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STATE COUNCIL OF EDUCATION RESEARCH AND TRAINING, CHENNAI -06

TNCF 2017 DRAFT SYLLABUS-ENGLISH –STANDARD XI

New innovations in the teaching – learning process are possible that require inquiry, research, discovery by the learner rather than
memorization of prescribed texts. Classroom methodology could be a more contemporary approach to complement effective learning
in an increasingly technology driven world .The revised / updated English syllabus would, therefore, effectively fulfill the needs of
learners coming from a range of academic backgrounds. Globalization demands that learners leave school as confident individuals,
with essential communicative competencies [listening, speaking, reading and writing]. Read texts in a variety of genres [informational,
academic and literary], communicate [speak with appropriate tone, stress and intonation] with peers, socially outside the class/school
with confidence, express their point of view and justify, agree and disagree, write creatively, construct dialogue and draft reports. The
syllabus contains thematic texts that encourage learners to acquire important life skills
At this level, improving learners’ reading skills will reduce unnecessary reading time and enable them to read in a more focused and
selective manner. They will also be able to increase their levels of understanding and concentration by exercising skimming and
scanning strategies. Different reading skill practices, ensures learners’ increased efficiency and effectiveness. Activities like note making,
listing, tabulating, mapping etc will enable the teachers to assess learners’ competence.

SKILLS AND EVALUATION


LEARNING OBJECTIVES/OUTCOMES CLASSROOM ACTIVITIES
SUB -SKILLS

READING Students will be able to : Students are expected to: Criteria for assessment of
reading:
 use strategies of skimming and  use reference materials through
scanning for understanding commentaries, thesaurus and internet  Identify the main and
 select and extract information  read a range of text types /genres [factual, supporting ideas of a text.
 understand writer’s attitude and literary ]  recognize the theme,
bias  discuss in pairs/groups/ whole class for  appreciate a writers point of
 appreciate , respond to, analyze specific points to identify different points view
distinguishing features of a range of view  express agreement or
of texts and interpret comprehend a technical language disagreement and justify
information [factual, literary ]  give reasons / establish
 distinguish fact from opinion  make notes using a range of suitable cause and effect
 explore and evaluate the formats [listing as points and sub - points  make notes using a range of
features of character, plot and /tabulation/flow chart/ven diagram / suitable formats [listing as
setting etc. mapping/abbreviations etc] points and sub - points /
 relate visual content with tabulation / flow chart / ven
graphics diagram/mapping etc
 identify the elements of humor,  frame an appropriate a title meaningfully
pathos, satire and irony in  infer & interpret
literary and non-literary texts information
 refer and do research  understand the logical
independently sequence of events
 understand e-content  understand the meaning of
 use a range of tools to unfamiliar
record/store information for words/expressions using
easy retrieval [making contextual clues
notes/summarizing]  transcode information from
a visual input and relate the
same with verbal content
for meaning
 write a summary of one-
third the length of the text,
based on the notes, using
suitable linking devices
 supply a suitable title
Writing skills cover the following genres :academic writing, drama, essay, fiction, general, formal /official and personal writing,
persuasive writing, integrated grammar usage ,using stylistic devices, idioms and formatting etc. The course books give extensive
,useful guidance how to gather and develop ideas from a range of resources , organize content, edit, and express themselves with
clarity, appropriacy, fluency and accuracy ,in realistic contexts.

