NEB Class 12 English Syllabus 2080
Complete Syllabus of NEB Class 12 English for NEB Exam 2080.
Grade: 11 and 12 Subject code: Eng. 003 (Grade 11), Eng. 004 (Grade 12)
Credit hour: 4
Annual working hour: 128
English is a lingua franca and is an appropriate international language for Nepal to be connected with global community. It is not only the language of international communication but also a language of higher education, mass media, information and communication technology (ICT), business, tourism, science and medicine. In the context of Nepal, English is necessary for various purposes. To be specific, our learners need English to participate in classroom interactions; to study course materials; to read things for pleasure and general information; to gain access to the world body of knowledge; to read and enjoy a wide range of literary texts, to participate in international meetings, seminars and conferences; to communicate with foreigners in general; to enhance their career development, and many more. English is taught as a compulsory subject from grade one to the bachelors level.
Ministry of Education, Science and Technology (MoEST) has approved the National Curriculum Framework (NCF), 2076 addressing the changed socio-political condition of the country and the current needs of the learners. This grade 11and 12 E nglish curriculum has been developed in line with the spirit of the new NCF. The present curriculum addresses all four language skills with prime focus on reading and writing skills. It focuses on the types of reading and writing skills that are necessary for the students in their real life. It also includes the language functions which the students need for their further studies and the world of work.
A strong grammatical foundation is also given due consideration in this curriculum. This curriculum is based on the principle that learners learn language when they get sufficient opportunity to use it in appropriate contexts.
Content should not be detached from the use of language. Content and language should be integrated while teaching. Therefore, the curriculum has focused not only on language and language functions, but also on a variety of fiction and non-fiction texts which provide a meaningful context for language learning. For some students, secondary education serves as a basis for preparation for the university education, whereas for some other students, it may be a preparation for entry into the world of work. This curriculum tries to address the linguistic requirements of both types of students.
This curriculum focuses on both the intensive reading of texts which is intended for language
development in the learners and the extensive reading of texts which is intended for processing content and developing higher order reading and writing skills.
Soft skills including critical thinking and creativity of the students have also been given du
e importance. For this purpose, a wide variety of texts have been included under various themes a nd topics. This curriculum includes level-wise competencies of students, grade-wise learning outcomes, scope and sequence of contents, learning facilitation process and evaluation process.
This curriculum of Grade 11 and 12 in English language aims at developing the following
competencies in the learners:
1. Use both spoken and written English for general and academic purposes in a variety of
personal, social and academic contexts.
2. Read a wide variety of texts for information and understanding
3. Read a variety of literary texts for pleasure and appreciation.
4. Read, reflect and interpret a wide range of texts.
5. Critically analyze and evaluate ideas in a wide range of level apprapriate texts.
6. Search, select and manage information from various textual and online sources.
7. Create a variety of writing for different purposes and audience s with appropriate content,
style and accuracy.
8. Produce a variety of creative and critical writings.
9. Appreciate diverse cultures.
10. Listen and respond in English with accuracy and fluency.
11. Communicate clearly and effectively in a range of situations us ing verbal and non-verbal
Check Class 12 English Guide Note 2080
Grade-wise Learning Outcomes
The learning outcomes in this curriculum are distributed between grade eleven and twelve based on their levels of difficulty. However, the same learning outcomes may be introduced in grade eleven and consolidated in grade twelve. Therefore, these may go in a sequence and will be addressed in the resource materials and pedagogy.
1. Identify and discriminate stress and intonation patterns.
2. Listen to the spoken text and understand its gist and retrieve specific information from
3. Make inference while listening
4. Listen to the spoken text and critically analyse and evaluate the information in it
5. Listen to the spoken text and take note of important information.
6. Participate actively and effectively in an interaction.
7. Listen to instructions, directions and announcements and follow them.
8. Gain knowledge and understanding of target culture (s) through listening
1. Participate effectively in interactions and conversations.
2. Participate effectively in an informal discussion.
3. Participate effectively in a formal discussion.
4. Participate effectively in a formal discussion.
5. Use telecommunications effectively.
6. Narrate a sequence of events or process
7. Use supra-segmental features like stress, tone and intonation for expressing a range of meanings and emotions.
8. Make effectivepresentations.
9. Describe,people, objects, events, etc.
10. Seek and provide a wide variety of information.
11. Speak with critical analysis and evaluation.
12. Understand and demonstrate inter-cultural understanding.
1. Read the texts intensively for information and understanding.
2. Read a variety of literary texts for pleasure, appreciation and interpretation
3. Read the texts and critically analyse, interpret and evaluate the information.
4. Read the texts closely and understand the structure and organization of the text.
5. Read the texts and predict the content and make inference.
6. Read the texts and take notes.
7. Read and interpret the para- orthographic texts.
8. Read texts and deduce the meaning of unfamiliar lexical items from the context.
9. Use an authentic English dictionary, thesaurus, encyclopedia, and academic reference material.
10. Read and identify the practices and values of national and target cultures.
1. Compose well-formed paragraphs.
2. Write different kinds of letters and emails with appropriate format and layout.
3. Write well organised essays on the given topics and the topics of own interest.
4. Write news articles on current issues.
5. Write formal reports in an appropriate style and format.
6. Narrate a sequence of events and personal experiences.
7. Describe a person or event appropriately.
8. Summarise a text.
9. Write a character sketch.
10. Write a book/film review.
11. Transfer information from tables, graphs and charts to prose and vice versa.
12. Prepare communiqué and press release.
13. Use the mechanics of writing properly.
14. Use various strategies for generating and organising ideas for writing.
15. Apply process approach to writing for producing a variety of creative writings.
16. Use an authentic English dictionary, thesaurus, encyclopedia, and academic reference material.
Scope and Sequence
The content of reading section is divided into two parts: Part I and Part II.
