english teacher guide

Basic Education Curriculum 2077

Grades 6-8

English

1. Introduction
English is the language of international communication. It is widely used in education,
mass media, information and communication technology (ICT), business, tourism,
science and medicine. English is also a popular language in Nepal, particularly in the
field of education, science and technology, media, travel and tourism and so on. It is
taught as a compulsory subject right from grade one.

This curriculum has been developed to cater to the essential linguistic needs of the
children learning English. It has incorporated recent trends and contemporary
developments in language learning. The main aim of teaching English at this level is to
enable the learners to communicate with confidence.

This curriculum aims to enable the students to exchange their ideas with the people
who speak or write English. It also aims to expose the students to the vast treasure of
knowledge and pleasure available in both written and spoken English. The major
focus of this curriculum is on language skills viz. listening, speaking, reading and
writing and, thus, it aims to develop communicative competence on the part of
students. The students learning English in these grades will develop their linguistic
base in English for their further studies.
2. Competencies
By the end of grade eight, the students should be able to achieve the following
competencies:

a. listen in order to understand and respond appropriately in a variety of
situations for a variety of purposes;

b. speak appropriately to communicate with different audiences for a variety
of purposes in a variety of personal, social and academic contexts;

c. read and understand a variety of literary, informational, and graphic texts,
using a range of strategies or cognitive processes to construct meaning;

d. write for an intended purpose and audience by generating, gathering, and
organizing ideas and information; and

e. demonstrate good control of vocabulary and syntax to express basic
communicative needs.

Basic Education Curriculum (Grades 6-8) 2077 64

3. Learning Outcomes

3.1 Listening
By the end of grade six, seven and eight, the students can:

Grade 6 Grade 7 Grade 8

1. understand and 1. understand and extract 1. understand and extract

extract specific specific information specific information

information from from short and clearly from short and clearly

short and clearly articulated spoken articulated spoken

articulated spoken English on familiar English on familiar

English on everyday matters. matters.

matters. 2. understand and pick out 2. understand and pick out

2. understand and pick the main points from the main points and

out the main points short audio materials or supporting details from

from short audio oral presentation. audio materials or oral

materials. 3. show an understanding presentation.

3. show an of conversations on 3. show an understanding

understanding of everyday matters. of conversations on

conversations on 4. understand instructions familiar matters.

predictable matters. and announcements 4. respond to multi-step

4. follow short and addressed carefully and directions/ instructions

simple instructions. slowly and follow and announcements

5. understand short, simple directions. correctly.

information from 5. understand information 5. understand information

electronic media e.g. from electronic media from electronic media

radio and television.. e.g. radio and e.g. radio and

television. television.

3.2 Speaking

By the end of grade six, seven and eight, the students can:

Grade 6 Grade 7 Grade 8

1. ask and answer 1. initiate and respond to 1. exchange ideas and

simple questions in simple statements in information on familiar

the areas of the areas of immediate topics in predictable

immediate need. need. everyday situations.

2. exchange 2. exchange information 2. interact with reasonable

information on on familiar matters. ease in structured

familiar matters. 3. participate in short situations and short

3. express feelings in conversations in conversations.

simple language. routine contexts on 3. participate in short

4. act short dialogues. topics of interest. conversations in routine

65 Basic Education Curriculum (Grades 6-8) 2077

5. describe pictures. 4. act dialogues and contexts on topics of

6. describe charts, engage in group interest.

tables and diagrams. discussions. 4. engage in group

7. retell short stories 5. describe pictures, discussions to reach a

using simple cartoons and maps. conclusion.

sentences. 6. describe charts, tables 5. describe pictures,

8. describe oneself and diagrams. cartoons, maps, and

including the aspects 7. retell stories and events posters with a wide

of their background using simple sentences. range of vocabulary.

clearly in simple 8. describe oneself and 6. describe charts, tables

terms. their immediate and diagrams.

9. speak with correct environment in simple 7. narrate stories and

stress and intonation. terms. events using a wide

10. describe people, 9. speak with correct range of vocabulary.

places and things in stress and intonation. 8. describe the aspects of

simple terms. 10. give a short, basic their background and

description of people, immediate environment

places and things. in areas of immediate

need in simple terms.

9. speak with correct stress

and intonation.

10. describe people, places

and things with a wide

3.3 Reading range of vocabulary.

By the end of grade six, seven and eight, the students can:

Grade 6 Grade 7 Grade 8

1. understand short 1. understand a 1. understand the description

simple personal straightforward of events, feelings and

letters and very personal letter and wishes.

simple formal letters email and basic type of 2. understand and extract

and emails. standard letters and relevant information from

2. understand and emails on familiar everyday materials.

extract specific topics. 3. understand rules and

information from 2. understand and extract regulations.

simple everyday specific information 4. understand texts describing

materials. from simple everyday people, places, everyday

3. understand simple materials. life and culture.

brief rules and 3. understand simple rules 5. understand and retrieve

Basic Education Curriculum (Grades 6-8) 2077 66

regulations. and regulations. required information from

4. understand texts 4. understand texts graphic texts (charts,

describing people, describing people, tables, graphs and maps).

places, everyday life places, everyday life 6. understand recipe and

and culture. and culture. instructions.

