English Language Syllabus For Classes V To Xii

ENGLISH LANGUAGE SYLLABUS FOR CLASSES V to XII
(DRAFT)
Rationale:
The English language course encompasses the experience, study, and

appreciation of language, literature, media, and communication. It involves
language processes: speaking, listening, reading, viewing, writing, and other
ways of representing. At this level, the use of English language to think, learn
and communicate effectively in a wide variety of communication situations is
given a central importance. English language is essential for Bhutanese
students for their success in life, including further education, work and social
interaction. Therefore, they must be aware of the strategies – speaking,
listening, reading, writing, and viewing - to construct meaning and to solve
information-related problems.
Aims:
The language course aims to help students to:

1. Understand the basic features and functions of language in general.
2. Understand the basic features of the English language.
3. Understand the purposes of language as an instrument for social
interaction.
4. Understand the current trends in English language including social
appropriateness and gender sensitivity.
5. Develop their listening and speaking skills in order to help them interact
effectively.
6. Develop their interest in reading and their ability to interpret a variety of
written texts.
7. Develop their ability to write for a variety of purposes and audiences in a
variety of forms using the writing process.
8. Know and use literal and figurative language effectively.
9. Develop mastery on their use and knowledge of correct grammatical
structures and conventions, including pronunciations.
10. Acquire sufficient vocabulary and language structure practice.
11. Develop their confidence and competence through the use of a
range of media and computer technologies.
Learning Experiences:
In the course of studying language, students will:

1. Engage in activities and discussions in which they try to imagine a world
without language; invent a language of their own; take advantage of the
multi-lingual nature of Bhutanese classrooms to show how the same idea
can be expressed in different languages and structures.
2. Engage in activities in which they practise language for formal and
informal situations; discussions on the use of slang; to arrive an
understanding of how a language changes over time to meet new
demands particularly language that is sensitive to gender and age.
3. Explore the relationship between language and grammar.
4. Learn the conventions of standard English.
5. Students will practise English sounds; examine the structures in which
sounds appear – letter, syllable, word, sentence, paragraph – to hear the
changes each structures brings to sounds in the light of intonation and
pronunciation.
6. Students will learn Standard English word order and how it differs from
the other languages they speak. Teachers need to take advantage of the
fact that students speak several languages to show how language works.
7. Students will learn the language protocols used in greeting, welcoming,
expressing sympathy, and love. Teachers should advantage of the fact
that students know these protocols in several languages.
8. Participate in regular programmes to enhance their ability and interest in
reading.
9. Write extensively for various purposes such as personal, transactional,
and poetic writing.
10. Interact with a variety of reading materials which require different
kinds and levels of interpretation.
11. Glean information available in mass media and use it in their day to
day communication.
12. Practise the language skills developed earlier to enhance their
ability to speak with proper pronunciation and stress; to listen carefully to
understand what others are saying and to respond appropriately. This can
be done through activities such as panel discussions, debates, extempore
presentations, and elocution exercises and classroom conversations.
13. Develop their language competence through exercises such as
note-taking, summarizing and paraphrasing to enhance their study skills.
14. Use information technology to create and evaluate texts and to
retrieve, process, produce and communicate information.
Learning Outcomes:
By the end of Class XII, students are able to:
Language
1. Discuss how humans acquire language.
2. Discuss the purposes that language serves in human interaction.
3. Describe the basic features of the English language.
4. Demonstrate a sound knowledge of grammar and sentence structure.
5. Use a rich vocabulary in their speech and writing.
Speaking and Listening

1. Speak and write in clear and grammatically correct English in personal
and public situations.
2. Listen to others, distinguish their message, stress, tone and intention and
respond appropriately.
3. Speak in public at different kinds of functions using appropriate
conventional forms of address, lexicon, register and idiom, and know the
social appropriateness of such.
4. Use a repertoire of structures, rhetorical devices and internalised those
through careful and constant listening and use.
5. Recognise the need to use language that is sensitive to the matter of
gender and age.
Writing
1. Communicate in coherent and grammatically correct writing in a wide
range of forms – personal, transactional, poetic.
2. Use writing as a way of learning, taking time to explore, clarify and reflect
on their thoughts, feelings, experiences and relationships.
3. Use writing to develop critical thinking skills – review, analyse,
hypothesis, recollection, summary, evaluation.
4. Take notes from meetings, their reading, and other sources and use their
notes to construct an accurate report of proceedings or research findings.
5. Present a portfolio of their own writing by following the writing process,
containing samples of their best work:
• Personal (letters to friends, diaries, autobiography, wishes, dreams…)
• Transactional (information, explanation, argument, narration, report,
descriptions, persuasion, biographies…)
• Poetic (plays, skits, short stories, novels, poems…)
Reading and literature

1. Read a wide range of texts – fiction and non-fiction – independently.
2. Distinguish the different forms of literature and the purposes they serve.
Viewing/media literacy
1. Respond critically to programs in mass media.
2. Use mass media equipment to publish stories or make films or
newspapers.
3. Become critical viewers of the newspapers and news programs.
Topics for Study for classes V to XII:
Reading & Literature Strand
• Study all the recommended texts – poems, essays, short stories, and
novel
• Fulfil the Learning Objectives given in the Curriculum Framework
Document
• Read 40 pieces of fiction and non-fiction literature including the
recommended texts and the supplementary texts
Textbooks and Reference Materials for classes V to XII
Class V
a) For Students:
1. Reading & Literature Text Book
2. Grammar Builder – 2, A. Amin R. Eravelly F.J Ibrahim, Cambridge University Press
b) For Teachers:
1. A Teachers Guide Book
2. An English Curriculum Framework Document
3. Language Aloud Allowed by Gwen Mowbray (for Listening and Speaking
Strand)
Class VI
a) For Students:
2. Grammar Builder - 3 A. Amin R. Eravelly F.J Ibrahim Cambridge University Press
b) For Teachers:
Strand)
Class VII
a) For Students:
2. Grammar Builder - 4 A. Amin R. Eravelly F.J Ibrahim Cambridge University
Press
b) For Teachers:
3. Language Aloud Allowed by Gwen Mowbray
Class VIII
a) For Students:
2. Grammar Builder – 5, A. Amin R. Eravelly F.J Ibrahim, Cambridge University Press
b) For Teachers:
Strand)
Class IX
a) For Students:
2. Oxford Practice Grammar – New Edition, Oxford India by John Eastwood
b) For Teachers:
3. A Practical English Grammar- 4th Edition. A.J.Thomson. OUP.
4. An Introductory Text Book of Linguistics and Phonetics by R.V. Varshney.
5. Language and Linguistics: An Introduction by John Lyons. Cambridge
University Press, 1981.
6. Practical English Usage: International Student’s Editions by Michael Swan.
OUP, 1980.
7. A Biography of the English Language by C.M Millward, Harcourt Brace College
Publishers, 1996
8. Current English Grammar and Usage with Composition by R.P Sinha, OUP,
2002
9. High School Grammar and Composition by Wren and Martin
Strand)
Class X
a) For Students:
2. Oxford Practice Grammar – New Edition, Oxford India by John Eastwood
b) For Teachers:
OUP, 1980.
Publishers, 1996
8. Current English Grammer and Usage with Composition by R.P Sinha, OUP,
2002
Strand)
Class XI
a) For Students:
2. Exploring Grammar in Context – Ronald Carter, Rebecca Hughes and Michael
McCarthy, Cambridge University Press 2006 ISBN 10: 0-521-68886-8 paperback
b) For Teachers:
OUP, 1980.
Publishers, 1996
2002
Strand)
Class XII
a) For Students:
2. Exploring Grammar in Context – Ronald Carter, Rebecca Hughes and Michael
McCarthy, Cambridge University Press 2006 ISBN 10: 0-521-68886-8 paperback
b) For Teachers:
OUP, 1980.
Publishers, 1996
2002
Strand)
Writing Strand
The Writing Process: The five key components