WRITING Students will be able to : Students are expected to: Criteria for assessment of
short and long pieces of
 fill up forms accurately  fill up forms (bank challan, reservation writing / letters
 express opinions with forms, application for admission forms,
appropriate examples online forms, competitive examination  fluency
 write informal reports [events] forms, opening of account in bank and  accuracy
 organize content in a logical post office)  relevance of content
and linear form as a short  discuss and work in pairs/groups /whole  content organization
text/paragraph / longer pieces class to collect and collate ideas before  appropriate idioms
of writing [2-3 paragraphs] writing  punctuations
based on any given visual or  do individual reference work [using the  use of grammatical
graphic input library/internet] to gather information structures in an
 express cause and effect  design posters to raise awareness about integrative manner
 use a range of formal and environmental & simple social issues  creativity
informal language to suit  draft notices & messages  critical appreciation of
purpose /audience  write essays and paragraphs on various literary text
 express a point of view issues (social and environmental issues)  logical thinking
logically and justify effectively  describe processes/events  reasoning
 cite relevant examples to  confidently and actively participate in  drawing inferences
support a view point grammar & vocabulary building games  use of appropriate tone
 use persuasive language  draft their own speeches and style where ever
 write examination answers [general/debate] on familiar issues in applicable
,observing prescribe word their environment  format and punctuation
limits  write formale-mails to school authorities 
 draft informal and official [not for testing]
letters using suitable styles,  draft letters to friends, pen friends and
tone & formats relatives etc.
 draft formal e-mails/’blog’  draft official letters to school authorities
[appeal/request/excuse/complaint
/suggestion etc]
 write informal reports for morning
assembly, annual day and sports day and
reports
 short creative prose for magazines
 write exploratory and argumentative
articleson various environmental /social
issues
 ‘blog’ - environmental/ social issues
 use CODER to improve their writing skills

Teachers, foremost, demonstrate effective speaking in their day-to-day leadership of the class by conveying directions and information
clearly with style and confidence, and thus model for students how English is spoken. They could build confidence and necessary
competency by engaging learners in practice and drills as given the textbooks, and consistently using the language in their day to day
communications inside /outside the classroom. Students should be supported in all their efforts.

LISTENING AND Students will be able to : Students are expected to: The listening and speaking
SPEAKING skills are to be assessed on
 listen to lectures and talks in  speak fluently and comment the the following parameters:
order to extract relevant points characters, lectures and talks
for a specific purpose  compare and contrast the information  Interactive competence
 listen to audio forms such as  extrapolate about the information read (Initiation & turn taking,
relevance to the topic).
sports commentary,  gain confidence to get through the  Fluency (cohesion,
advertisements, radio play ,panel interviews successfully coherence and speed of
discussion, lecture, general  skillfully turn-take and negotiate a group delivery).
speech etc discussion  Pronunciation
 speak on newspaper  express oneself appropriately in any  Language (accuracy and
information and other longer given role vocabulary)
announcements  address a gathering, present a paper
 respond to interviews and exchange pleasantries
appropriately
 participate interactively in  give concrete illustrations / examples for
pairs/groups in whole class an argument in a debate and find
discussion possible solution to familiar issues
 frame appropriate questions will [school & their environment]
making enquires/seeking  practice speaking aloud-debate ,recitation,
information and responding to declamation, elocution, ’JAM’ ,
enquires  presenting a radio/ TV programme/
 participate in a formal discourse advertisement etc
to make presentation in  performing a radio play/news reading /
seminar/symposia etc. voice over/sports commentary etc
 participate and defend a healthy
argument in a debate.
 recognize basic sound symbols to
support use of pronunciation
dictionary
 recognize the importance of
stress/intonation in relation to
meaning & use them
appropriately
GRAMMAR Students will be able to : Students are expected to: Test item types for integrative
grammar[ in a given context] :
 write with accuracy  use a range of grammatical structures
 integrate a range of structures to in a variety of written and spoken  editing
achieve clarity and effective contexts  re-ordering jumbled
communication of  participate confidently in grammar sentences/words
 use punctuations accurately in games to gain fluency and accuracy in  supplying a missing word
writing communication  transforming
 enrich their linguistic  sentence completion
competence during language use in real ‘  cloze
life’/authentic contexts in speech and
writing
 accomplish the right usage of grammar
[accuracy]
VOCABULARY Students will be able to : Students are expected to:

