ENGLISH LANGUAGE AND LITERATURE
Code No. 184
2024-25
1. Background
At the secondary stage of English language learning the textual materials and other
resources should represent a wide range of learning experience. Literature has always
played a significant role in learning language. However, it is felt that pupils should be
apprised with contemporary issues, read authentic literature and experiences of people to
reflect and build their personality traits.
While there is a trend for inclusion of a wider range of contemporary and authentic texts,
accessible and culturally appropriate pieces of literature should play a pivotal role at the
secondary stage of education. The English class is meant for reading literature from
different perspectives and to engage in activities for developing communicative
competence, creativity and enrichment of language skills It should not be seen as a place
merely to read poems and stories in, but an area of activities to develop the learner’s
imagination as a major aim of language study, and to equip the learner with communicative
skills to perform various language functionsthrough speech and writing.
2. Objectives:
Objectives of the course are to enable learners to:
• build greater confidence and proficiency in oral and written communication
• develop the ability and knowledge required in order to engage in independent reflection
and inquiry
• make appropriate usage of English language
• to communicate in various social settings
• equip learners with essential language skills to question and to articulate their point of
view
• build competence in the different aspects of the Language
• develop sensitivity to, and appreciation of world literature representing varieties of
English and cultures embedded in lt.
• enable the learner to access knowledge and information through reference skills
(consulting a dictionary / thesaurus, library, internet, etc.)
• develop curiosity and creativity through extensive reading
• facilitate self-learning to enable them to become independent learners
• review, organise and edit their own work and work done by peers
• integrate listening and speaking skills in the curriculum.
• give a brief oral description of events / incidents of topical interest
• retell the contents of authentic audio texts (weather reports, public announcements,
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, simple advertisements, short interviews, etc.)
• participate in conversations, discussions, etc., on topics of mutual interest in non-
classroom
situations
• narrate a story which has been depicted pictorially or in any other non-verbal mode
• respond, in writing, to business letters, official communications email etc.
• read and identify the main points / significant details of texts like scripts of audio-
video interviews, discussions, debates, etc.
• write without prior preparation on a given topic and be able to defend or explain the
stand taken / views expressed in the form of article, speech, or a debate
• write a summary of short lectures on familiar topics by making / taking notes
• write an assessment of different points of views expressed in a discussion / debate
• read poems effectively (with proper rhythm and intonation)
• transcode information from a graph / chart to a description / report and write a
dialogue, short story or report
• Develop appreciation for Indian languages(multilingualism), translations and Indian
Literature.
3. Language Items
In addition to consolidating the grammatical items practised earlier, the courses at the
secondary level seek to reinforce the following explicitly:
• sequence of tenses
• reported speech in extended texts
• modal auxiliaries (those not covered at upper primary)
• non-finites (infinitives, gerunds, participles)
• conditional clauses
• complex and compound sentences
• phrasal verbs and prepositional phrases
• cohesive devices
• punctuation (semicolon, colon, dash, hyphen, parenthesis or use of brackets and
exclamation mark)
4. Methods and Techniques
The methodology is based on a multi-skill, activity-based, learner-centered approach. Care is
taken to fulfill the functional (communicative), literary (aesthetic) and cultural (sociological)
needs of the learner. In this situation, the teacher is the facilitator of learning, She/he presents
language items, create situations which motivates the child to use English for the purposes of
communication and expression. Aural-oral teaching and testing is an integral feature of the
teaching-learning process. The electronic and print media could be used extensively. A few
suggested activities are:
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Code No. 184
2024-25
1. Background
At the secondary stage of English language learning the textual materials and other
resources should represent a wide range of learning experience. Literature has always
played a significant role in learning language. However, it is felt that pupils should be
apprised with contemporary issues, read authentic literature and experiences of people to
reflect and build their personality traits.
While there is a trend for inclusion of a wider range of contemporary and authentic texts,
accessible and culturally appropriate pieces of literature should play a pivotal role at the
secondary stage of education. The English class is meant for reading literature from
different perspectives and to engage in activities for developing communicative
competence, creativity and enrichment of language skills It should not be seen as a place
merely to read poems and stories in, but an area of activities to develop the learner’s
imagination as a major aim of language study, and to equip the learner with communicative
skills to perform various language functionsthrough speech and writing.
2. Objectives:
Objectives of the course are to enable learners to:
• build greater confidence and proficiency in oral and written communication
• develop the ability and knowledge required in order to engage in independent reflection
and inquiry
• make appropriate usage of English language
• to communicate in various social settings
• equip learners with essential language skills to question and to articulate their point of
view
• build competence in the different aspects of the Language
• develop sensitivity to, and appreciation of world literature representing varieties of
English and cultures embedded in lt.
• enable the learner to access knowledge and information through reference skills
(consulting a dictionary / thesaurus, library, internet, etc.)
• develop curiosity and creativity through extensive reading
• facilitate self-learning to enable them to become independent learners
• review, organise and edit their own work and work done by peers
• integrate listening and speaking skills in the curriculum.
• give a brief oral description of events / incidents of topical interest
• retell the contents of authentic audio texts (weather reports, public announcements,
Page 1 of 14
, simple advertisements, short interviews, etc.)
• participate in conversations, discussions, etc., on topics of mutual interest in non-
classroom
situations
• narrate a story which has been depicted pictorially or in any other non-verbal mode
• respond, in writing, to business letters, official communications email etc.
• read and identify the main points / significant details of texts like scripts of audio-
video interviews, discussions, debates, etc.
• write without prior preparation on a given topic and be able to defend or explain the
stand taken / views expressed in the form of article, speech, or a debate
• write a summary of short lectures on familiar topics by making / taking notes
• write an assessment of different points of views expressed in a discussion / debate
• read poems effectively (with proper rhythm and intonation)
• transcode information from a graph / chart to a description / report and write a
dialogue, short story or report
• Develop appreciation for Indian languages(multilingualism), translations and Indian
Literature.
3. Language Items
In addition to consolidating the grammatical items practised earlier, the courses at the
secondary level seek to reinforce the following explicitly:
• sequence of tenses
• reported speech in extended texts
• modal auxiliaries (those not covered at upper primary)
• non-finites (infinitives, gerunds, participles)
• conditional clauses
• complex and compound sentences
• phrasal verbs and prepositional phrases
• cohesive devices
• punctuation (semicolon, colon, dash, hyphen, parenthesis or use of brackets and
exclamation mark)
4. Methods and Techniques
The methodology is based on a multi-skill, activity-based, learner-centered approach. Care is
taken to fulfill the functional (communicative), literary (aesthetic) and cultural (sociological)
needs of the learner. In this situation, the teacher is the facilitator of learning, She/he presents
language items, create situations which motivates the child to use English for the purposes of
communication and expression. Aural-oral teaching and testing is an integral feature of the
teaching-learning process. The electronic and print media could be used extensively. A few
suggested activities are:
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