• Prewriting
o Topic choice; Purpose; Audience; Language; Information; Tone;
Order; View point;
o Form
• Composing
o drafting
• Revision; Editing; Publication
• Elements of writing
o Ownership; Response; Exposure; Time; Teacher modelling
Writing with a purpose

• Resume; Reports
• Essays
 Descriptive
 Narrative
• Note taking; Letter writing
• Description –
o Static and Process
• Develop an anthology of good writing (fictional and non-fictional)
containing examples of Personal, Transactional and Poetic writing
Language Strand
Language and Grammar Topics
Class V Class VI
Use the knowledge of grammar Use the knowledge of grammar
learned in the learned in
earlier classes. earlier classes.
Tell the functions of two new parts of Show the functions of parts of
speech: speech:
personal pronouns and adverbs. conjunction, interjection and the
Use direct and indirect speech. indefinite
Use word order (article – subject – article.
verb – Use direct and indirect speech.
adjective – object) in longer Use the parts of speech and the
sentences correctly. articles, which
Use the degrees of comparison they know in correct word order.
(positive, (article –
comparative and superlative) of subject – verb – adverb – article –
adjectives. adjective –
Use the progressive/continuous forms object) in longer sentences.
of tenses Tell the bare infinitive, simple past,
(continuous present, continuous past, and past
continuous future). participle of some irregular verbs,
Tell the infinitive, simple past and (drink,
past participle drank, drunk).
of regular verbs (play, played, Construct complex sentences,
played). which contain
Use interrogative forms correctly one main (principal) clause with a
when asking subordinate
questions. clause.
Construct compound sentences with Use punctuation and capitalization
2 principal to show the
clauses joined by a simple organization of a sentence.
conjunction. Use contractions correctly.
Use the abbreviations and grammar Use question tags.
labels in the dictionary to find out Use compound tenses: present
more about words and their perfect and past perfect.
meanings Use the appendices of the
dictionary.

Class VII Class VIII
Use possessive pronouns appropriately. Use relative pronouns appropriately.
Use question tags correctly. Use antonyms, synonyms, and
Tell the parts of commonly used regular and homophones correctly.
irregular verbs. Use some conjunction coordinators
Use simple, compound and complexand correlatives (either… or; neither…
sentences. nor; not only… but also) correctly.
Use articles correctly. Use the continuous forms of the
Use active and passive voice. compound tenses (present perfect,
Change from direct to indirect speech and past perfect and future perfect).
vice-versa correctly. Use phrases (adjectival, adverbial,
Show how the meanings of words are and participial) in complex sentences
changed by adding prefixes and suffixes to correctly.
root words. Distinguish among the moods –
Use phrasal verbs correctly. indicative, imperative, interrogative,
Use additional punctuation marks and subjunctive.
question tags appropriately. Use additional phrasal verbs correctly.
Use prepositions correctly. Use idiomatic expressions in
Use the dictionary for a variety of purposesappropriate contexts.
– word meaning, spelling, and Use direct and indirect speech
pronunciation. correctly.
Use the dictionary to enhance
vocabulary and spelling.
Class IX Class X
Use modal auxiliaries (can, could, should, Use gerunds and participles
must, appropriately.
may and might) to indicate a shift in mood – Use phrasal verbs appropriately.
subjunctive; imperative; indicative; Use appropriate language in
interrogative. formal and
Use indefinite pronouns appropriately. informal contexts.
Use antonyms, synonyms and homonyms Use modal auxiliaries in
and increasingly complex
homophones correctly. ways.
Use periodic sentences correctly. Understand the purposes that
Use a wider range of discourse markers language serves
correctly in human interaction.
including “however”, “in so far as”,
“therefore”,
“henceforth”.
Use additional phrasal verbs correctly.
Use conjunction coordinators and
correlatives (hardly… when; scarcely…
when; no sooner… than) correctly.

Class XI Class XII
Know and use transitive and intransitive Know and discuss some of the
verbs characteristic
appropriately. features of human language, for
Use literal and figurative language example, that
appropriately. it is diverse and has common
Use the dictionary to find out the number of features such as
syllables in a word and the stress given to fixed word order and grammar;
each that it reflects
syllable. the culture of people who use it;
Discuss the origin of words (etymology) and that it is a
how they become part of the language or means of communication, and is
how a way to
they become obsolete. express creativity.
Know and discuss the common theories of Know and distinguish archaic
language acquisition and development, for words,
example, language is innate versus derogative, slang and obsolete
language is language and
acquired. know when to use them
(Features of English language - sounds and appropriately.
phonetic symbols (IPA transcriptions); Discuss the purposes of
syllables, stress and stress patterns; basic language.
morphological features - root words;
suffixes; prefixes; syntax; (infixes).
Difference between British and American
English - Pronunciations and spellings)
Modes of Assessment: Classes V to XII
Introduction
In the new English curriculum the emphasis was given to improve the language
skills - reading, writing, listening and speaking - of the students. The new
curriculum also demands for a change in which students are assessed, a
movement away from the formal or examination oriented approach to informal
or alternative assessment. The targets of assessment are:
 to assess how well students are progressing in their studies
 to assess the performance level of the students in reference to the set
Standards (for promotion to a higher grade level)
 to monitor the overall student achievement
Standards
The Standards are statements of what the public can expect students to know
and be able to do in English when they graduate from the school system (The
Silken Knot: Standards for English for schools in Bhutan). The Standards for
Writing and Language are listed in the English Curriculum Framework
Document – Pre-primary to Class XII.
Learning Objectives
The Learning Objectives will serve as indicators of achievement at each class
level in reference to the Standards. The assessment is guided by the Learning
Objectives.
Assessment Objectives
The objectives are listed under the Learning Objectives for Class V under
Language and Writing Strand in the English Curriculum Framework document.
These objectives are inter-related and it will not normally be possible or
desirable to test them in isolation.
Assessment Scheme
The overall assessment during the year will consist of the following:
 Continuous Formative Assessment (CFA)
 Continuous Summative Assessment (CSA)
 Examinations
o Mid-term examinations
o Annual Examinations
Continuous Formative Assessment