 use appropriate words in  maintain the unity between words


spoken & written discourses/ and contexts in speech and writing
communication  participate confidently in Language
 understand meanings of new & activities as pair/group/whole
words and expressions using class/ individual activities or games
contextual clues Contextual usage of vocabulary
to gain knowledge and use [speaking
 use a range of reference
& writing] new words/expressions
sources [advance dictionary/
thesaurus/ pronunciation in a range of realistic contexts
dictionary /online resources]  use their knowledge of etymology to
understand the meaning of written
and spokenwords
LITERATURE Students will be able to : Students are expected to:
Literary appreciation of:
TEXTBOOK  comprehend the central  narrate events/incidents from different
perspectives and analyze for  character
theme/writer’s message and
communicating ideas  characterization
sequence of events leading to
conclusion in short stories,  use cohesive language and collocations  literary style/ use of
essays, prose pieces& poems appropriately: and identify poetic literary devices
 understand character & devices  development of
motives, follow main and sub-  and encourage themselves to read plot/sub-plot
plots/recognize literature books in and around the  message/theme
atmosphere/relate the theme learning location  atmosphere
to events & character etc  understand and appreciate the oral, Test item types:
 appreciate literary style and visual and mobile elements of a drama
 Explain with reference to
use of literary /poetic devices to enact the play in the class context [based on an
 recognize the values of life as
extract from prose only]
presented through the literary
 Short answer/long answer
pieceand recognize the same in
type
‘real life ‘situations.
 long answer-extrapolation
from the set text
EXTENDED Students will be able to : Students are expected to:

READING  read independently ,for Literary appreciation of:


 cultivate the habit of independent
TEXT pleasure reading
 character
 comprehend the central  read a range of literary genres/styles
 characterization
theme/writer’s message and  develop an appreciation for different
cultures  literary style/ use of literary
sequence of events leading to
 appreciate different points of view devices
conclusion
 think critically and analytically  development of plot/sub-
 understand character &
 try to express themselves creatively plot
motives, follow main and sub-  develop a broad social outlook and
plots/recognize apply positive values in their life  message/theme
atmosphere/relate the theme  atmosphere
to events & character etc  values/messages
 appreciate literary style and use  Identifying, analyzing and
of literary /poetic devices synthesizing with reference
 recognize the values of life to character, theme, plot,
[conflicts] as presented through conclusion etc
the literary piece
 assimilate the positive values
 broaden societal outlook and
individual behavior.
TNCF 2017 DRAFT SYLLABUS-ENGLISH –STANDARD XII

The higher secondary syllabus at +2 level, is further tailored to meet the requirements of learners appearing for the competitive, national
level examinations. The course book provides a wide range of inputs that support learners’ confident and fluent use of the language in a
range of meaningful contexts. Their participation in collaborative, interactive and research- oriented class activities promotes the acquisition
of a higher level of communicative competence in the four language skills [LSRW], in a structured, balanced manner. Students will be
required to find relevant information from the school / class library or the internet and are expected to exercise discrimination and
judgement in the selection of data/materials for the completion of the tasks. The learning experiences are embedded in themes which are
explored through prose, poetry and drama, which would appeal to students at this level. The students’ active participation in class activities
develops their self-confidence and as a form of training in language skills needed for their effective functioning in academic, professional and
social situations. Teachers should motivate their students to use the language inside and outside the classroom/school [real lifesituations ]as
this exposure ensures that they will be better prepared to take on an increasingly globalised, information –driven world.
At this level, learners need to be able understand/ process a wide range of complex text types [reports, discourses, literary, scientific texts
etc] and respond appropriately.Clear reading goals can significantly increase their reading efficiency. As not everything in print will be of
use, learners can easily and quickly prioritize information according to the task in hand. The practice assignments offer learners enough
reading texts and teachers may add and enrich further their reading experience throughout the session.

SKILLS AND EVALUATION


LEARNING OBJECTIVES/OUTCOMES CLASSROOM ACTIVITIES
SUB -SKILLS
READING Students will be able to : Students are expected to: Criteria for assessment of reading:

