ALTERNATIVE ENGLISH
SYLLABUS FOR HIGHER SECONDARY FIRST YEAR COURSE
Background
The course is intended to give students a high level of competence in English with an emphasis
on the study of literary texts. The course will provide extensive exposure to a variety of rich texts from
world literature as well as Indian writings in English, Including classics. It also aims at developing a
sensitivity to the creative and imaginative use of English in students and giving them a taste for reading
with delight and discernment.
Objectives
The general objectives at the initial stage are: -
I. To provide extensive exposure to a variety of writings in English, including some classics to
develop a sensitivity to a literary and creative use of the language.
II. To further expand the learner’s vocabulary through the use of dictionary, thesaurus, and
encyclopedia
III. To develop a taste for reading
IV. To critically examine a text
V. To develop proficiency in English both in receptive and productive skills.
At the end of the course, the learner
I. grasps the global meaning of the texts, its gist and understands how its theme and sub-themes
relate.
II. relates to the details provided in the texts. For example, how the details support a
generalization or the conclusion either by classification or contrast and comparison.
III. comprehends details, locates and identifies facts, arguments, logical relationships,
generalizations, conclusion in the texts
IV. draws inferences, supplies missing details, predicts outcomes, grasps the significance of
particular details and interprets texts.
V. assesses and analyses the attitude and bias of the author
VI. infers the meaning of words and phrases from the context; differentiates between apparent
synonyms and appreciates the nuances of words.
VII. appreciates stylistic nuances, the lexical structure --- its literal and figurative uses and analyses
a variety of texts.
VIII. identifies different styles of writing like humorous, satirical, contemplative, ironical and
burlesque
IX. can produce text-based writings (writing in response to questions or tasks based on prescribed
as well as ‘unseen’ texts)
X. develops the advanced skills of reasoning, inferring, analysing, evaluating, and creating.
XI. develops familiarity with the poetic uses of language including features of the language
through which artistic effect is achieved.
Methods and Techniques
The techniques used for teaching should promote habits of self-learning and reduce dependence on
the teacher. The multi-skill, learners-centered, activity-based approach already recommended for the
previous stages of education, is still in place, though it will be used in such a way that silent reading of
prescribed selected texts for comprehension will receive greater focus as one of the activities.
Learners will be trained to read independently and intelligently, interacting actively with texts and
other reference materials (dictionary, thesaurus, encyclopedia etc.) as necessary. Some pre-reading
activity will generally be required, and course books should suggest those activities. It is important to
remember that every text can generate different reading strategies.
Students should be encouraged to interpret texts in different ways while presenting their views. Some
projects may also be assigned to students from time to time.
ALTERNATIVE ENGLISH
SYLLABUS FOR HIGHER SECONDARY FIRST YEAR COURSE
One paper Three hours Marks 100
Unit wise distribution of Marks and Periods:
Unit no Topic Marks Periods
Unit- I Prose 45 90
Unit-II Poetry 25 40
Unit- III Grammar And Composition 20 35
Unit- IV Drama 10 15
Total 100 180
Distribution of course content [Unit Wise]
Selected Prose (Marks - 45)
1. The Suitor and Papa Anton Chekov
2. Life and Learning George Bernard Shaw
3. The Queen of The Village Jim Corbett
4. On Saying Please A.G. Gardiner
5. How it happened Arthur Conan Doyle
6. The Captive Harekrishna Deka
Selected Poetry (Marks - 25)
1. When Autumn Came Faiz Ahmed Faiz
2. Caged Bird Maya Angelou
3. Lines Written in Early Spring William Words Worth
4. The Divine image William Blake
5. The Light of other Days Thomas Moore
Drama
1. An Inspector Calls – J.B. Priestly
Grammar
Pair of words (Marks - 04)
Identifying Nouns and Adjectives (Marks - 05)
Tenses Using conditionals (Marks - 05)
Composition
Precis (Marks - 06)
Weightage to Questions
Type of question No Of questions Marks
LA type 5 marks 5 25
SA Type 3 marks 6 18
2 marks 12 24
VSA Type 1 mark 20 20
½ marks 26 13
Total 65 nos. 100 marks
Weightage to objective
Objective Marks %
Knowledge 20 20%
Understanding 30 30%
Application 50 50%
Prescribed Textbook: Seasons: An Anthology of Prose and Poetry
Prescribed Drama: An Inspector Calls – J.B. Priestly
