ENGLISH CURRICULUM FOR

Class Ix And X

Introduction

In the words of Humboldt: “Man is man through language alone”. Language, spoken or written, is man’s chief instrument of communication though may not be the only one. We use language to communicate our thoughts and ideas. Moreover, there is no denying the fact that language communication is undoubtedly linked with human needs, be it individual, social, economic, cultural or political. Language is not only a means of communication but also a medium of acquiring most of our knowledge. It is also a system by which sounds and meanings are related and a system that structures the reality around us to a great extent. It is for these reasons that the learning of language becomes necessary for every individual. Therefore it becomes very necessary that language receives its due importance with its proper and correct usage. Every nation has its own language to communicate but knowing the language of other nation is also beneficial up to a great extent. At present, Tibetan refugees living in different parts of the world is estimated to be around 1.5 lakh. Out of the total population, around 65 % lives in India where English language has become an integral part of the Indian multilingual repertoire. Therefore learning of English as a second language has become a necessity for the Tibetans living in exile. The chapter VIII (C.8.3) of Basic Education Policy for Tibetans in exile also states “… English will remain by necessity the second language”. The English language curriculum for Tibetans should aim for achieving the twofold goals: attainment of a basic proficiency in the English language, as is acquired in the native language and the development of language as an instrument for basic interpersonal communication and for abstract thought and knowledge acquisition.

Textbooks and Materials

Despite the fact that there is a lot of advancement in the field of technology, we cannot overlook the fact that textbooks still continue to be a major source of knowledge for ordinary children. It is for this reason that emphasis must be laid on the production of textbooks that are contextually rich and that motivates and encourages learners’ creativity and inborn curiosity. A handbook for teachers containing methods and techniques of teaching a particular content/skill in addition to notes for the teachers in the textbook itself can be of great practical value and could prove really helpful.

At the secondary level of education, the standard of language learning materials should be raised above the traditional way providing room for the inclusion of wider range of modern and authentic texts apart from those sourced from literature. The pieces of literature (prose, fiction, poetry and drama) should be selected in such a way that they are understandable, culturally appropriate and in accordance with the age and need of the learners at this stage. The textbooks should contain guidelines for lots of activities to foster the development of the basic language skills (listening, speaking, reading and writing) in the learners. Environments that are rich in input and that are communicational are essential for the learning of a language. The inputs can be anything ranging from textbooks, libraries, other books and materials, magazines, newspapers, television, DVDs and internet to other authentic materials. Various other inputs should be brought into the language classroom viz. charts, news clippings, cards, pamphlets, advertisements etc. and teaching aids based on teachers’ own creativity and skills apart from textbooks.

The themes/sub-themes of whatever is to be taught should be in conformity with the learners’ immediate environment – physical, social and cultural. These should lead to an understanding and practice of the values stated in the Basic Education Policy for Tibetans in exile. The materials need to be sensitive keeping in view the perspectives of gender, class and social equality, dignity of labour, peace and harmony (between humans, between humans and animals, and between humans and nature)

Curricular Package and Its Content

The curricular package prepared by CBSE for classes IX and X called Interact in English designed to develop the students’ communicative competence in English includes the following:

1. Main Course Book

2. Literature Reader

3. Work Book

4. Long Reading Text

This package can be the basis for English syllabus meant for Tibetan students at the secondary level. However, content selection should be done keeping in mind the needs of Tibetans in exile and the students’ present and future academic, social and professional needs along with the four aims of giving education as stated in BEP:

1. Principle of Freedom

2. Principle of Altruism

3. Principle of Upholding the heritage

4. Principle of Innovation.

The contents in the Literature Reader should touch the different genres of English along with pieces from some very famous writers of English. However, in the Literature Reader, inclusion of some literary pieces by Tibetan writers of English can work wonders in encouraging the Tibetan students in the field of creative writing. Therefore, a poem and a prose in the Literature Reader should be selected from those written by Tibetan writers.

The workbook for grammar section, if based on the other two textbooks, would prove out to be more helpful to the students in understanding the grammatical structure and the application of lexical items. The Four main aims of giving education identified in the BEP must be suitably integrated in school curriculum. Therefore, the exercises of Textbooks should be designed so as to achieve the four aims of giving education as stated in the BEP. These aims should also be emphasized in the whole range of inputs (print and non-print, formal and informal) for teaching/learning at various stages of school education. Some emerging concerns like environmental issues, conservation of resources, population concerns, disaster management, forestry, animals and plants, human rights, safety norms and sustainable development should be suitably incorporated in the course content in an integrated manner along with the following concerns:

1. Tibetan Art and Culture

• Cultural heritage

• Religious beliefs and customs

• Literature

• Folktales, legends and myths of Tibet and neighbouring countries.