5. understand and 5. understand and retrieve 7. find the meaning of

retrieve required required information unfamiliar words from

information from from graphic texts context.

graphic texts (charts, (charts, tables, graphs 8. find out the main ideas and

tables, graphs and and maps) supporting details from a

maps). 6. understand simple text.

6. understand simple recipes and 9. understand a short

brief recipes and instructions. biography of a

instructions. 7. find the meaning of national/international

7. find the meaning of unfamiliar words from figure.

unfamiliar words context. 10. read short poems and

from context. 8. find out the main ideas stories for pleasure and

8. find out the main and supporting details understanding.

ideas and supporting from a text. 11. consult a dictionary

details from short 9. understand a short (including e-dictionary) to

texts. simple biography of a learn the different aspects

9. understand a short national/international of words.

simple biography of a figure.

national figure. 10. read short poems and

10. read short poems and stories for pleasure and

stories for pleasure understanding.

and understanding. 11. consult a dictionary

11. consult a dictionary (including e-dictionary)

(including e- to learn the different

dictionary) to learn aspects of words.

the different aspects

of words.

3.4 Writing

By the end of grade six, seven and eight, the students can:

Grade 6 Grade 7 Grade 8
1. write personal letters 1. write personal letters 1. write personal letters and
and simple official and simple official simple official letters.

67 Basic Education Curriculum (Grades 6-8) 2077

(school-related) (school-related) letters, 2. write recipe and
letters, e.g. leave e.g., leave application, a
application. complaint letter to head instructions.
2. write simple, brief teacher. 3. interpret charts, tables
3. and diagrams.
instructions. charts, 2. write simple 4. write impressions and
interpret instructions.
tables and diagrams. 3. interpret charts, tables opinions about topics of
4. write impressions and diagrams. personal interest (e.g.
and opinions about 4. write impressions and lifestyles and culture,
topics of personal opinions about topics of
interest (e.g. personal interest (e.g. stories), using basic
lifestyles and culture, lifestyles and culture, everyday vocabulary and
stories), using basic stories), using basic expressions.
everyday vocabulary everyday vocabulary 5. write short, simple

and expressions. and expressions. biographies.
5. write short, simple 5. write short, simple 6. write a series of simple
biographies. biographies.
6. write a series of 6. write a series of simple sentences about their

simple sentences sentences about their family, living conditions,
about their family, family, living and educational
living conditions, conditions, and background.

and educational educational 7. write simple stories based

background. background. on the given picture or
7. write simple stories 7. write simple stories text or both.
based on the given based on the given
picture or text or picture or text or both. 8. write short, basic
descriptions of events,
both. 8. write short, basic past activities and
8. write very short, descriptions of events, personal experiences.
basic descriptions of past activities and
events, past activities personal experiences. 9. write short simple essays
and personal 9. write simple essays on on topics of interest.
experiences. topics of interest.
9. write short simple 10. use punctuation 10. use punctuation correctly.

essays on topics of correctly.
interest.
10. use punctuation
correctly.

4. Language Functions

S. N. Grade 6 Grade 7 Grade 8

1 Introducing others Introducing others in Asking for information
formal situation and repetition of
information
2 Asking for, giving Asking for, giving and
Asking for, giving and
and denying denying permission denying permission

permission

Basic Education Curriculum (Grades 6-8) 2077 68

3 Requesting and Requesting and responding Requesting and

responding responding

4 Expressing good Expressing wishes Talking about personal

wishes experiences

5 Making Making suggestions Persuading

suggestions

6 Expressing Expressing wants and Getting things done

intention with needs

reasons

7 Predicting Expressing opinions and Expressing predictions

feelings

8 Describing past Talking about the past Talking about the past

habit

9 Comparing Making comparison and Making comparison and

contrast contrast

10 Expressing Expressing obligations and Making an invitation and

obligations and prohibitions responding

prohibitions

11 Describing people, Describing people, places Describing people, places

places and objects and objects and objects

12 Apologizing Describing appearance Expressing likes, dislikes

and preferences

13 Expressing ability Expressing ability with Interpreting charts, graphs

reasons and tables

14 Stating units and Describing height, weight Expressing conditions

quantities and distance

15 Expressing degrees Expressing degrees of Giving explanation

of probability probability

16 Narrating a Narrating a sequence of Narrating a sequence of

sequence of events events events

17 Expressing surprise Expressing surprise and Making and accepting

and dismay dismay offers

18 Asking for Seeking confirmation Asking for and giving

information and opinion

reason

19 - Reporting facts and truths Reporting

69 Basic Education Curriculum (Grades 6-8) 2077

5. Elaboration of Contents

Grade: Six
S. N. Language functions1 and example
Gram
structures/exponents
Prese
1 Introducing He is Mr. Shrestha. He is be ve

others my classmate.

Hello, Mr. Pun, she is

Miss Smith. She is a

social worker.