The Continuous Formative Assessment (CFA) is an assessment of student’s
learning that is carried out throughout the academic year involving a variety of
organised, both formal and informal learning activities to facilitate quality
teaching and learning in schools.
The main aims of Continuous Formative Assessment (CFA) are to:
 provide opportunities to both the teacher and the learner to reflect on the
learning process and on the level of achievement
 help teachers to find out what teaching methods and materials work best
 help teachers pay attention to individual differences and learning styles of
the learners
 make learners realize how well they can do certain types of work and what
they need to improve
 enable learners to see the connection between efforts and results
 allow the learners to evaluate themselves and also in peer group
 enable learners to take on multiple roles – as learners, helpers, evaluators
and reviewers of the learning processes
 enable learners to appreciate each other’s talents and accept the
weaknesses
 develop and tap the higher level thinking and problem solving skills of
learners
The following are some of the suggested Continuous Formative Assessment

activities:
 Ask series of questions to the class verbally as the teaching is going on
 In pair provide opportunities for peer assessment among students
 Provide individual students with the opportunities for self assessment
 In group/pair work, observe students and keep notes
 In writing activities, keep ample time for corrections and giving feedback to
students
 Rubrics can be used for assessing students’ writing, class participation,
listening speaking and reading skills
 Keep literacy Portfolios for both reading and writing activities
 Teachers could keep anecdotal records, observation notes and conference
diaries for students as part of CA, and follow the FA activities that are
suggested in the teachers’ manuals under various genres.
Continuous Summative Assessment:

The Continuous Summative Assessment (CSA) consists of the school-based
assessment on the Listening and Speaking Strand, Portfolios and the two
written examinations.
The Listening and Speaking Strand carries 30 marks. The Portfolio Assessment
consists of Reading portfolio (record of reading, journal writing, critical
response, text talk or book talk) and Writing portfolio (best pieces of writing
selected by students and best pieces selected by the teacher) maintained for
each student in Reading & Literature and Writing Strands. Each portfolio values
10%.
There are two written examinations for class V: The Mid-term Examination
conducted in the first term will be marked out of 25%. The Annual Examination
conducted at the end of the year will be marked out of 25%.
Port-folio Assessment
A Portfolio: What is it?
A Portfolio is a collection of many types of materials selected with the input
from both student and teacher input, designed to demonstrate progress and
growth in students’ work, understanding, problem-solving processes and
attitudes. It is therefore a continuous collection of evidence of student progress,
selected and commented by the student and/or teacher for assessment
purposes. Through the maintenance of Portfolios, students are expected to
develop all the following domains of learning.
Cognitive abilities
In schools, teachers focus mainly on the knowledge and comprehension aspects
of learning. Through Portfolios they try to lead the students to higher thinking
skills and to self-reflection
Behavioural skills
The student will become aware of processes, products and work habits.
Attitudes and values
The student will be able to see his or her characteristics like motivation, risk-
taking, flexibility, responsibility, perseverance etc.
Types of Portfolios
Most common types of Portfolios are Progress (Working) Portfolio, Special
Project Portfolio and Showcase Portfolio.
Progress (Working) Portfolio

It shows a student’s progress on a skill over a certain time period. The student
collects all work samples related to the concept or skill being mastered which
shows the progression from the beginning to the best finished product
improved over time. This helps the student in continuous formative
assessment, so for CA the schools are encouraged to develop and use Progress
Portfolio.
Special Project Portfolio

In a special project Portfolio, students can document the progress from start to
finish by collecting examples of work related to the project. This is a good
Portfolio starting point because it can be done without any long term
commitment. The student must reflect on the project.
Showcase Portfolio
It is the best representative of a student’s work file for a given time period. A
student selects works that he or she feels are the best. The student is also able
to select work and improve it to create a better sample. This motivates the
student to create very good projects.
What is it used for?

Portfolio assessment:
• Provides an opportunity for the student to exhibit what has been
accomplished and to demonstrate his or her strengths as well as
weaknesses
• Enables the student to be reflective about his or her work and knowledge
• Encourages teacher-student conference
• Helps communicate to parents what has been learned
• Provides multiple opportunities for observation and assessment as it is
on-going
• Provides information about a student to subsequent teachers
• Promotes student responsibility
• Encourages Peer Assessment which provides peer feedback;
• Makes students become aware of performance, process, products and
work habits.
Planning for Portfolio Assessment:

The following questions can be used as guidelines while planning for
Portfolio Assessment:
• What are the benefits of Portfolio Assessment?
• How could you make the collection of student work a feasible practice
in classroom?
• Who will be the audience for the Portfolios? Students? Parents?
Administrators? Others?
• What will be the purpose of the Portfolio?
• Who will select the samples of work to be placed in the Portfolio?
• How will the work be placed in the Portfolio?
• What will the Portfolios in your classroom look like?
• What will they include?
• Where will they be stored?
• What role will student and teacher play in evaluating the Portfolio?
• How will you use reflections in the Portfolio process?
• How will they be graded or evaluated?
• Will the Portfolios be passed on at the end of the year?
• Who maintains ownership?
• How will you incorporate evidence of learner outcomes into the
Portfolio?
• What is the implementation plan?
• What is your goal for one year? two? five
How is it used?
• Decide who will play the major role in determining what to be included in
a
• Portfolio – students, teachers or both in consultation.
• Decide the type of samples of work to be included: typical for the student
or typical for the topic or some of each type. The samples may vary from
a satisfactory one to the best.
• Decide the overall limit of the amount of materials to be included: How
many? By which month?
• Start making the collection of work samples of students’ right from the
early stage in the course starting from basic work to more advanced and
improved items.
• Continue examining the contents of the Portfolios and decide if any item
should be replaced.
• File or put the work samples in an envelope, a carton or a box for others
to be accessible to them and store them in such a way that students will
also have an access to them whenever they want.
• Let the student analyse and reflect about the topic he or she has
learnt/liked/disliked using some of the questions given in the book review
form.
• Use the Portfolio for discussion and reporting to the students, parents and
guardians.
• Retain in the class the original or a copy of typical/exemplary Portfolio
items with the student’s permission, so that you can use them as
examples for future classes.
Points to remember while developing Portfolios:
• Start with fewer materials to work with, continue to modify and
improve the Portfolio over the year.
• The Portfolio is a file containing a teacher selected input as well as
student selected input.
• The materials in the Portfolio may include samples of:
o Reading records
o Journals
o Pieces of writing
Review Portfolios from time to time with the student.
Use two types of self-assessment:
– The student writes notes to comment on the specific entries.
A form developed by the teacher can be completed and attached to each

