Third Language

3.1
English
Background English at the Secondary level.
This curriculum framework for the (Some students may terminate their
subject of English (Third Language) at Std. studies after Std. X. Others may
IX and X has been prepared bearing in mind pursue higher studies in different
the National Curriculum Framework and the faculties).
State Curriculum Framework, the curriculums Objectives
of English of the CBSE, the ISCE and
different State Boards and the views/opinions The major objective of teaching English
expressed by teachers on the existing at the Secondary level is to consolidate and
curriculum framework. extend the language abilities already
In view of the developments in the field acquired. In the course of two years, students
of Information and Communication are expected to develop a broad-based
Technology the Board recommends conceptual understanding (cognition) of the
increasing use of technology for effective idiom of English and to learn to make
implementation of the Curriculum of English. effective use of English in real life contexts
The new curriculum underscores the need of (application).
making education learner centered and of General Objectives
adopting the constructivist model of
education. The learner, therefore, is expected To enable the student to
to ‘discover’ and ‘construct’ his/her learning. 1. Learn to use English appropriately.
Some of the other considerations have been
as follows : 2. Understand spoken English, used in
and outside the school.
Increasing importance of English at the
International and National level. 3. Speak with confidence using
appropriate vocaculary, grammatical
Increasing demand for English, not only
as a source language (Library forms and acceptable pronunciation.
Language) but also as an important 4. comprehend written texts in English
language of communication. (both textual and non-textual)
Introduction of English from Class I, with 5. write in simple and acceptable/
effect from June 2000, in all the Non- reasonably correct English.
English medium schools in the State of
Maharashtra. 6. acquire the necessary communication
skills required for their day to day social
The functional (communicative), literary
interaction.
(aesthetib) and cultural (integrative)
needs of the learner. 7. cultivate a broad, human and cultural
The terminal and the non-terminal outlook.
Objectives of teaching/learning 8. Facilitate self-learning.

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Specific Objectives 15. infer a speaker’s attitude/intention and
Listening Skill the message given in his speech.

To enable the student to Speaking Skill

1. enjoy and appreciate various types of To enable the student to

poems read aloud. 1. enjoy reciting poems with appropriate
2. understand meanings of words, rhythm.
phrases and sentences in context. 2. make meaningful use of words, phrases
3. guess meanings of new words and and sentences in context.
phrases. 3. use a variety of words and phrases in
4. understand statements, questions, different contexts.
commands, requests and such other 4. learn to speak fluently and intelligibly
sentences. on a given topic for a reasonable period
5. understand and respond appropriately of time.
to directive language, e.g. instrubtions, 5. answer orally the questions set on
advice, requests and warning. narrative and descriptive passages.
6. maintain his/her attention for a 6. produce simple statements, questions,
reasonable length of time. commands and requests.
7. listen for a global understanding so as 7. converse appropriately in formal and
to be able to give main points. informal contexts.
8. follow simple narrative, descriptive and 8. express his/her ideas coherently and
such other prose texts read aloud, so
logically.
as to answer questions set on them.
9. narrate events, stories and experienbes
9. enjoy and appreciate stories, short
in brief.
plays and short narrations read out in
the class. 10. describe states and processes that he/
she observes.
10. take dictation keeping pace with the
speed of the speaker. 11. participate in discussions, decates and
conversations.
11. understand and interpret spontaneous
spoken discourse in familiar social 12. use a variety of expressions for
situations. complimenting, requesting, apologizing,
12. listen with understanding news, etc.
commentaries, short speeches and Reading Skill
such other programmes on Radio/T.V./
To enable the student to
Tapes/CDs, etc.
1. read aloud effectively with correct
13. listen with understanding to telephonic
pronunciation, stress and intonation.
conversation.
2. read aloud with appropriate pace and
14. understand nuances conveyed through
pauses showing awareness of
stress and intonation.
punctuation.

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3. read aloud poems with appropriate 4. write answers to questions on textual/
rhythm. non-textual reading material
4. read silently with reasonable speed, 5. frame statements, questions,
depending on the type of text. commands and requests for their
appropriate use in different contexts.
5. read silently textual and non-textual
material for overall/global understanding 6. develop a paragraph on a given theme
(skimming), for finding Specific considering coherence, logical
information (scanning), for detailed sequence and connective devices.
understanding (intensive). 7. write formal and informal letters with the
6. guess/predict appropriately while help of given points.
reading. 8. develop a story with the help of given
7. deduce the meaning of words, phrases outline/points.
with the help of context. 9. write short imaginary write ups e.g.
8. read informative material such as personal essays, compositions with the
notices, advertisements, road signs and help of guidelines.
news headlines. 10. write short reports based on interviews,
9. learn to chunk or group sentences into events and talks.
appropriate sense groups/grammatical 11. describe states and processes with the
groups. help of given guidelines.
10. learn to use a dictionary and such other 12. write a short conversation with the help
reference material. of given guidelines.
11. read to understand themes, ideas, 13. transfer the information from nonverbal
emotions, expressed in the text and to to verbal forms such as from tables,
respond appropriately. charts and maps to write-ups.
12. understand logical sequence of 14. Fill in a variety of forms in given formats
sentences in the text. such as admission form and bio-data
form.
13. read for pleasure extensively the texts
within the range of his/her imagination. Vocabulary
Writing Skill 1. Consolidation and extension of
vocabulary learnt in the previous
To enable the student to classes (up to Std. VIII / IX).
1. master the mechanics of writing 2. Abquisition of vocabulary arising out of
including the use of Punctuation marks, the prescribed texts.
capital letters and spellings.
Considering the importance of
2. write correctly, neatly and legibly with a vocabulary in language learning, a
reasonable speed. systematic effort will be made to help
3. write grammatically acceptable and students in the acquisition of
situationally appropriate forms of vocabulary. The coursebooks and
English. handbooks will offer the necessary