2 Asking for, May I use your Yes/

giving and calculator, please?

denying Of course. You may use

permission it.

May I come in?

Yes.

Can I have a look at the

newspaper? Ok.

Is it all right if I stay

here for a while?

1 The language functions should be introduced in suitable listening a
2 The suggested tasks for reading are not the titles. Some of them ar
texts.

Basic Education Curric

mmar Reading and Writing2 Working
hours
ent simple: Reading: 6
erb A biography
A message of congratulation 10
/no question Writing:
A short biography
A message of congratulation
Completing a school registration
form
Punctuation

Reading:
A fable or a moral story
Rules and regulations
A poem
Writing:
A personal letter
A set of rules
Punctuation

and speaking tasks too.
re just like the themes. The reading section should include varieties of

culum (Grades 6-8) 2077 78

3 Requesting Will you pass me the Mod

and book, please? will,

responding Please, give me your pen. could

Can I have your

attention, please?

Could you explain it to

me?

Sure. Of course.

I'm sorry. I am using it.

4 Expressing Have a nice journey! Impe

good wishes Have a good time out

there!

Happy Lhosar!

Best of luck/ All the best/

Good luck for your

upcoming exam!

5 Making You should stay quiet in Type

suggestions a library. cond

Why don’t you tell it to

your parents?

If I were you, I would go

to hospital.

6 Expressing I won’t come to school Conn

intention with tomorrow because I have reaso

reasons to go to hospital.

I am not going to watch a

movie because my exam

is at hand.

79

dal verbs: Reading: 10
, would, can, A story
d An application for sick leave
Writing:
An application for sick leave
Completing a skeleton dialogue

erative Reading: 8
A text on celebration of a festival
Writing:
A paragraph
Punctuation

e2 Reading: 10
ditional A story 8
Factual text
nectives: Writing:
on Completing a skeleton story
Paraphrasing sentences

Reading:
A short drama
A text on games and sports
Writing:
A paragraph
A set of rules

Basic Education Curriculum (Grades 6-8) 2077

7 Predicting The sky is overcast. It is Simp

going to rain. Goin

I think Sumnima will do

better in the next exam.

8 Describing I used to walk to school. Used

past habit Mina used to help her Past

mother.

Mohammad used to do

business.

I did not use to ride a

bicycle.

9 Comparing This house is bigger than Com

mine. and s

His father is fatter than

my father.

I am taller than my elder

sister.

10 Expressing This is a silent zone. You Shou
obligations should keep quiet here. allow
and You are allowed to read must
prohibitions but you are not allowed
to talk.

11 Describing Mr. Thapa is a doctor. A/an

people, The Gobi is a desert. It is Prese

Basic Education Curric

ple future Reading: 9
ng to future Weather forecast 10
A text on global warming 10
d to Writing:
simple A paragraph 9
10
mparative Reading:
superlative A narrative
An autobiography/diary
uld, be Writing:
wed to, An account of past habits of
t, have to oneself
A paragraph on village/town

Reading:
A factual text about Nepal
(mountain, river, highway, lake,
forest)
Hotel menus
Writing:
A few paragraphs on comparing
two things/places

Reading:
Rules and regulations
A brochure
Writing:
Rules and regulations

n, the Reading:
ent A famous person/place

culum (Grades 6-8) 2077 80

places and full of sand. conti
objects It is a calculator. It can
calculate enormous data.

12 Apologizing Excuse me, this is no Nega

speaking zone. Will you

keep quiet?

Sorry, I didn’t see the

sign.

It won’t happen again,

sir. I’m very sorry…..

13 Expressing Can you open this bottle? Conn

ability Are you able to read it? beca

Yes, I can. No, I can’t. as, b

I am able to speak

English. I can’t speak

Chinese.

14 Stating units Do you have a scrap of/a Com

and quantities sheet of/a piece of paper?

I want to note down

some tips on it.

I have bought two kilos

of rice and a bottle of

milk.

15 Expressing She is likely to be a Mod

degrees of social worker. may,

probability He’s in a new look. must

81

inuous An electronic gadget 8
ation Writing: 9
Description of a place, person or 9
nectives: an object
ause, since, Reading:
because of A story
A letter
mmon noun Writing:
A letter/email of apology
An apologizing message

Reading:
A story
A poem
Writing:
Ordering sentences to make a
story
A paragraph on an event
Reading:
Price list
An advertisement
Writing:
A descriptive paragraph

dal verbs: Reading: 9
, might, A Story
t A poem

Basic Education Curriculum (Grades 6-8) 2077

Perhaps/Maybe he’s Simp

going out now.

The principal may

declare a holiday

tomorrow.

16 Narrating a The players entered the Past

sequence of football ground. They Past

events took the positions and Past

began to run after a ball.

They were dancing when

I saw them.

17 Expressing Oh, dear! Did you hear Past

surprise and me? Here comes a man Past

dismay from Japan. Past

Have you ever heard

such a good news

before?

Oh, no! It can’t be.

18 Asking for Which is the highest Wh q

information mountain? What does

and reason WHO stand for? Why

did you join the library

club?