entry.
• Consider the following points while assessing Portfolios:
– Amount of information included
– Quality and variety of pieces included
– Growth in performance and apparent changes in attitude or
behaviour
– Quality and depth of self reflections assessed
• Allow students to review their Portfolios and write an evaluative
summary
• Conduct an evaluative conference with each student. Together review
the Portfolio and the student's self-evaluative comments and summary. The
teacher shares his or her assessment of the Portfolio. It is also possible that
student and teacher discuss the next course of action: What goals the
student should focus on next and how he or she should go about achieving
those goals.
• Write a narrative summary of the conference and instructional
strategies for the student.
Bloom's Taxonomy
Benjamin Bloom created this taxonomy for categorizing level of abstraction of
questions that commonly occur in educational settings. The taxonomy provides
a useful structure in which to categorize test questions, since professors will
characteristically ask questions within particular levels, and if you can
determine the levels of questions that will appear on your exams, you will be
able to study using appropriate strategies.
Competence
Skills Demonstrated
Knowledge
• observation and recall of information
• knowledge of dates, events, places
• knowledge of major ideas
• mastery of subject matter
• Question Cues: list, define, tell, describe, identify, show, label, collect,
examine, tabulate, quote, name, who, when, where, etc.
Comprehension
• understanding information
• grasp meaning
• translate knowledge into new context
• interpret facts, compare, contrast
• order, group, infer causes
• predict consequences
• Question Cues: summarize, describe, interpret, contrast, predict,
associate, distinguish, estimate, differentiate, discuss, extend
Application
• use information
• use methods, concepts, theories in new situations
• solve problems using required skills or knowledge
• Questions Cues: apply, demonstrate, calculate, complete, illustrate, show,
solve, examine, modify, relate, change, classify, experiment, discover
Analysis
• seeing patterns
• organisation of parts
• recognition of hidden meanings
• identification of components
• Question Cues: analyze, separate, order, explain, connect, classify,
arrange, divide, compare, select, explain, infer
Synthesis
• use old ideas to create new ones
• generalize from given facts
• relate knowledge from several areas
• predict, draw conclusions
• Question Cues: combine, integrate, modify, rearrange, substitute, plan,
create, design, invent, what if? compose, formulate, prepare, generalize,
rewrite
Evaluation
• compare and discriminate between ideas
• assess value of theories, presentations
• make choices based on reasoned argument
• verify value of evidence
• recognize subjectivity
• Question Cues: assess, decide, rank, grade, test, measure, recommend,
convince, select, judge, explain, discriminate, support, conclude,
compare, summarize
Adapted from: Bloom, B.S. (Ed.) (1956) Taxonomy of educational objectives:

The classification of educational goals: Handbook I, cognitive domain. New
York; Toronto: Longmans, Green.
Modes of Assessment for Classes V and VI
ENGLISH LANGUAGE PAPER
In the English Paper assessment will consist of Writing Portfolio, Reading

Portfolio, Listening and Speaking, and Written Examination. The Writing
Portfolio includes - Journal writing for books read and best written pieces
selected by the students on teacher’s guidance, based on the good writing
criteria. The Reading Portfolio includes - Reading Record for books read, critical
responses, text talk or book talk, and book reviews done by the students. The
portfolios are to be maintained for each student and must be assessed and
awarded marks as the part of Continuous Assessment (CA).
Portfolio Assessment
Writing Portfolio: 10% Reading Portfolio: 10%
Best pieces of writing selected by the Record of reading
students
Best pieces selected by the teacher Critical responses to
books read
Journal writing for books read Text talk or book talk
Consider process while assessing the
quality of work
Teacher needs to consider the number and
types of genre
The questions for the Written Examination consist of Writing, Language, and
Reading & Literature Strands. The time allotted for the written examination is
as given below:
Time: 2 Hours Writing and 15 Minutes for reading

Weighting: 100 Marks (30 Marks for Writing, 20 Marks for Language and
Grammar and 50 Marks for Reading & Literature)
Question Format:
The Paper will have Three Sections A, B and C.
Section A:
This section is for Writing and will test students’ writing skills through
Extended Response Questions (ERQ). This will carry 30 marks.
Question 1:
Will require students to write one narrative essay from the choices provided.
This will carry 20 marks.
Question 2:
Will require students to write a friendly letter. Marks will be awarded to correct
layout, spelling, message or meanings conveyed to the intended audience. This
will carry 10 marks.
Section B:
This section is for Language and will test students’ language skills
through Short Answer Questions (SAQ). This will carry 20 marks.
Question 1:
There will be questions on grammar which will require students to correct,
rewrite, edit, and complete sentences and so on. This will carry 20 marks.
Section C:
This section is for Reading & Literature. On each genre TWO SETS of questions
will be set of which either SET I or SET II is to be attempted. However, the
students must attempt ONE of the Extended Response Questions from any
of the three genres - Short Story, Essay, and Poetry. This will carry 50 marks.
Assessment Scheme for each genre- Short Story: 20 marks
Essay: 20 marks
Poetry: 10 marks
Short Stories:
Set I: (20 marks)
Multiple Choice Question –10 marks
Short Answer Response Question – 10 marks
Set II: (20 marks)
Extended Response Question – (Four questions: 5+5+5+5=20 marks)
Note: Questions on Stories will be set on seen texts.
Essays:
Set I: (20 marks)
Multiple Choice Question – 10 marks
Set II: (20 marks)
Extended Response Question – (Four questions: 5+5+5+5=20 marks)
Note: Questions on Essays will be set on seen texts.
Poetry:
Set I: (10 marks)
Set II: (10 marks)
Extended Response Question – (Two questions: 5+5=10 marks)
Note: Questions on Poetry will be set on unseen texts.
Examination weighting for:
Writing:
Composition 20%
Letter Writing 10%
Language:
Grammar Structure 20%
Reading & Literature:

Short Story 20%
Essay 20%
Poetry 10%
In each GENRE, the questions will test the students’ ability to:
• understand the text
• explain part of the text in their own word
• give relevant interpretations of the contents in their own words
• identify elements, point of view, themes, ideas, and
• analyse, synthesize, evaluate the texts and apply the ideas.
Break up of Continuous Assessment (CA) and Examination weightings

TERM ONE TERM TWO Total
Class Continuo Mid-term Continuou Annual
es V us Examinat s Examinat
& VI Assessm ion Assessme ion
ent nt
Reading Reading
Portfolio Portfolio 5%
5%
Writing Writing
Portfolio Portfolio5%
5%
Listening Listening
and and
Speaking Speaking
15% 15%
Total 25% 25% 25% 25% 100%
MODES OF ASSESSMENT FOR LISTENING AND SPEAKING FOR CLASSES

V AND VI
The following are the modes of assessment for awarding marks for Listening
and Speaking. Listening and Speaking will be assessed out of 30% -15% during
Term One and 15% during Term Two for classes V and VI. This mark will be
added to the Continuous Assessment (CA) marks. The Listening and Speaking
Strand can be assessed through activities like: Extempore speeches; Listening
skills exercises; Debates; Presentations and reports
Distribution of marks
English Continuous Examination
Paper Assessment
Classes V & Listening and Writing 15%
VI Speaking 30%
Reading Portfolio 10% Language 10%
Writing Portfolio 10% Reading & Literature
25%
50% 50%
Note:
1. For classes V and VI schools will conduct exam out of 100 % in both
- First Term and Second Term Examinations. The Term
examinations’ marks will then be converted to 25% each. The two
exams will, therefore be worth 50% of the total results.
2. The Continuous Assessment for writing will be 10%, for reading
portfolio10%, and for Listening and Speaking strand 30% which will
add up to 50% will then be added to the annual examination marks
to make it 100%.
TEXTS FOR EXAMINATION

Section A: Short Stories (20 periods)
1. A pet for Mrs. Abuckle –
2. Like an animal in the cage –
3. Keeping old friends -
4. The Wise Old Woman – Yoshiko Uchida
5. The Tree House – Lois Lowry
6. The Great Mouser Plot – Roald Dahl
7. The Mirror –
8. When Television Ate my best Friend – Linda Ellerbe
9. The Ladybug Garden – Celia Godkin
10. The Magic root –
11. A Mountain Legend –
Section B: Essays (20 periods)

