In the current climate of economic changes, influenced by explosive knowledge creation and exponential technology growth, the need to modify and infuse changes is a necessary step in the upgradation and updation of the existing Functional English curriculum, to bring it at par with the competency and skills based, and academic disciplines in rigour and content. The increasing use of audio-visual aids and the internet will also give students greater autonomy in their learning, thereby enabling differentiated instruction with teaching methods and assessment tools consistent with those objectives.
The dynamism of the Functional English Course lies in its needs-based, practical-oriented approach, as compared to a more static traditional , literature-based curriculum. At the end of +2, students opting for this course will acquire confident self-expression through their requisite levels of competence in the four language skills,which will replace rote-learning. Thematerials consist of two books.
- Functional English Language Skills Book [revised]- Class XI
- Functional English language Literature Reader [revised]- Class XI
The revised Functional English Curriculum is essentially skills-based, offering students an all-round and varied opportunities to develop their four language skills-reading, writing listening and speaking. The course materials offered wide range of text types [literary,discursive, descriptive and factual], followed by learner-centred activities.
The course focuses on enlarging students' vocabulary through word building skills, extensive practice in the sub-skills of writing in context, with emphasis on the process of writing, developing speaking and listening skills through activities that are overtly built into the material to guide students in their actualization of these skills.
They are supported by the inclusion of the mechanics of speech [stress, intonation, phonetics]with grammar that supports these skills, and appreciation of literature-poetry, prose and drama. It is recommended that teachers consciously take a back seat, playing the role of a manager, coordinator and facilitator.
The aim of the revision is therefore based on the following criteria:
- Course books would bea medium for the delivery of an important life-skill -the ability to use the English language in the contexts of reading, writing, speaking and listening for occupational and academic purposes at the end of +2;
- Materials would raise students' awareness about:environment conservation, safety and health, dignity of labour, therole of media,gender sensitivity etc.;
- Variety of themes,inputs and activities intrinsically aim to encourage motivation,enlarge the students' learning experience and observation, since they are pitched at a level that suits those who need to use English in the world of work and employment, and as the foundation for higher education.
- Course supports interactivity between the teacher and students,thereby positively influencing the latters' confidence during the teaching -learning process. The students come to understand the connection between their vocational/occupational aspirations and effective communication in English.
Evaluation and Assessment
The Revised Functional English, which is intended as a preparation for higher academic studies and professional/vocational careers,will require students to qualify in the assessments of the following skills.
|Writing Skills and Grammar||30|
|Literary Appreciation and Extended Reading Texts||30|
|Assessment of Speaking and Listening Skills[ASL]||20|
Group project/class presentation/case study/research will be based on the use of English in academic/professional/vocational contexts for internal assessment. CBSE will extend all necessary support and guidance through comprehensive Teacher Training programmes in all areas of curriculum transaction and assessment.