Total working hours

Basic Education Curric

ple future Writing:
A paragraph that requires
prediction
Punctuation

simple Reading: 9
continuous A story 8
perfect A special ceremony
Writing:
simple A story
continuous A descriptive narration of an
perfect event

Reading:
A story
A conversation
Writing:
Composing a dialogue

question Reading: 8
Charts, tables, diagrams 160
A news report
Writing:
Interpretation of charts, tables,
diagrams
A short poem

culum (Grades 6-8) 2077 82

Grade: Seven
S. N. Language functions3
Gram
example structures/exponents Prese
be ve
1 Introducing Hello! Mr. Subedi, he’s a/an,

others in Mr. Mingma. And Mr. Coun
unco
formal Mingma, he’s Mr.
Mod
situation Subedi. Nice to meet will,
could
you.

May I introduce Mr.

Lohani? He is an

engineer.

2 Asking for, Do you mind if I take

giving and your umbrella?

denying Not at all. You can take

permission it.

Can I wear your suit

tonight? Yes, certainly.

3 Requesting Will you lend me some

and money?

responding Of course!

Would you like to go for

an outing?

I’d love to but I’m busy

now.

3 The language functions should be introduced in suitable listening a
4 The suggested tasks for reading are not the titles. Some of them ar
texts.

83

mmar Reading and Writing4 Hours
6
ent simple: Reading:
erb Official conversation 8
, the Announcement 8
Writing:
Composing a dialogue
Fill in a hotel check-in form

ntable and Reading:
ountable A story
A poem
dal verbs: Writing:
, would, A personal letter
d An e-mail

Reading:
A story
A letter to the editor
Writing:
A letter asking for a favour

and speaking tasks too.
re just like the themes. The reading section should include varieties of

Basic Education Curriculum (Grades 6-8) 2077

Could you send me an

email?

I’m afraid my computer

is out of work.

4 Expressing Happy I wis

wishes Dashain/Lhosar/Christma Simp

s/Eid.

Happy birthday to you!

Good luck!

Have a nice journey!

5 Making You should pay attention Type

suggestions to the teacher. cond

You shouldn’t tease a Mod

street dog.

How about playing

games?

If I were you, I would go

with her.

6 Expressing I want to leave soon. Prese

wants and Do you want to speak to Type

needs the Director? cond

I need a better job.

If you say, I can help

you.

7 Expressing I think I have a Prese

opinions and wonderful idea. conti

feelings It feels safe to stay here. To in

I’m feeling good to talk

Basic Education Curric

sh … Reading: 10
ple past A special ceremony 10
An e-mail
e2 Writing: 9
ditional A descriptive essay on a 10
dal: Should ceremony

Reading:
A story
A text on health/lifestyle
A poem
Writing:
Message
A paragraph on a familiar topic

ent simple Reading:
e1 A text on holiday plan
ditional A poem
Writing:
ent An essay
inuous A story
nfinitive
Reading:
A short and simple newspaper
article
A speech

culum (Grades 6-8) 2077 84

with you.

I am enjoying your

company.

8 Talking about People were very helpful used

the past in the past. conn

She used to work hard. and,

altho

howe

9 Making Radhika’s school is Com

comparison bigger than Bimala’s. and s

and contrast Pemba’s story is the

longest of all his friends.

Our dog is as clever as a

fox.

Jhuma is better at

dancing than at singing.

10 Expressing Excuse me, can I take a Mod

obligations photograph? can,

and No. You are not allowed allow

prohibitions to take a photograph must

here.

You cannot leave the

hotel without paying the

bill.

11 Describing Who is the man in the Wh q

people, white apron? Rela

places and He’s a doctor.

objects I lost my pen which was

85

d to Writing: 8
nectives: An essay 9
Punctuation
but, 9
ough, Reading:
ever A story
An autobiography
mparative Writing:
superlative Completing a skeleton story

Reading:
Chart/table/diagrams
A poem
Writing:
Interpreting charts, tables and
diagram
A paragraph

dal verbs: Reading:
could, be Rules and regulations
wed to, A brochure/a leaflet
t, have to Writing:
Rules and regulations
A brochure/a leaflet

question Reading: 9
ative clause A biography
A famous place/people and
lifestyle

Basic Education Curriculum (Grades 6-8) 2077

bought in India.

I love the place where I

was born and brought up.

12 Describing Dawa looks happy. Prese

appearances Keith looks like an look

actress. look

How does Juli look?

She looks pretty.

13 Expressing I can speak English Conn

ability with because I enjoy learning beca

reasons English. as, b

He couldn’t pass the

exam because he had

missed many classes.

Subina was able to

complete her task

because she got up early

in the morning.

14 Describing How tall is this tree? Subj

height, It’s twenty metres. agree

weight and How high is Mt. Everest? Wh q

distance It is 8848 metres. (How

How much sugar do you much

want? ong)

Twenty-five kilos.

How far is the school

from your house?

It’s about two kilometres.