1. How young animals are protected –
2. Survival in the City –
3. Getting Along: A How-to Manual – Catherine Rondina
4. We Take Care of Each Other – Lindsey as told to Paula McGuire
5. Did I order an Elephant? – Marcello Argil
6. Creating Your Own Newspaper – Adapted from Kids World Magazine
7. Welcome to TV Land – Shelagh Wallace
8. Light! Camera! Actions! – Susan Green
9. Let’s talk Advertising – Susan Hughes
10. Jessie’s Island – Sheryl McFarlane
11. Letter From Laya – Thakur Singh Powdyel
12. What is Hero? – Heroic adventure magazine & Kuensel
Section C: Poems (18 periods)

1. My Olympic Tobby Cat
2. My Mother saw a dancing bear -
3. Rabbit Poem -
4. Why Nobody pets the Lion at the Zoo
5. All the places to love – Patricia MacLachlan
6. Together – Carolyn Mamchur
7. Some Children Are – Jo Tenjford
8. Bully – Dennis Lee
9. Six Wise Men – John G. Saxe
10. Jimmy Jet and TV Set – Shel Silverstein
11. Neighbour – Leva Grants
12. Listen With Your Eyes – Sharon Stewart
13. The Microscope – Maxine Kumin
14. Mum, Dad and Me – James Berry
15. Hero -
Textbooks and References for classes V and VI

i. Resource Lines 9/10 Robert Dawe, Barry Duncan & Wendy Matheiu.Prentice Hall Ginn
Canada. (Skills-Reading,Writing,Listening,Speaking,Viewing,Representing Class
8,9,10,11,12)
ii. Language: Speech and Writing. P.G.Penner & R.E Mc
iii. (Class 7-12)
Language Arts: Survival Guide, “Margaret Iv
iv. Eson, Samuel Robinson,” (class 5-12), Prentice Hall Canada.
v. Swan, Michael and Walter, Catherine. The Good Book of Grammar. (2001). Oxford
University Press: Oxford
vi. Murphy,Raymond. Murphy”s English Grammar. 3rd Edition92004). University of
Cambridge: U.K.
vii. Amin, A., et.al. (2004).Grammar Builder 1.Cambridge University Press: U.K.
viii. Littell, Joy (Ed.) (1984). Building English skills. McDougal, Littell & Company
ix. Hewings, Martin. (1999). Advanced English Grammar. CUP: New Delhi
Recommended Students Textbooks

1. Amin, A., et.al. (2004). Grammar Builder 3. CUP:UK Class 6
2. Amin, A., et.al. (2004). Grammar Builder 2. CUP:UK Class 5
Sample Test Blue Print for Classes V and VI English Language Paper
Level of Knowled Comprehensi Application Analysis Synthesis Evaluatio Total

thinking ge on n
Content/skill
Section A QI. Q1 (20) 20
Composition ERQ
Section A QII. Q2 (10) 10
Letter Writing ERQ
Section B QI. QI 1-4(4) QI 5-8(4) QI 9-10 10
Grammar MCQs (2)
QIII (5) QII 2(5) 10

complete/rewr edit/comple
ite te
Section C Q1-3 (3) Q4-7 (4) Q8 (1) Q9-10 (2) 10
Short Stories MCQ MCQ MCQ MCQ
Set I Q1 (2) Q2 (3) Q3 (5) 10
Section C
Short Stories
Set II
Section C Q1-3 (3) Q4-7 (4) Q8 (1) Q9-10 (2) 10
Essay Set I MCQ MCQ MCQ MCQ
Q1 (1) Q2 (2) Q3 (3) Q4 (4) 10
Section C
Essay Set II
Section C Q1 (1) Q2-3 (2) Q4-5 (2) 5
Poetry Set I MCQ MCQ MCQ
Q1 (2) Q2 (3) 5
Section C
Poetry Set II
Total 8 16 26 20 20 10 100
The optional Set II (ERQs)
Set II questions in Section C will comprise of 4 ERQs of 5 marks each in Essay, Short Stories and 2 ERQs in poetry. These
ERQs will spread over from the comprehension level to the evaluation level.
MODES OF ASSESSMENT FOR CLASS VII
PAPER I: LANGUAGE AND WRITING
In Paper I the assessment will consist of Writing Portfolio and Written

Examination. The Writing Portfolio includes - Journal writing for books read
and best written pieces selected by the students on teacher’s guidance,
based on the good writing criteria. The portfolio is to be maintained for each
student and must be assessed and awarded 15% marks as the part of
Continuous Assessment (CA).
Writing Portfolio
Writing Portfolio: 15%

Best pieces of writing selected by the students
Best pieces selected by the teacher
Journal writing for books read
Consider process while assessing the quality of work
Teacher needs to consider the number and types of genre
The questions for the Written Examination are divided into Two Papers:
Paper I and Paper II.
Paper I consists of Language and Writing Strands. The time allotted for the
written examination is as given below:
28
Weighting: 100 Marks (60 Marks for Writing and 40 Marks for
Language and Grammar)
Question Format:
The Paper will have Two Sections A and B.

Section A:
This section is for Writing and will test students’ writing skills
through Extended Response Questions (ERQ). It will be worth 60
marks.
This section is further divided into two questions:
Question 1:
Will require students to write a descriptive essay from the choices provided.
It will be worth 40 marks.
Question 2:
Will require students to write a friendly letter. Marks will be awarded to
correct layout, spelling, message or meanings conveyed to the intended
audience. It will be worth 20 marks.
Section B:
through Short Answer Questions (SAQ). It will be worth 40 marks
Question 1:
This will require students to summarise a given passage. It will be worth 15
marks.
Question 2:
Writing:
29
Essay 40%
Letter Writing 20%
Language:
Summarization 15%
Sample Test Blue Print for Classes 7 and 8 (English Language and
Writing Paper I)
Level of Knowled Comprehensi Applicati Analysi Synthes Evaluati Tota

thinking ge on on s is on l
Content/skil
l
Section A Q1 (40) 40
QI. ERQ
Compositio
n
Section A Q2 (20) 20
QII. ERQ
Letter
Writing
Section B QIII (15) 15

QIII. ERQ
Summary
Writing
Section B QI i-iii Q1 iii-v 5
QIV. (2) (3)
Grammar/St MCQs MCQs
ructures
Q2 i-v 5
(5)
SAQs
comple
te
30
Q3 i-v (5) Q3 vi- Q3 viii-x 10
Rewrite/ viii (2) (3)
correct Rewrit Rewrite/
e/corre correct
ct
Q4 i-v 5
(5)
Edit
Total 2 15 25 10 40 8 100
Suggested break up of Continuous Assessment (CA) and

Examination weightings
TERM ONE TERM TWO
Classes Continuo Mid-term Continuous Annual Total
VII & VIII us Examinat Assessment Examinat
Assessm ion ion
ent
Listening 35% Listening and 35% 100%
and Speaking 15%
Speaking
15%
Note:
For classes VII to VIII schools will conduct Paper I exam out of 100 % in both -
Term One and Term Two examinations. The marks will then be converted to
35% each for the Two Term exams which will be added up to make it 70%.
The Continuous Assessment for Listening and Speaking strand out of 30%
will then be added to the annual examination marks to make it 100%.
CLASS VII
PAPER II: READING AND LITERATURE