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 guidelines in this direction. A variety of 3. The focus has to be on the functional
tasks/activities will be included in the aspects of grammar and not on the
coursebooks (e.g. Dictionary entries, formal ones.
guessing meanings, finding appropriate 4. Grammar affects meaning. Therefore,
words, matbhing exercises, synonyms the teaching of grammatical meaning
and antonyms, word formation, etc.) should be emphasized.
Grammar 5. The study of grammar should lead to a
Grammar has an important role to play discovery of rules. We should draw
in the teaching and learning of English. students attention to a variety of
However, the question is how should we examples from the given text and expect
present grammar in a classroom situation to them to deduct or infer the rules.
facilitate the learning of English i.e. how can 6. Practice plays an important role in the
we help our students to learn to use their study of language. But mechanical
knowledge of grammar to use English practice is of no use. Meaningful
effectively in a variety of situations. In view of practice, that is, practice combined with
this, the Board makes the following understanding should be encouraged.
recommendations. 7. We have to move from fluency to
1. Grammar should not be taught for its accuracy.
own sake. Grammar is not an end in 8. Activities/tasks for vocabulary and
itself, it is a means to the use of grammar should help students in
language. developing their language skills.
2. Grammar should be taught with 9. The grammar of the learner’s first
reference to a context. Language is not language may be used for showing the
used in a vacuum, it is used in similarities and differences between the
situations. Isolated sentences should be two languages.
avoided.
Std IX

a) A Coursebook in English (English Reader)

For Detailed Study

i) Prose : About 50 pages of literary and non-literary texts/passages
(excluding notes, illustrations, tasks, etc.)
ii) Poetry : About 100 lines.
Non-detailed study
A selection of literary texts: About 20 pages.
(The coursebook will include reading texts for both : detailed study and
non-detailed study.)
b) Grammar

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Sr. No. Items Specification
1 Revision of grammatical —————————
items studied up to
Std VIII.
2 . The Sentence Types
i) Statements- Affirmatives, Negatives
ii) Questions- ‘Yes’/’No’ questions
3. The Tenses i) Simple Present-
Uses- universal truth, habitual activity,
Permanent states, future reference.
ii) Present Continuous-
Uses- action in progress, temporary states, future.
iii) Simple Past –
Uses- habitual activity, single occurrence actions.
iv) Past Continuous-
Uses- actions in progress at a point of time in past.
4. Articles Uses of ‘a’, ‘an’, ‘the’
5. Prepositions Different uses
6. Reported Speech Statements, questions, commands, requests,
exclamations
7 Passive Voice Statements, Questions, and Indirect objects.
8 Modal Auxiliaries Can, may, might, etc.
9. Non-finites Infinitives and Participles
10 Degrees of Comparison Identification and conversion
11. Word formation Interchange of word-forms
(Nouns/Adjectives/Verbs/Adverbs)
12. Punctuation Different uses

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 b) Grammar Std. X
Sr.No. Items Specification
1 Revision of grammatical —————————
items studied up to
Std IX.
2. The Sentence Types
i) Questions- ‘Wh’ word questions
ii) Imperatives
iii) Exclamations
3. The Tenses i) Present Perfect-
Uses- action in the past having current relevance.
ii) Present Perfect Continuous-
Uses- actions continued from past to present.
iii) Past Perfect and Past Perfect Continuous
iv) Future with will/shall and ‘going to’
4. Articles Uses of ‘a’, ‘an’, ‘the’
5. Prepositions Different uses
6. Reported Speech Statements, questions, commands, requests,
exclamations
7 Passive Voice Statements, Questions, and Indirect objects.
8 Modal Auxiliaries Can, may, might, etc.
9. Non-finites Infinitives and Participles
10 Degrees of Comparison Identification and conversion
11. Word formation Interchange of word-forms
(Nouns/Adjectives/Verbs/Adverbs)
12. Punctuation Different uses

Weightage to be given at Std. IX and X

The following weightage is to be given to the various aspects of the syllabus.
1 Reading Skill (Textual and non-textual) 40%
2 Grammar 15%
3 Writing skill 25%
4 Oral test 20%

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