Basic Education Curric

ent simple Writing: 8
k A biography 8
k like A paragraph describing a place

nectives: Reading:
ause, since, A description of a celebrity
because of A poem
Writing:
Description

Reading:
A story
A poem
News on sports
Writing:
Completing a skeleton story
A paragraph on an event

ject-verb Reading: 8
ement A factual text (mountain, river,
question highway, lake)
w A prospectus
h/tall/high/l Writing:
) A school prospectus
A descriptive text (mountain,
river, highway, lake)

culum (Grades 6-8) 2077 86

15 Expressing She may come earlier Mod

degrees of tomorrow. may,

probability It might rain heavily. must

This river must be very Simp

deep. Futu

16 Narrating a Mangali came out of the Past

sequence of cinema. Then she saw a Past

events crowd outside. Past

Somebody cried, “My

purse! My purse!”

When all gathered, the

thief had run away.

17 Expressing It’s a wonderful idea! Past

surprise and That’s great! Past

dismay Oh my god! It was awful. Past

Oh, no! I had never

expected to see this.

18 Seeking He is your uncle, isn’t Ques

confirmation he?

Rajaram works at an

office, doesn’t he?

One should obey the

rules, shouldn’t one?

19 Reporting The teacher said that the Repo

facts and sun is a star. spee

truths Julia said that the earth state

87

dal verbs: Reading: 8
, might, A text on climate change 8
t A poem 6
ple future Writing: 8
ure perfect A paragraph that requires 10
simple prediction
continuous
perfect Reading:
A story
simple A special ceremony
continuous Writing:
perfect A story
A descriptive narration of an
stion tag event

orted Reading:
ech: A story
ements (facts A conversation
Writing:
Composing a dialogue
Punctuation

Reading:
A menu/timetable
Visiting a market place
Writing:
A hotel menu
A personal letter/e-mail

Reading:
A text based on facts
Operating instructions of an

Basic Education Curriculum (Grades 6-8) 2077

moves around the sun. and t
Sudha said that two plus Zero
two is four.

Total working hours

Grade: Eight

S. N. Language functions5 and Gram
1 Mod
example structures/exponents can,
2 woul
Asking for I wonder if you could
Yes/
information tell me where the

and repetition nearest bank is. Can you

of tell me whether the bus

information for Banepa is arriving?

Could you repeat it for

me?

Asking for, Would you mind if I use

giving and your telephone? Is it all

denying right if I switch on the

permission fan? May I get your

mobile number? Do you

mind if I read it loudly?

5 The language functions should be introduced in suitable listening a
6 The suggested tasks for reading are not the titles. Some of them ar
texts.

Basic Education Curric

truths) electronic gadget
o conditional Writing:
Short messages
Simple instructions

160

mmar Reading and writing6 Hours
9
dal verbs: Reading:
could, Timetable/schedule 9
ld An official letter
Writing:
/no question Interpreting timetable and
schedule
Filling in a form

Reading:
A story
A poem
Writing:
Completing a skeleton story
An e-mail

and speaking tasks too.
re just like the themes. The reading section should include varieties of

culum (Grades 6-8) 2077 88

No, no. I don't mind at

all.

3 Requesting Could you turn down Repo

and the radio a bit? Would spee

responding you mind helping with ques

my homework? Ok.

Sure…. Of course I’ll.

I’m sorry, it has broken

down.

4 Talking about Have you ever eaten Prese

personal pizza? I’ve visited and p

experiences Mustang once before.

Have you ever been

bitten by a snake?

5 Persuading Go ahead, Bikash, help Repo

your mother in the spee

kitchen. Your mother impe

will be so happy.

Do help me to prepare

an omelet. You will also

get it.

6 Getting Will you get this Caus

things done document photocopied?

The teacher made me

sing a song. I can have

my teeth filled.

89

orted Reading: 9
ech: Yes/no Announcement
stion Instruction
Writing:
Announcement message

ent perfect Reading: 9
past simple A memoir 8
A diary entry
orted Writing:
ech: A diary entry
eratives An account of a memorable event

Reading:
A story
A poem
Writing:
Completing a skeleton story
Punctuation

sative verbs Reading: 9
A description of a ceremony
Scientific invention
Writing:
Paraphrasing
A description of a ceremony

Basic Education Curriculum (Grades 6-8) 2077

7 Expressing That will probably cost Simp

predictions you at least a hundred Goin

rupees. Perhaps/maybe Futu

it will rain.

She is unlikely to arrive

soon.

It’s probable/possible

that Nepal will win in

the test match.

8 Talking about I used to drink milk in Past

the past my breakfast, but now I Past

drink tea. Past

When the telephone Used

rang, I was having

dinner.

After he had sold the

cow, he bought some

goats.

9 Making Your essay is longer Com

comparison than mine. Sujan’s and s

and contrast speech is better than

Kamal’s.

Nepal is the most

beautiful country in the

world.

Wood is not as heavy as

metal.