In Paper II the assessment will consist of Reading Portfolio and the Written
Examinations. The Reading Portfolio includes - Reading Record for books
31
read, critical responses, text talk or book talk, and book reviews by the
students on teacher’s guidance based on the criteria. The portfolio is to be
maintained for each student and must be assessed and awarded marks as
the part of Continuous Assessment (CA).
The reading portfolio carries 15% and the written examinations (mid-term
and annual exams will be worth 35% each) are out of 70%.
Reading Portfolio
Reading Portfolio: 15%
Record of reading
Critical responses to books read
Text talk or book talk
Paper II is the written examinations on the Reading & Literature Strand. The
time allotted for the written examination is as given below:
Time: 2 Hours Writing and 15 minutes for reading

Weighting: 100 marks: Short Story – 35 marks
Essay – 35 marks
Poetry – 30 marks
In paper II Questions will be divided into THREE SECTIONS- Short
Story, Essay, Poetry
Each SECTION will have TWO SETS of questions of which either Set I or
Set II to be attempted. However, the students must attempt ONE of the
Set II from any of the three genres –Short Story, Essay, and Poetry.
Assessment Scheme on each Section:

Section A: Short Stories
32
Set I: (35 marks)
Set II: (35 marks)
Extended Response Question – (Four questions: 35 marks)
Note: In section A questions will be set on seen texts.
Section B: Essay
Set I: (35 marks)
Set II: (35 marks)
Note: In section B questions will be set on unseen texts.
Section C: Poetry
Set I: (30 marks)
Set II: (30 marks)
Extended Response Question – (Three questions: 30 marks)
Break up of Continuous Assessment (CA) and Examination
weightings
33
Classes Continuou Mid-term Continuou Annual
VII & VIII s Examinat s Examinat
Assessme ion Assessme ion
nt nt
Reading Reading
Portfolio12. Portfolio
5% 12.5%
Writing Writing
Portfolio12. Portfolio12.
5% 5%
Total 15% 35% 15% 35% 100%
Modes of Assessment for Listening and Speaking

and Speaking. Listening and Speaking will be assessed out of 30 marks for
classes VII and VIII. This mark will be added to the CA marks. The Listening
and Speaking Strand can be assessed through activities like: Extempore
speeches; Listening skills exercises; Debates; Presentations and reports
Paper I Paper II
Writin Language Reading & Literature
g
Exam 40% 30% 70%
Continu Listening and Reading portfolio
ous Speaking 15%
Assessm 30%
ent
Writing Portfolio 15%
100% 100%
Note:
34
For classes VII to VIII schools will conduct Paper II exam out of 100 % in both
- One Term and Term Two examinations. The marks will then be converted to
The Continuous Assessment for writing out of 15% and for reading portfolio
out of 15% will then be added to the annual examination marks to make it
100%.
1. The Girl Who Couldn’t See Herself - Leena Dhingra
2. Somebody’s Son - Richard Pindell

3. One day A stranger Came - Naomi Wakan
4. The Cherry Tree - Ruskin Bond
5. A Bouquet of Love - Ruskin Bond
6. The Dauntless Girl - Kevin Crossley Holland (Ed)
7. Like Two Feet of a Traveller - Dorji Penjore
Section B: Essay (20 periods)
1. Identity: Youth Hot Line - Bruce Vichert & Dr. Graham Cotter
2. Dear Mother - Sylvia Martin
3. Twin Telepathy - Jay Ingram
4. More Than Meets I - Tshering Gyeltshen
5. People from Mars – Helna
6. Untrodden World of Lhops - John Michael Chiramal
7. Tell the World: A Young Environmentalist

Speaks Out - Severn Cullis-Suzuki
8. A Courageous Policy - Kinley Dorji
9. The Journey of Charles Wayo - Charles L. Sanders
10. TV Conquers Remote Bhutan - Geeta Pandey BBC News March 10, 2005
11. “Go for it!” - Rachel Zimmerman
Section C: Poetry (18 periods)

1. Unfolding Bud - Naoshi Koriyama
2. I’m Nobody - Emily Dickinson
3. Be Proud of Who You Are - Lawrence B. Hookimaw
4. To My Son - Helen Fogwill Porter
5. Girl’s Eye-view of Relatives -Phyllis McGinley
35
6. If I fail - Tupac Shakur
7. Instructions to My Mother – Marilyn Dumont
8. Starfish – Anonymous
9. Peace Train - Cat Stevens
10. Teach Me - Wayne Burtch
11. To Look at Anything – John Moffitt
12. Rural Dumpheap - Melville Cane
13. The Ballad of Babara Allen - Anonymous
14. To You - Langston Hughes
15. Lochinvar - Sir Walter Scot
16. The Harvest Song - Tshering C Dorji
17. Television’s Child - Glen Kirkland
Textbooks and References for Classes VII and VIII

1. Robin,S.D,Bailey,S.D, Cruchley,H.D and Wood,B.L Bridges 1 1985
Prentice-Hall Canada Inc., ISBN : 0-13-081944-1
2. Niles,O.S,Deffenbaugh,S.A, Hynes-Berry,M,Lamberg,W.J, Savage,R.C
Skills for Reading E 1984 Scott,Foresman and Company USA
Teacher’s Edition Skills for Reading E 1984 Scott,Foresman and
Company USA
4. McCarthy,M & O’Dell,F English Vocabulary in Use Upper-
intermediateCambridge University press ISBN : 0-521-01633-9
5. Amin,A,Eravelly,R &Ibrahim,F.J Grammar Builder 1,2,3,4&5
2004 Cambridge university press
8. Littell,Joy ed. Building English Skills Red Level 1984 McDougal,Littell &
Company Irwin Publishing Canada
9. Doff, Adrian and Jones, Christopher; Language in use ( the whole set)
Cambridge university press 2004, Published in south Asia by
Foundation books Pvt. Ltd. ISBN 81-7596-219-4
10. McCarthy,M & O’Dell,F English Phrasal verbs in use Cambridge
university Press 2004 Replica Press Pvt. Ltd. ISBN 0-521-60566-0
11. McCarthy,M & O’Dell,F English Idioms in use Cambridge university
Press 2002 Replica Press Pvt. Ltd. ISBN 0-521-54087-9
12. Cambridge International Dictionary of Idioms Cambridge University
Press 1998 ISBN 0-521-68598-2
36
37
Sample Test Blue Print for Classes 7 and 8 English Reading & Literature Paper II
Level of thinking Knowledge Comprehensi Applicati Analysis Synthe Evaluatio Tot

Content/skill on on sis n al
Section A Q1 i-iv (4) QI v-viii(4) MCQ QI Q1 xiii-xv 15
Short Stories MCQ ix-xii(4) (3)
Set I MCQ MCQ
Q2 (2) Q3 (3) Q4 (5) Q5 (5) Q6 (5) 20
MCQ SAQ SAQ SAQ SAQ
Section A
Short Stories
Set II
Section B Unseen Q1 i-v (5) Q1 vi-x (5) MCQ Q1 xi-xv 15

Essay Set I MCQ (5) MCQ
Q2 (2) Q3 (3) Q4 (5) Q5 (5) Q6 (5) 20
SAQ SAQ SAQ SAQ SAQ
Section B Unseen
Essay Set II
Section C unseen Q1 i-iii (3) Q1 iv-vi(3) MCQ Q1 vii-x 10