 use strategies of skimming and  use reference materials through  Identify the main and
scanning for understanding commentaries, thesaurus and internet supporting ideas of a text.
 read longer texts at an increased  read a range of text types /genres [factual,  recognize the theme,
speed discursive ]  appreciate a writers point of
 select and extract information  read factual information and technical view
 understand writer’s attitude and passage from a scientific, sports, technical,  express agreement or
bias environmental and national geographical disagreement and justify
 appreciate , respond to, analyze journals  give reasons / establish cause
distinguishing features of a range  discuss in pairs/groups/ whole class for and effect
of texts and interpret specific points to identify different points  make notes using a range of
information [factual, literary ] of view, express their points of suitable formats [listing as
 distinguish fact from opinion view/observations & substantiate with points and sub - points /
 explore and evaluate the relevant examples tabulation / flow chart / ven
features of character, plot and diagram/mapping etc
setting etc. meaningfully
 distinguish between  make notes using a range of suitable  infer & interpret information
propaganda and persuasion formats [listing as points and sub - points  understand the logical sequence
when reading newspapers /tabulation/flow chart/ven diagram / of events
/articles mapping/abbreviations etc]  understand the meaning of
 differentiate between claims unfamiliar words/expressions
and realities; using contextual clues
 frame an appropriate a title  transcode information from a
distinguish between
visual input and relate the same
facts and opinions ;
with verbal content for meaning
apply prior knowledge to the
 write a summary of one-third
understanding of a passage/text
the length of the text, based on
;
the notes, using suitable linking
arrive at personal conclusion
devices
 relate visual content with
graphics  puzzle out meaning using
 ‘puzzle-out’/understand contextual clues
meaning of new  supply a suitable title
words/unfamiliar expressions
using contextual clues
 identify the elements of humor,
pathos, satire and irony in
literary and non-literary texts
 referand research
independently
 understand e-content
 use a range of tools to
record/store information for
easy retrieval [making
notes/summarizing]

At this level, students are on the threshold when they will need to write using a variety of style, tone ,other discourse markers for different
purposes to suit different types of readers. The ‘mantra’ "pre-write, draft, revise, edit, and proofread" guides learners to read their work
back and forth through the stages of the writing process, is the most effective way to help them become better writers. They need to be
encouraged to practice this while completing their assignments.
WRITING Students will be able to : Students are expected to: Criteria for assessment of short
and long pieces of writing /
 fill up forms accurately  discuss and work in pairs/groups / whole letters
 express opinions with class to collect and collate ideas before
appropriate examples writing  fluency
 write informal reports [events]  do individual reference work [using the  accuracy
 organize content in a logical and library/internet] to gather information  relevance of content
linear form as a short  confidently and actively participate in  content organization
text/paragraph / longer pieces grammar use & vocabulary building games  appropriate idioms
of writing [2-3 paragraphs] [oral & written]  punctuations
based on any given visual or  fill up forms (bank challan, reservation forms,  use of grammatical
graphic input college /examination application forms, structures in an
 express cause and effect online forms, including opening of account in integrative manner
 use a range of formal and bank and post office)  creativity
informal language to suit  draft classified & poster advertisements,  critical appreciation of
purpose /audience circulars, pamphlets, notices &short literary text
 draft informal and official letters messages  logical thinking
using suitable styles, tone &  write articles/reports basedon various issues  reasoning
formats (social / environmental )  drawing inferences
 express a point of view logically  describe people, objects, places ,processes  use of appropriate tone
and justify effectively and events and style where ever
 cite relevant examples to  write a formal report for magazine, applicable
support a view point newspaper and journal etc based on a  format /layout and
 use persuasive language graphic/visual input punctuation and
 write examination answers  draft their own speeches [general/debate] prescribed length of
,observing prescribed word onvarious issues writing
/paragraph limits  draft official/business / commercial letters
[place orders, seek information about
products /college admission and respond to
letters of greetings, enquiry and complaints
& responding appropriately , (including to
health officer, school principal etc.);
 apply for a job - application with detailed
CV/without CV
 write expository and argumentative essays
on various issues
 use CODER to improve their writing

The syllabus reflects the wide range of experiences the textbooks provide relevant real life related experiences to help learners practice their
speaking and listening skills necessary for successful participation in the world. Teachers need to further improve students’ abilities for a
variety of purposes and audiences by encouraging learners to participate and interact in meaningful class activities —in whole groups, small
groups, and with a partner—that are built around significant content.