10 Making an I wonder if you are free Prep

Basic Education Curric

ple future Reading: 8
ng to future Weather forecast
ure perfect A text on migration
Writing:
A paragraph on environment
Punctuation

simple Reading: 8
continuous A story
perfect A historical event
d to Writing:
A narrative essay
Completing a skeleton story

mparative Reading: 9
superlative Change in lifestyle
Electronic gadgets
Writing:
A paragraph on comparing things,
places, etc.

positions Reading: 6

culum (Grades 6-8) 2077 90

invitation and on Saturday. How about (Plac

responding going to the cinema this Ques

evening?

We would be delighted

if you could……

Of course, I’d love to

but….. I won’t say no. I

wish I could but…….

11 Describing The woman who is Rela

places, wearing a red sari will Artic

people and give you some food.

objects The book which I

bought last week was

stolen.

I went to Pokhara where

my aunt lives.

12 Expressing Do you like ice-cream? Yes/

likes, dislikes Which do you prefer Wh q

and classical or modern Verb

preferences music? I like/love … ive

very much. I would

rather have Chinese

food. I can’t stand it

when people insult me

like that.

13 Interpreting According to the chart, much

charts, graphs … The table shows some

and tables that………

91

ce and time) Invitation cards/e-mail
stion tag An advertisement
Writing:
Invitation messages/notes
Designing an invitation card

ative clause Reading: 7
cles A famous place, person
A factual text (mountain, river,
highway, forest)
Writing:
A descriptive essay

/No question Reading: 8
question A text on hobbies, interests
b+ing/infinit A poem
Writing:
An essay on hobbies and interests

h/many Reading: 8
e/any Charts, graphs and tables
Writing:

Basic Education Curriculum (Grades 6-8) 2077

14 Expressing If Nepal wins the Type

conditions football match, there and t

will be a big party. cond

If I were a monitor, I

would tell it to the class

teacher.

Had you informed me

earlier, I would have

come to meet you.

15 Giving Bicycles are popular Conn

explanation these days because they reaso

are inexpensive and eco- contr

friendly.

I went to the bank in

order to /to cash a

check.

He saved money so that

he would buy a piece of

land.

16 Narrating a When Sumnima woke Past

sequence of up early in the morning, Past

events she heard a strange Past

noise outside. Then she

peeped through the

windowpane from her

bedroom. She noticed

Basic Education Curric

e 1, type 2 Interpretation of charts, graphs 8
type 3 and tables 8
ditional
Reading:
A story
A news report
A poem
Writing:
Completing a story
A news story
Punctuation

nectives: Reading:
on, purpose, Argumentative text
rast An official notice
Writing:
A notice
An argumentative essay

simple Reading: 9
continuous An anecdote
perfect A historical event 92
Writing:
A historical event
A story

culum (Grades 6-8) 2077

17 Making and some people shouting at Pass
accepting each other…….
offers Inten
Would you like and e
18 Asking for lemonade? I’ll ring the
and giving bell if you like. Shall I Repo
opinion carry your bag?
Thank you. That would
19 Reporting be great. I’d love to.
Yes, please. That would
Total working hours be very nice.

What are your thoughts
on that? Do you go
along with that, don't
you? That’s a good
point. I see your point. I
don’t think so. I agree
with you to an extent,
however…..
It's too hot today. What
do you think?

He told me to get ready
by 9 o’clock. The
teacher said that
Kapilvastu is in Nepal.
She asked me why I was
excited.

93

sive Reading: 8
A story 10
A poem
Writing:
An e-mail
A reply letter to an invitation

nsifiers (too Reading:
enough) A short newspaper article
A poem
Writing:
An essay
Punctuation

orted speech Reading: 10
A story 160
A news report
Writing:
Completing a skeleton story
A news report

Basic Education Curriculum (Grades 6-8) 2077

6. Learning Facilitation Process

Learning facilitation process is an integral part of the curriculum. This ensures
learning on the part of the students. While facilitating, the teacher should use a
variety of teaching-learning methods. A combination of various teaching-learning
methods and techniques is encouraged for effective teaching and facilitation. Above
all, English is to be taught in English. This will give ample exposure to the students.
It is advised to use simple English as far as possible. Translation can be used only
when it is really necessary. The teachers can use Nepali when they are giving
instructions to set up a task or to explain complicated rules.
6.1 Principles of Learning Facilitation

The learning facilitation process in English should follow the following principles:

a. Fun and engagement: A great way to make students learn a language easily
is to get them engaged in the learning process. When teachers use activities
that make learners engaged with fun, students are more willing to participate
and take risks.

b. Communicative activities: Learning English is primarily for communication
so an English class should have lots of real-life communicative tasks and
activities.

c. Exposure: Language learning depends on the amount of exposure the
students get. It is in English class where students should get the chance to
listen to English. Teachers need to use simple English and avoid the use of
translation into students' language until when it's really necessary.

d. Personalization: Personalization takes place when activities allow students
to use language to express their ideas, feelings and opinions. Personalization
ensures true communication as learners communicate real information about
themselves.

e. Content and language integrated learning: Meaningful contents relating to
the real world help learners comprehend not only the content but also the
accompanying language. Integrating content and language is a clear departure
from mere communication towards a meaningful cognition through the
language being learnt.