Poem Set I MCQ (4) MCQ
Q2 (2) Q3 (3) Q4 (5) Q5 (5) Q6 (5) 20
SAQ MCQ SAQ SAQ SAQ
Section C Unseen
Poem Set II
Total 18 21 18 18 15 10 100
38
Set II questions in Section A and B will comprise 4 ERQs totalling to 35 marks. In section C, Set II will have
3 ERQs worth 10 marks each totalling to 30 marks. These ERQs will spread over from the comprehension
level to the evaluation level.
39
Modes of Assessment for Class VIII
PAPER I: LANGUAGE AND WRITING
In Paper I the assessment will consist of Writing Portfolio and Written

Examination. The Writing Portfolio includes - Journal writing for books read
and best written pieces selected by the students on teacher’s guidance,
based on the good writing criteria. The portfolio is to be maintained for each
student and must be assessed and awarded 15% marks as the part of
Continuous Assessment (CA).
Writing Portfolio
Writing Portfolio: 15%

Best pieces of writing selected by the students
Best pieces selected by the teacher
Journal writing for books read
Consider process while assessing the quality of work
Teacher needs to consider the number and types of genre
The questions for the Written Examination are divided into Two Papers:
Paper I and Paper II.
Paper I consists of Language and Writing Strands. The time allotted for the
written examination is as given below:
Weighting: 100 Marks (60 Marks for Writing and 40 Marks for Language
and Grammar)
Question Format:
40
The Paper will have Two Sections A and B.
Section A:
This section is for Writing and will test students’ writing skills
through Extended Response Questions (ERQ). It will be worth 60
marks.
This section is further divided into two questions:
Question 1:
Will require students to write a descriptive essay from the choices provided.
It will be worth 40 marks.
Question 2:
Will require students to write a friendly letter. Marks will be awarded to
correct layout, spelling, message or meanings conveyed to the intended
audience. It will be worth 20 marks.
Section B:
through Short Answer Questions (SAQ). It will be worth 40 marks
Question 1:
This will require students to summarise a given passage. It will be worth 15
marks.
Question 2:
Writing:
Composition 40%
Letter Writing 20%
Language:
41
Summarization 15%
Suggested break up of Continuous Assessment (CA) and

Examination weightings
TERM ONE TERM TWO
Classes Continuo Mid-term Continuous Annual Total
VII & VIII us Examinat Assessment Examinat
Assessm ion ion
ent
Listening 35% Listening and 35% 100%
and Speaking 15%
Speaking
15%
Note:
1. For classes VII to VIII schools will conduct Paper I exam out of
100 % in both - Term One and Term Two examinations. The
marks will then be converted to 35% each for the Two Term
exams which will be added up to make it 70%.
2. The Continuous Assessment for Listening and Speaking strand
out of 30% will then be added to the annual examination marks
to make it 100%.
42
Sample Test Blue Print for Classes 7 and 8 English Language and Writing Paper I
Level of Knowled Comprehensi Applicati Analysis Synthesis Evaluation Tot

thinking ge on on al
Content/skill
Section A QI. Q1 (40) 40
Composition ERQ
Section A QII. Q2 (20) 20
Letter Writing ERQ
Section B QIII. QIII (15) 15
Summary Writing ERQ
Section B QIV. QI i-iii (2) Q1 iii-v (3) 5

Grammar/Structu MCQs MCQs
res
Q2 i-v (5) 5
SAQs
complete
Q3 i-v (5) Q3 vi-viii Q3 viii-x (3) 10
Rewrite/ (2) Rewrite/correc
correct Rewrite/co t
rrect
Q4 i-v (5) 5
Edit
Total 2 15 25 10 40 8 100
43
CLASS VIII
PAPER II: READING AND LITERATURE
In Paper II the assessment will consist of Reading Portfolio and the Written
Examinations. The Reading Portfolio includes - Reading Record for books
read, critical responses, text talk or book talk, and book reviews by the
students on teacher’s guidance based on the criteria. The portfolio is to be
maintained for each student and must be assessed and awarded marks as
the part of Continuous Assessment (CA).
The reading portfolio carries 15% and the written examinations (mid-term
and annual exams will be worth 35% each) are out of 70%.
Reading Portfolio
Reading Portfolio: 15%
Record of reading
Critical responses to books read
Text talk or book talk
Paper II is the written examinations on the Reading & Literature Strand. The
time allotted for the written examination is as given below:
Time: 2 Hours Writing and 15 minutes for reading

Weighting: 100 marks: Short Story – 35 marks
Essay – 35 marks
Poetry – 30 marks
In paper II Questions will be divided into THREE SECTIONS- Short
Story, Essay, Poetry
Each SECTION will have TWO SETS of questions of which either Set I or
Set II to be attempted. However, the students must attempt ONE of the
Set II from any of the three genres –Short Story, Essay, and Poetry.
44
Assessment Scheme on each Section:
Section A: Short Stories
Set I: (35 marks)
Set II: (35 marks)
Note: In section A questions will be set on seen texts.
Section B: Essay
Set I: (35 marks)
Set II: (35 marks)
Section C: Poetry
Set I: (30 marks)
Set II: (30 marks)
Extended Response Question – (Three questions: 30 marks)
45
Break up of Continuous Assessment (CA) and Examination
weightings
Classes Continuou Mid-term Continuou Annual
VII & VIII s Examinat s Examinat
Assessme ion Assessme ion
nt nt
Reading Reading
Portfolio12. Portfolio
5% 12.5%
Writing Writing
Portfolio12. Portfolio12.
5% 5%
Total 15% 35% 15% 35% 100%
Modes of Assessment for Listening and Speaking

and Speaking. Listening and Speaking will be assessed out of 30 marks for
classes VII and VIII. This mark will be added to the Continuous Assessment
(CA) marks. The Listening and Speaking Strand can be assessed through
activities like: Extempore speeches; Listening skills exercises; Debates;
Presentations and reports
Paper I Paper II
Writin Language Reading & Literature
g
Exam 40% 30% 70%
46
Continu Listening and Reading portfolio
ous Speaking 15%
Assessm 30%
ent
Writing Portfolio 15%
100% 100%
Note:
For classes VII to VIII schools will conduct Paper II exam out of 100 % in both
- One Term and Term Two examinations. The marks will then be converted to
The Continuous Assessment for writing out of 15% and for reading portfolio
out of 15% will then be added to the annual examination marks to make it
100%.