Part I includes a wide variety of contemporary issue-based thematic texts intended for
the practice of
- (a) intensive reading
- (b) grammar
- (c) vocabulary
- (d) listening and speaking
- (e) writing.
Part II is built on the successful exposition of Part I. Part II includes literary genre-based selected texts of different types for reading for pleasure, for both intensive and extensive purposes so as to enable the learners to discern different aspects of literary texts and practise creative writings, which involves expression of imagination.
Part I (Outlines for the selection of texts)
There will be a wide variety of texts on different issues- both local and global of mainly contemporary concerns, which include gender issues, diaspora, science and technology, depletion of natural resources, etc. There will be maximum 21 reading texts of moderate length not exceeding 2000 words and technical terms at each grade. The texts should be taken from various thematic areas that have been proposed below. Around each selected text, specially tailored exercises will be developed for supporting the learners' engagement with the texts
|S. No.||Thematic Areas||Possible Topics|
|1.||Education and Humanity||ethics, human values, moral values, education, spirituality, animal rights, patriotism, responsibility of citizens|
|2.||Health, Sports, and Adventure||yoga, travelogue, illness, disease, diet, nutrition, epidemics, hygiene, mental health, physical exercise, traditional and alternative medicine, meditation|
|3.||Media and Society||change in communication and pace of life, advertising, bias in media, the Internet, radio and television, telephone, press|
|4.||History and Culture||identity, language, ethnicity, ethnic groups in Nepal, folk literature, folk songs, folk culture/children's literature, diaspora, ethics, cultural diversity, beliefs, values and norms, etiquette, historical events, national customs|
|5.||Ecology and Development||global warming, deforestation, diversity, sustainable development, population, agronomy, forestry, wildlife, weather, ecosystem, food and water, the effect of man on nature, the environment, natural disaster|
|6.||Science and Technology||ethics and science, impact of ICT on society, entertainment, renewable energy|
|7.||Globalisation and Economy||international economy, migration, poverty and famine, global citizenship|
|8.||Humour and Satire||humour, satire|
|9.||Democracy and Human Rights||democracy, human rights, gender, law and justice, legal awareness, children's rights, women's rights, rights of senior citizens, non-violence, charity|
|10.||Home Life, Family, and Social Relationships||celebrations and social events, friendship, work, family, social acceptance, sex education|
|11.||Arts, Music, and Creation||painting, arts, music, creation|
|13.||Career and Entrepreneurship||jobs, career, entrepreneurship, problems of unemployment|
|14.||Power and Politics||power, politics, struggle, conflict|
|15.||War and Peace||war, peace|
|16.||Critical Thinking||critical thinking, divergent thinking, logical thinking|
Possible text types for part I
A wide variety of texts will be covered for reading purposes. Reading texts for part I will cover the following types:
- book/film reviews
- news reports and articles
- literary writings
- academic publications
- news articles
- product guides
Part II (Outline for the selection of reading texts)
As mentioned before, this part will consist of different types of creative works that involve the
expression of imagination and art so that the students can perceive how language functions
differently. These are higher functions. This section will expose the students to a different world of imagination and art. This will encourage them to read more, think more and express with individual artistry. There lies infinite possibility of growingindependently. In this part, there will be maximum reading texts of moderate length at each grade.
The genres that will be included in this part along with the number of texts of each genre is given below:
|S.N.||Genres||Numbers of Texts to be Included|
|4.||One act plays||3|
- literary devices used in the texts
- comprehension questions (short and long: literature-based reading, reading between the lines, appreciation of texts, interpretation of texts)
- writing a summary
- describing the character
- comparing and contrasting
- critical and creative writing
Listening and Speaking
As far as possible, listening and speaking skills will be practiced not in isolation but in the context of reading texts in an integrated way. Listening texts will cover the following types in both grades:
- Personal accounts (e.g. oral anecdotes, past experiences, etc.)
- Short discussions
- Narratives (e.g. radio dramas)
- Procedures (e.g. instructions and directions)
- Factual accounts (news reports, eye witness accounts)
- Explanations (e.g. how an engine works)
- Expositions (debates, speech, advertisements)
- Public announcements
- Weather forecast
Speaking skill will be linked with the prescribed language functions. The prescribed language functions will be included in the tasks and topics for speaking. Speaking tasks and topics should be linked directly to the reading texts. Speaking tasks will cover the following main areas in both grades:
- Formal and informal discussions
- Making presentations
The language functions prescribed in this curriculum should be the basis for developing tasks for listening and speaking, and the grammar should be linked to the language functions.
The grammar part of the curriculum will include the following topics: a. Adjectives and adverbs b. Concord/subject verb agreement c. Prepositions d. Modal auxiliaries e. Tense and aspects f. Infinitives and gerunds g. Conjunctions h. Relative clause i. Voice j. Reported speech
The grammar should not be taught separately. It should be dealt with in the texts as far as possible.
Sounds, Vocabulary, and Dictionary Use
- a. Sound system of English
- Vowels b. Vocabulary study - word formation
- Parts of speech
- Idioms and phrases
- Nouns - number
- Verb conjugation
- Punctuation c. Dictionary use (focus on the use of electronic dictionary) d. Idioms and phrasal verbs
The Curriculum has two broad sections: Language Development and Literature. The allocation of working hours for language development and literature will be 73 and 55 respectively.
|Score from terminal exams||6|
|Language skills and aspects||Marks|