f. Diversity as a resource: In diverse classrooms with learners from
multilingual and multi-cultural backgrounds, exploiting diversity as a
resource helps not only in the teaching-learning process but also in creating

Basic Education Curriculum (Grades 6-8) 2077 94

social cohesion. The contents from diverse contexts establish the pluralistic
concept first in classrooms and later in the real world.
g. Learning through Information and Communication Technology (ICT):
With the advent of ICT, language learning has been more accessible to the
learners. The mobile phone and media technologies allow learners to access
learning materials from anywhere and anytime. The use of ICT tools in
classroom pedagogy gives learners more autonomy in different ways.
h. Learners' autonomy: Students learn better when they get autonomy. The
strategies that promote learners' autonomy like; self-correction, peer
correction, self-learning, etc. should be encouraged.
6.2 Methods and Techniques

Based on the above-mentioned pedagogical principles, the following methods and
techniques have been suggested in order to deliver this curriculum:

 Question-answer
 Demonstration
 Games
 Use of pictures/flashcards
 Use of chants and rhymes
 Pair work and group work
 Acting/role play/simulation
 Drill
 Storytelling
 Dictionary use
 Use of ICT tools
 Reading aloud
 Silent reading
 Dictation
 Brainstorming
 Mind-mapping
 Controlled writing
 Guided writing
 Jigsaw reading
 Assembling strip story
 Think, pair, share

95 Basic Education Curriculum (Grades 6-8) 2077

 Individual work

 Use of audios/videos

 Sentence starters

 Use of worksheets

 Modeling

 Freewriting

 Project work

 Cued dialogue

The teachers can make use of other appropriate methods and techniques as per the

need of contents and context.

7. Student Assessment

Assessment should be an integral part of teaching-learning process. Both formative

and summative assessment should be carried out to assess the students' learning. The

main purpose of formative assessment is to improve learning. Formal as well as

informal assessment strategies will be used in formative assessment. Some tools for

formative assessment can be classroom activities and classroom tasks, observation of

students' work and performance, homework, project work, oral and written test, unit

and trimester examinations, self and peer assessment and so on.

Summative assessment will be carried out to determine the learning level of the

students. Both internal (50%) and external (50%) assessment will take the form of

summative assessment.

7.1 Internal Assessment

Internal assessment consists of several components. A portfolio of each student

should be maintained by the teacher. The portfolio consists of the details on students'

performance in different assessment areas given in the table below. The record of

student's project work, test papers or other proof of the students' performance should

be kept in his/her portfolio. The allocation of weightage to each of the assessment

areas will be as specified in the table below:

S. N. Assessment area Weightage
a Participation (attendance: 2 and students' performance in 4
teaching-learning activities: 2)
b 16
Reading and writing (Each skill carries 50% weightage)

c Listening and speaking (Each skill carries 50% weightage) 20

d Terminal test 10

Assessment in each area from a to c above should be done regularly; however, to

keep a record, the assessment is to be done every four units.

Basic Education Curriculum (Grades 6-8) 2077 96

7.2 Rating Scale

The assessment of participation, reading and writing; and

point scale given below.

Level Rating

Participation

Below 1 a. Below 75% of attendance.
Basic b. Very little participation in the

tasks.

Basic 2 a. 75% to 80% of attendance.
b. Little participation in the tasks.

Above 3 a. 80% to 85% of attendance.
basic b. Participation in classroom

Proficie 4 activities is satisfactory.
nt
a. 85% to 90% of attendance.
b. Participation in classroom

activities is appreciable.

Advanc 5 a. 90% and above attendance.
ed b. Participation in classroom

activities is outstanding.

7.3 Suggested Tasks for Reading and Writing
The tasks should cover the learning outcomes of the a
teacher should design the appropriate tasks themsel
observation, scoring the task, etc. should be used. The sug

97

d listening and speaking should be done according to the five-

Description Listening and speaking
Able to do very few tasks.
Reading and writing
Able to do very few tasks.
e

Able to do 30% to 50% of Able to do 30% to 50% of
the given tasks correctly. the given tasks correctly.

Able to do 50% to 70% of Able to do 50% to 70% of
m the given tasks correctly. the given tasks correctly.

Able to do more than 70% Able to do more than 70%

m to 90% of the given tasks to 90% of the given tasks

correctly. correctly.

Able to do more than 90% Able to do more than 90%
m of the given tasks correctly. of the given tasks

correctly.

assessment period. The following are the samples only. The
lves. For the assessment purpose, different methods like
ggested tasks for assessing reading and writing are as follows:

Basic Education Curriculum (Grades 6-8) 2077

Reading tasks Wr

1. A reading comprehension test with different 1. A

types of reading texts: story, timetable, menus, p
charts, calendar, notice, letter, news stories,

brochure, biography and short essay. Use a 2. W

different type of text at each assessment. The

question types can be: True/False, Fill in the

gaps, Multiple choice, Matching, Ordering, Short

answer questions)

2. The questions should cover literal

comprehension, reorganization, inference and

evaluation skills.