1. Which Way? - Karleen Bradford

2. The Nest - Robert Zacks
3. The Red Sweater - Mark Hager
4. The Magic Brocade - Kevin Crossley- Holland
5. Hector’s Great Escape - Bel Mooney
6. In the Jaws of the Alligator - P.C. Arnoult
Section B: Essay (20 periods)

1. Speaking Out - Anant Vinjamoori
2. Anne Frank’s Diary - Anne Frank
3. Gandhi and the Salt March - Gerald Gold
4. Prayer Flags blowing in the wind - Gustasp Irani
5. A Country with a Vision to Seek Happiness
(Interview) Kuensel
6. Bhutan puts farm before markets – Tracy Worcester
7. Reconnecting with the Earth - David Suzuki
8. K2 Dreams & Reality - Jim Haberl
9. Swimming to Antarctica - Lynne Cox
10. Homemade Sound Effects - Gary R. Graves
47
11. Has TV Changed Bhutan? - Geeta Pandey
12. Tricks of the Trade - Anonymous
Section C: Poetry (18 periods)
1. Nothing Gold Can Stay - Robert Frost

2. Dreams - Langston Hughes
3. The Mending Wall - Robert Frost
4. Thoughts on Silence - Mary Jane Sterling
5. Drop a Pebble in the Water - James W. Fole
6. What Ugly Is - Robert Priest
7. Blowing in the Wind - Bob Dylan
8. To see the World – William Blake
9. My Land Is Fair for Any Eyes to See - Jesse Stuart
10. Prayer for the Land, Our Being - Mr. T.S Powdyel
11. The Warp and Woof of Bhutanese Womanhood - John Chirmal
12. Lineage – Margaret Walker
13. Earth - John Hall Wheelock
14. We Have Forgotten Who we are - U.N. Environmental Sabbath Program
15. Whose Garden Was This? - Tom Paxton
16. Big Yellow Taxi - Joni Mitchell
17. Everest Climbed - Ian Serraillier
18. On Television - Roald Dahl
Textbooks and References for Classes VII and VIII

6. Robin,S.D,Bailey,S.D, Cruchley,H.D and Wood,B.L Bridges 1 1985
Prentice-Hall Canada Inc., ISBN : 0-13-081944-1
Skills for Reading E 1984 Scott,Foresman and Company USA
Teacher’s Edition Skills for Reading E 1984 Scott,Foresman and
Company USA
9. McCarthy,M & O’Dell,F English Vocabulary in Use Upper-
intermediateCambridge University press ISBN : 0-521-01633-9
10. Amin,A,Eravelly,R &Ibrahim,F.J Grammar Builder 1,2,3,4&5
2004 Cambridge university press
8. Littell,Joy ed. Building English Skills Red Level 1984 McDougal,Littell &
Company Irwin Publishing Canada
9. Doff, Adrian and Jones, Christopher; Language in use ( the whole set)
Cambridge university press 2004, Published in south Asia by
Foundation books Pvt. Ltd. ISBN 81-7596-219-4
48
10. McCarthy,M & O’Dell,F English Phrasal verbs in use Cambridge
university Press 2004 Replica Press Pvt. Ltd. ISBN 0-521-60566-0
11. McCarthy,M & O’Dell,F English Idioms in use Cambridge university
Press 2002 Replica Press Pvt. Ltd. ISBN 0-521-54087-9
12. Cambridge International Dictionary of Idioms Cambridge University
Press 1998 ISBN 0-521-68598-2
49
Sample Test Blue Print for Classes 7 and 8 (English Reading & Literature Paper II)
Level of Knowledge Comprehensi Applicatio Analysis Synthe Evaluatio Tot
thinking on n sis n al
Content/skill
Section A Q1 i-iv (4) QI v-viii(4) MCQ QI Q1 xiii-xv 15
Short Stories MCQ ix-xii(4) (3)
Set I MCQ MCQ
Q2 (2) Q3 (3) Q4 (5) Q5 (5) Q6 (5) 20
MCQ SAQ SAQ SAQ SAQ
Section A
Short Stories
Set II
Section B Q1 i-v (5) MCQ Q1 vi-x (5) MCQ Q1 xi-xv 15

Unseen Essay (5) MCQ
Set I Q2 (2) Q3 (3) Q4 (5) Q5 (5) Q6 (5) 20
SAQ SAQ SAQ SAQ SAQ
Section B
Unseen Essay
Set II
Section C Q1 i-iii (3) MCQ Q1 iv-vi(3) MCQ Q1 vii-x (4) 10

unseen Poem MCQ
Set I Q2 (2) Q3 (3) Q4 (5) Q5 (5) Q6 (5) 20
SAQ MCQ SAQ SAQ SAQ
Section C
Unseen Poem
Set II
Total 18 21 18 18 15 10 100
50
Set II questions in Section A and B will comprise 4 ERQs totalling to 35 marks. In section C, Set II will have
3 ERQs worth 10 marks each totalling to 30 marks. These ERQs will spread over from the comprehension
level to the evaluation level.
51
52

English Language Syllabus For Classes V To Xii

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English Language Syllabus For Classes V To Xii

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ENGLISH LANGUAGE SYLLABUS FOR CLASSES V to XII

The English language course encompasses the experience, study, and

The language course aims to help students to:

In the course of studying language, students will:

By the end of Class XII, students are able to:

Speaking and Listening

Reading and literature

Textbooks and Reference Materials for classes V to XII

The Writing Process: The five key components

Writing with a purpose

Language and Grammar Topics

Language and Grammar Topics

Language and Grammar Topics

Modes of Assessment: Classes V to XII

Continuous Formative Assessment

The following are some of the suggested Continuous Formative Assessment

Continuous Summative Assessment:

Progress (Working) Portfolio

Special Project Portfolio

What is it used for?

Planning for Portfolio Assessment:

A form developed by the teacher can be completed and attached to each

Adapted from: Bloom, B.S. (Ed.) (1956) Taxonomy of educational objectives:

ENGLISH LANGUAGE PAPER

In the English Paper assessment will consist of Writing Portfolio, Reading

Time: 2 Hours Writing and 15 Minutes for reading

Examination weighting for:

Reading & Literature:

Break up of Continuous Assessment (CA) and Examination weightings

MODES OF ASSESSMENT FOR LISTENING AND SPEAKING FOR CLASSES

TEXTS FOR EXAMINATION

Section B: Essays (20 periods)

Section C: Poems (18 periods)

Textbooks and References for classes V and VI

Recommended Students Textbooks

Level of Knowled Comprehensi Application Analysis Synthesis Evaluatio Total

QIII (5) QII 2(5) 10

PAPER I: LANGUAGE AND WRITING

In Paper I the assessment will consist of Writing Portfolio and Written

Writing Portfolio: 15%

Time: 2 Hours Writing and 15 Minutes for reading

The Paper will have Two Sections A and B.

Examination weighting for:

Level of Knowled Comprehensi Applicati Analysi Synthes Evaluati Tota

Section B QIII (15) 15

Suggested break up of Continuous Assessment (CA) and

PAPER II: READING AND LITERATURE

Time: 2 Hours Writing and 15 minutes for reading

Assessment Scheme on each Section:

Modes of Assessment for Listening and Speaking

2. Somebody’s Son - Richard Pindell

7. Tell the World: A Young Environmentalist

Section C: Poetry (18 periods)

Textbooks and References for Classes VII and VIII

Level of thinking Knowledge Comprehensi Applicati Analysis Synthe Evaluatio Tot

Section B Unseen Q1 i-v (5) Q1 vi-x (5) MCQ Q1 xi-xv 15

Section C unseen Q1 i-iii (3) Q1 iv-vi(3) MCQ Q1 vii-x 10

The optional Set II (ERQs)

PAPER I: LANGUAGE AND WRITING

In Paper I the assessment will consist of Writing Portfolio and Written

Writing Portfolio: 15%

Examination weighting for: