Syllabus Outline for Class-VIII | Class-IX | Class-X

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