3. Ask the students to read a short story in English

(get the book from the library or somebody else)

and ask reading comprehension questions orally. (No

sho

per

7.4 Suggested Tasks for Listening and Speaking
Testing of listening and speaking skills is integrated into
speaking tasks themselves. The tasks should cover the
tasks for testing listening and speaking skills are as follow

a. Ask the students to listen to a piece of radio/televi
b. Interview your students about their personal inform
c. Ask the students to talk to each other about the tas
d. Use a test-like task as suggested in the table below

Basic Education Curric

riting tasks
A writing task that covers the mechanics of writing:
punctuation, spelling, capitalization, etc.

Writing tasks like:

a. A short paragraph.
b. A short story.
c. A news story.
d. A short dialogue.
e. A personal letter.
f. A leave application.
g. A description of table/charts/diagrams
h. A short essay.
i. A dialogue
ote: The tasks chosen for the assessment of students' learning
ould reflect the tasks they have practised in the assessment
riod.)

o internal assessment. Teachers need to prepare listening and
learning outcomes of the assessment period. The suggested
ws:
ision news and write a couple of sentences that they hear.
mation.
sks they have completed in the assessment period.
w:

culum (Grades 6-8) 2077 98

Listening tasks Speaking

 Listen and act  Quest

 Listen and draw  Descr

 Listen and answer  Descr

 Listen and follow  Readi

 Listen and tick  Talki

 Dictation  Speak

(The teacher can use recorded audio or his/her  Retel
voice for testing students' listening skill. The  Readi
test items for 'listen and answer' can be (Teacher
true/false, multiple-choice, fill in the blanks vocabula
or matching.)

Note: For the students with impairment, alternative tests

given instead of listening and speaking according to their
7.5 Internal Assessment Record Form (Grade 6-8)

Assessment 1 Assessment 2 Assessment 3

S. Student's
N. Name PAR RW LS PAR RW LS PAR RW LS

(PAR: Participation, RW: Reading and writing test, LS: L
 Score 1 to 5 in each column from assessment 1 to 5 f

99

g tasks
tion-answer
ribing picture
ribing people/place/object
ing aloud
ing about oneself
king on a simple topic
lling stories
ing aloud
rs need to assess accuracy, range of
ary, structure and fluency)

like reading comprehension or paragraph writing should be

r types of impairment.

Assessment 4 Assessment 5 Average Total
PAR RW LS PAR RW LS PAR RW LS RW
PAR Avg LS
Avg X Avg
X0.8 3.2 X 4

Listening and Speaking.)
for each student according to the rating scale.

Basic Education Curriculum (Grades 6-8) 2077

 Calculating average = Sum of scores attained by in e

 Calculating total: PAR= average X 0.8, RW = averag

7.6 Score Obtained in Internal Assessment

The students' scores in two trimester examinations shou
converting the score is score/full marks X weightage (5) a

The record of internal assessment in all the aspects should

S. N. Students' Participation Reading and Liste

name (4) writing (16) spea

7.7 External Assessment

The final examination is based on the written test which

writing section. The test follows the following test specifi

Reading (25 marks)
The assessment of reading skill follows the following
structure:
1. Reading 1: One short reading text from the textbook w

one type of comprehension question (5 marks)
2. Reading 2: One short reading text from the textbook w

one type of comprehension question (5 marks)
3. Reading 3: One short reading text not given in the

textbook with one type of comprehension question (5
marks)
4. Reading 4: One short reading text not given in the
textbook with two types of comprehension questions (1
marks)

Basic Education Curric

each aspect/Number of assessments (5)
ge X 3.2, LS = average X 4

uld be converted to the weightage (5 marks). The formula for

and should be recorded in a form.

d be recorded in a form like this:

ening and Trimester examinations Grand
aking (20) Total
First (5) Second Total
(5) (10)

covers reading and writing skills. Grammar is incorporated in

ication chart.

Writing (25 marks)
The assessment of writing skill follows the following
structure:
with 1. Punctuation: A short and simple paragraph

containing ten punctuation errors. (5 marks)
with 2.Guided writing: One task: paragraph/news

story/story/description of tables/charts and
diagrams with some guidelines (5 marks)
3. Freewriting: One task: personal or official letter,
or a short essay (10 marks)
Grammar: 5 marks
10 The grammar questions should cover the following
contents:

culum (Grades 6-8) 2077 100

Note:

 Text types for reading 3 and 4: Story, dialogue, timetab

menus, charts, calendar, notice, letter, news stories,

brochure, biography and short essay).

 The length of the text of reading 3 and 4 should not exce

250 and 300 words respectively.

 Question types:

1. True/False

2. Fill in the gaps

3. Multiple choice

4. Matching

5. Ordering

6. Short Answer Questions

 Text type should be different for reading 1 and 2. For

example, letter in Reading 1 and story in Reading 2.

 Type of texts in Reading 1 and 2 should not be repeate

in Reading 3 and 4 too.

 Reading 4 should at least contain three questions for

testing of vocabulary.

 The distribution of comprehension questions should be

based on the following table:

Type of comprehension Number of questions

Literal comprehension 10

Reorganization 6

Inference 6

Evaluation and reflection 3

101