LISTENING AND Students will be able to : Students are expected to: The listening and speaking skills
SPEAKING are to be assessed on the
 listen to lectures and talks in order  express their point of view and justify following parameters:
to extract relevant points for a confidently. Able to use the language of
specific purpose debate when required  Interactive competence
 listen to audio forms such as  compare and contrast the information (Initiation & turn taking,
sports commentary,  extrapolate about any information they relevance to the topic).
advertisements, radio play ,panel have read  Fluency (cohesion, coherence
discussion, lecture, general speech  gain confidence to participate in oral and speed of delivery).
etc the interviews with confidence  Pronunciation
 speak on newspaper information  skillfully turn-take and negotiate a group  Language (accuracy and
and other longer announcements discussion vocabulary)
 respond to interviews  express oneself appropriately in any
appropriately given role
 participate interactively in  address a gathering, present a paper
pairs/groups in whole class and exchange pleasantries
discussion  give concrete illustrations / examples for
 frame appropriate questions will an argument in a debate and find
making enquires/seeking possible solution to various
information and responding to social/environmental issues
enquires  practice speaking aloud-debate ,recitation,
 participate in a formal discourse to declamation, elocution, ’JAM’ , etc
make presentation in  presenting a radio/ TV programme/
seminar/symposia etc. advertisement etc
 performing a radio play/news reading /
 participate and defend a healthy
voice over/sports commentary etc
argument in a debate.
 recognize basic sound symbols to
support use of pronunciation
dictionary/dictionary
 recognize the importance of
stress/intonation in relation to
meaning & use them appropriately
GRAMMAR Students will be able to : Students are expected to: Test item types for integrative
grammar[ in a given context] :
 write with accuracy  use a range of grammatical structures
 integrate a wide range of structures in a variety of written and spoken  editing
to achieve clarity and effective contexts  re-ordering jumbled
communication of  participate confidently in grammar sentences/words
 use punctuations accurately in games to gain fluency and accuracy in  supplying a missing word
writing communication  transforming
 enrich their linguistic  sentence completion
competence during language use in real ‘  cloze
life’/authentic contexts in speech and
writing
 accomplish the right usage of grammar
[accuracy]

VOCABULARY Students will be able to : Students are expected to:

 use appropriate words in spoken  maintain the unity between words and
& written discourses/ contexts in speech and writing
communication  participate confidently in Language &
 understand meanings of new activities as pair/group/whole class/
words and expressions using individual activities / games/solving
contextual clues cross word puzzles etc to gain Contextual usage of vocabulary
 use a range of reference sources knowledge and use new
[advance dictionary/ thesaurus/ words/expressions in a range of
pronunciation dictionary /online realistic contexts [speaking & writing]
resources]  use their knowledge of etymology to
understand the meaning of written
and spokenwords
 use cohesive language and
collocations appropriately:
LITERATURE Students will be able to : Students are expected to:
Literary appreciation of:
TEXTBOOK  comprehend the central  narrate events/incidents from different
perspectives and analyze for  character
theme/writer’s message and communicating ideas  characterization
sequence of events leading to  appreciate the use of various poetic  literary style/ use of literary
conclusion in short stories, devices poetic devices & idioms devices
essays, prose pieces& poems  seek out a range of literature books in  development of plot/sub-plot
 understand character & motives, and around the learning location  message/theme
follow main and sub-  understand and appreciate the oral,  atmosphere
plots/recognize visual and mobile elements of a drama Test item types:
atmosphere/relate the theme to to enact the play in the class
events & character etc  Explain with reference to
 seek out values and apply them to life
 appreciate literary style and use context [based on an extract
of literary /poetic devices situations from prose only]
 recognize the values of life as  enjoy and appreciate the various styles  Short answer/long answer type
presented through the literary and genres of writing  long answer-extrapolation from
pieceand recognize the same in  be motivated to create their own the set text
‘real life ‘situations. literary pieces

EXTENDED Students will be able to : Students are expected to:


Literary appreciation of:
READING  read independently ,for pleasure  cultivate the habit of independent
TEXT reading  character
 comprehend the central
 read a range of literary genres/styles  characterization
theme/writer’s message and
 develop an appreciation for different  literary style/ use of literary
sequence of events leading to
cultures devices
conclusion  appreciate different points of view  development of plot/sub-plot
 understand character & motives,  think critically and analytically
 message/theme
follow main and sub-  try to express themselves creatively
 atmosphere
plots/recognize  develop a broad social outlook and
apply positive values in their life  values/messages
atmosphere/relate the theme to
events & character etc  Identifying, analyzing and
synthesizing with reference to
 appreciate literary style and use
character, theme, plot,
of literary /poetic devices conclusion etc
 recognize the values of life
[conflicts] as presented through
the literary piece
 assimilate the positive values
 broaden societal outlook and
individual behavior.