2. Sports and adventures.

3. Issues relating to Adolescence (drug addiction, sex education and child abuse, peer and parental pressure etc.)

4. Inclusive and Vocational Education (some of the contents in the main course book should focus on the importance of Vocational education catering to the need of Tibetan students)

5. Self Awareness (Keeping in view the fact that majority of the Tibetan children lack self awareness viz. their strength, weakness etc.)

6. Some Social Issues (Unemployment, degeneration of moral val- ues, population concerns, self reliance etc.)

7. Science and Technology

8. Value education (Honesty, Charity, Universal Responsibility, Peace, Compassion, Harmony etc.)

9. Travel and Tourism (Holy places in India, Nepal and Tibet, places of interest etc.)

10. Mystery

11. Mass Media

12. Health and Reproductive health

The thematic package given above is suggestive and should be in conformity with learners’ cognitive level, interest and experience. [The aforementioned contents should form the basis for designing the Main Course Book for the Tibetan students.]

Learning Objectives

For a learner of English as a second language to be able to use English appropriately and spontaneously in different situations, linguistic proficiency has to be developed in the learner. This can be fostered by giving more exposure to the language both in spoken as well as written form. Apart from this, setting some objectives at this stage and working on the same can go a long way in bringing the desired output.

These objectives are:

• to develop and integrate the use of the four language skills: Listening, Speaking, Reading and Writing.

• to build greater confidence and proficiency in oral as well as written communication.

• to enable students to use English effectively and appropriately in order to communicate in various social settings and for study purposes across the curriculum.

• to enable the learners to access knowledge and information through reference skills (consulting a dictionary/thesaurus, library, internet etc.) .

• to develop interest, curiosity and creativity through extensive reading.

• to facilitate self-learning to enable them to become independent learners and critical thinkers.

• to help students develop the skills to monitor their progress by reviewing, organising and editing their own work and work done by the peers.

Learning Outcomes

1. Listening: The learners will be able to

• Listen to a wide range of oral texts, summarize, record and respond to them.

• Listen for information and enjoyment and respond appropriately and critically in a wide range of situations.

• Listen to and share ideas/viewpoints based on the understanding of concepts .

• Comprehend oral texts by recording main or supporting ideas.

• Adopt different strategies according to the purpose of listening (e.g. for pleasure, for general interest or for specific information) .

• Follow instructions and directions appropriately by understanding directive language, e.g. instruction, advice, requests and warning.

2. Speaking: The learners will be able to

• Communicate confidently and effectively using appropriate word stress, sentence stress, pronunciation and intonation patterns in a wide range of situations.

• Participate appropriately and effectively with others in a conversation, discussion etc. On topics of mutual interest in classroom as well as non-classroom situations.

• Identify and use appropriate vocabulary.

• Use the appropriate tone, posture, gestures, pause and maintain eye contact while speaking.

3. Reading: the learners will be able to

• Read and identify the main points/significant details of a variety of print texts including newspapers, magazines, drama, poetry, fiction and non-fiction pieces.

• Become accomplished and active readers who appreciate uncertainty and complexity.

• Understand relations between different parts of a text through lexical and grammatical cohesion devices.

• Read fluently and effectively a given text for information and enjoyment.

• Retrieve and synthesise information from a wide range of reference material using study skills such as skimming and scanning.

• Respond critically to the aesthetic, cultural and emotional values in texts.

• Identify main ideas by reading titles, introductions and topic sentences by skimming through the texts.

• Identify rhetorical devices, figures of speech and explain them.

• Infer meaning of the ideas presented in a text.

• Puzzle out the meaning of difficult /unfamiliar vocabulary from the text by using word attack skills.

4. Writing: the learners will be able to

• Write different kinds of factual and imaginative texts for a wide range of purposes.

• Demonstrate planning skills for writing for a specific purpose, audience and context.

• Write in appropriate style and format based on the type of text.

• Locate, access, select, organize and integrate relevant data from various sources.

• Interpret information presented in one form (graph, pie chart, table, visual/verbal clue etc.) And transcribe it into written form.

• Write without prior preparation on a given topic and explain the views expressed.

• Use an appropriate style and format to write letters (formal and informal) , notices, messages, descriptions, biographical sketches, dialogues, reports, speeches, articles, e-mails and diary entries.

• Use a variety of sentence types and sentences of different lengths and structures appropriately.

• Expand notes into a piece of writing.

• Summarise or make notes from a given text.

• Reflect on, analyse and evaluate own work and check it for content, spelling and grammatical errors.

• Recode information from one text type to another (e.G. Diary entry to letter, letter to notice, advertisement to report etc.)

Language usage (grammar)

In addition to consolidating the grammatical items practised earlier, the courses at secondary level should emphasize on the following clearly:

• Sequence of tenses

• Reported speech in extended texts

• Subject – verb agreement

• Active and passive voice

• Modal auxiliaries (those not covered at upper primary)

• Non-finites (infinitives, gerunds, participles)

• Conditional clauses

• Sentence structure

• Phrasal verbs and prepositional phrases

• Punctuation (semicolon, colon, dash, hyphen, parenthesis or use of brackets and exclamation mark)

• Determiners

• Prepositions

Tools and techniques for teaching and evaluation

The main aim of The English curriculum is to develop learners’ communicative capacity by developing their four language skills. Some objectives have also been set for each of these skills to indicate the level of achievement expected of the learners but since it is not possible to test all the skills through a formal, time-bound examination, evaluation will be done through Formative assessment, in addition to the Summative assessment as per CCE (Continuous and Comprehensive Evaluation) formulated by CBSE.

Formative assessment is a tool used by the teacher to continuously monitor students’ progress in a non-threatening and supportive environment involving regular descriptive feedback and an opportunity for the students to reflect on their performance and improve upon it. The techniques should be based on a multi-skill, activity based, learnercentred approach. Care would be taken to fulfil the functional (communicative) , literary (aesthetic) and cultural (sociological) needs of the learner. The teacher should play the role of a facilitator of learning by presenting language items and creating situations which motivate the child to use English for the purposes of communication and expression.

The electronic and print media could be used extensively. The evaluation procedure should be continuous and comprehensive as per CCE (CBSE) . A few suggested activities are:

• Role playing

• Simulating real-to-life situations

• Problem solving and decision making

• Interpreting information given in tabular form and schedule

• Using newspaper clippings

• Borrowing situations from the world around the learners, from books and from other disciplines

• Using language games, riddles, puzzles and jokes

• Interpreting pictures/sketches/cartoons

• Debating and discussing

• Narrating and discussing stories, anecdotes, etc.

• Reciting poems/oral presentations

• Working in pairs and groups

• Silent card shuffle

• Using media inputs — computer, television, video cassettes, tapes, software packages.

• Listening and Reading Comprehension

• Written assignments - short and long question answers, letters, emails, creative writing, reports, newspaper articles, diary entries, poetry, script/play writing, story completion etc.

• Dramatization/ Dialogue/ Conversation/ Commentary

• MCQs/ Quiz

• Research projects - information gathering, deductive reasoning, analysis and synthesis and a presentation using a variety of forms including the use of Information and Communication Technology (ICT)

• Grammar Exercises.

• Web Charts, Concept Mapping

• Visual Representation

• Movie and book review

• Making English speaking zones, days etc.

Time Available

There are about 200 – 210 working days available for teaching/learning in one academic session. At least one period (40 – 45 minutes) per day must be allotted to the teaching of English. The actual number of periods available, however, may be about 180. The size of the curricular package should be such as can be conveniently covered in the given time.

References:

1. NCF-2005 (NCERT)

2. Syllabus For Secondary and Higher Secondary Classes (NCERT)

3. CCE Manuals for Teachers (CBSE)

4. Secondary School Curriculum 2014 (Volume I) (CBSE)

5. Basic Education Policy for Tibetans in Exile (DoE, CTA)

English Curriculum For Class Xi And Xii

English Elective

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 of world literature as well as Indian and Tibetan writings in English, including classics, develop sensitivity to the creative and imaginative use of English and give them a taste for reading with delight and discernment. The course is pitched at a level which the students may find challenging yet interesting. The course is primarily designed to equip the students to pursue higher studies in English literature and English language at the college level.

Objectives

The general objectives at this stage are: i) to provide extensive exposure to a variety of writings in English, including some classics to develop sensitivity to literary and creative uses of the language. ii) to further expand the learners’ vocabulary resources through the use of dictionary, thesaurus and encyclopaedia. iii) to develop a taste for reading with discernment and delight. iv) to critically examine a text and comment on different aspects. v) to develop proficiency in English both in receptive and productive skills.

At the end of this course, the learner i) grasps the global meaning of the text, its gist and understands how its theme and sub-themes relate. ii) relates to the details provided in the text for example, how the details support a generalization or the conclusion either by classification or by contrast and comparison. iii) comprehends details, locates and identifies facts, arguments, logical relationships, generalization, conclusion, in the texts. iv) draws inferences, supplies missing details, predicts outcomes, grasps the significance of particular details and interprets texts. v) assesses and analyzes the attitude and bias of the author. vi) infers the meanings 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 writing (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, learner-centred, 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.) where necessary. Some pre-reading activity will generally be required, and course books should suggest those activities. The reading of texts should be followed by post reading activities. It is important to remember that every text can generate different reading strategies. Students should be encouraged to interpret texts in different ways, present their views of critics on a literary text and express their own reactions to them. Some projects may be assigned to students from time to time. For instance, students may be asked to put together a few literary pieces on a given theme.

The Approach to the Curriculum

A skill-based communicative approach is recommended with graded • texts followed by learner-centred activities.

• basis of the syllabus.

Academic reading and writing and appreciation of literature form the

• the role of a manager, coordinator and facilitator.

It is recommended that teachers consciously take a back seat, playing

Language Skills and their Objectives •

Approach to Reading

The course aims at introducing a variety in text type rather than having

• only short stories and prose pieces. The emphasis is to enlarge the vocabulary through word building

• skills and impart training in reading for specific purposes.

Specific Objectives of Reading:

Students are expected to develop the following study skills: refer to dictionaries, encyclopaedia, thesaurus and academic reference

• material

• skimming and scanning understand the writer’s attitude and bias select and extract relevant information, using reading skills of

• comprehend the difference between what is said and what is implied

• understand the language of propaganda and persuasion

• differentiate between claims and realities, facts and opinions

• form business opinions on the basis of the latest trends available

• comprehend technical language as required in computer related

• fields

• be original and creative in interpreting opinion arrive at personal conclusion and comment on a given text

• be logically persuasive in defending one’s opinion

•

Develop literary skills as enumerated below: personally respond to literary texts

• appreciate and analyse special features of languages that differentiate

• literary texts from non-literary ones explore and evaluate features of character, plot, setting, etc.

• understand and appreciate the oral, mobile and visual elements of

• drama identify the elements of style such as humour, pathos, satire and irony, • etc. make notes from various resources for the purpose of developing the • extracted ideas into sustained pieces of writing

• summarizing

Speaking and Listening

Speaking and listening skills need a very strong emphasis and is an important objective leading to professional competence. Hence testing of oral skills must be made an important component of the overall testing pattern. To this end, speaking and listening skills are overtly built into the material to guide the teachers in actualization of the skills. As good communication skills raise the self-esteem and gives a student confidence to face the challenges of life, it is desired that the student acquires proficiency in it by the time he or she completes school education. In the present time, speaking and listening are considered to be the essential skills of learning a language which are extensively used in one’s life. Hence, the formal assessment of speaking and listening skills has been added in the overall assessment scheme with a view to bring in a ‘washback’ effect in the teaching process. While the focus of listening skills is to assess a student’s competency in listening for understanding the main points to identify general and specific information for a purpose, distinguishing the main points from the supporting details, interpreting messages, understanding and following instructions, advice, requests, etc., the linguistic and non-linguistic features of a language, etc., and appropriate activities may be used for assessing the achievement of learning objectives.

The outcome of the Assessment of Speaking and Listening Skills (ASL) is to develop students’ confidence to respond fluently and intelligently in English during situations where the use of English is imperative. The course offered here will develop strategies to listen with comprehension to spoken English, especially in the context of formal academic discussions, interviews and about career prospects. They will be internationally intelligible during their communicative exchanges so that they can play a range of roles in academic, social as well as in future workplace contexts.

It is suggested that the Speaking and Listening Skills Assessment [20

%], within this curriculum must not, however, affect the reliability or validity of assessment outcomes, nor must they be perceived to give these students an assessment advantage over other students.

Specific objectives of Speaking and Listening Skills: understand conversational English in a natural environment

• confidence in speaking English with greater fluency

• using suitable registers /appropriacy

• using a wider vocabulary to talk about a range of general topics as

• well as specific subject area.

• adopting appropriate strategies to get more information interacting appropriately

• clarifying misunderstood information

• asking for repetition without losing understood names, terms, numbers,

• or directions

• responding to complaints and requests receiving and giving telephonic messages

• greeting appropriately

• accuracy and pronunciation

•

• efficient interaction

Specific Objectives of Listening: Students are expected to develop the ability: to listen to lectures and talks and to be able to extract relevant and • useful information for a specific purpose. to listen to news bulletins and to develop the ability to discuss informally to respond in interviews and to participate in formal group to make enquiries meaningfully and adequately, and to respond to

• on a wide ranging issues like current national and international affairs, sports, business, etc.

• discussions.

• enquiries for the purpose of travelling within the country and abroad.

• to listen to business news and to be able to extract relevant important

• information.

• to develop the art of formal public speaking.

Approaches to Writing

The course for two years has been graded in such a way that it leads the students towards acquiring advanced writing skills through integrated tasks that move from less linguistically challenging to more challenging ones. It has been planned on the premise that sub skills of writing should be taught in a context and more emphasis should be laid on teaching the process of writing.

Specific Objectives of Writing

• to write business and official letters.

to write letters to friends, pen friends, relatives, etc.

• to send faxes, e-mails[formal].

• to open accounts in post offices and banks.

• to fill in railway/airline reservation forms.

• to write on various issues to institutions seeking relevant information,

• lodge complaints, express thanks or tender apology. to write applications, fill in application forms, prepare a personal to write informal reports as part of personal letters on functions, • programmes and activities held in school (morning assembly, annual day, sports day, etc.) to write formal reports for school magazines/events/processes/ or in • local newspapers about events or occasions. to express opinions, facts, arguments in the form of a speech or • debate. to draft papers to be presented in symposia. • to take down notes from talks and lectures. to write examination • answers according to the requirement of various subjects.

• bio-data for admission into colleges, universities, entrance tests and jobs.

•

Summarizing

Grammar and Phonetics

The Grammar that supports these skills includes adjectives and adverbs, modals and semi-modals, gerunds and participles, the simple, continuous, perfect [present, past] tense forms, future time, active and passive voice, reported speech, sentence transformation.

The Speaking and listening skills acquisition will be supported by the inclusion of the following: Speech Mechanism, Organs of Speech, Classification of Vowels - Diphthongs, Cardinal Vowels, PhonemesAllophones and Allophonic Variations, Homonyms and Homophones, Stress and Rhythm, Intonation, Juncture Elision and Assimilation.

Reading

Inculcating good reading habits in children has always been a concern for all stakeholders in education. The purpose is to create independent thinking individuals with the ability to not only create their own knowledge but also critically interpret, analyse and evaluate it with objectivity and fairness. This will also help students in learning and acquiring better language skills.

Creating learners for the 21st century involves making them independent learners who can ‘learn, unlearn and relearn’ and if our children are in the habit of reading they will learn to reinvent themselves and deal with any challenges that lie ahead of them.

Reading is not merely decoding information or pronouncing words correctly, it is an interactive dialogue between the author and the reader in which the reader and the author share their experiences and knowledge with each other which helps them to understand the text and impart meaning to the text other than what the author himself may have implied. Good readers are critical readers with an ability to arrive at a deeper understanding of not only the world presented in the book but also of the real world around them. They not only recall what they read but comprehend it too. Their critical reading and understanding of the text helps them create new understanding, solve problems, infer and make connections to other texts and experiences. Reading does not mean reading for leisure only but also for information, analysis and synthesis of knowledge. The student may be encouraged to read on topics as diverse as Science and Technology, Politics and History. This will improve his/her critical thinking skills and also help in improving his/her concentration.

ENGLISH (CORE)

Students are expected to have acquired a reasonable degree of language proficiency in English by the time they come to class XI, and the course will aim, essentially, at promoting the higher-order language skills. For a large number of students, the higher secondary stage will be a preparation for the university, where a fairly high degree of proficiency in English may be required. But for another large group, the higher secondary stage may be a preparation for entry into the world of work. The Core Course should cater to both groups by promoting the language skills required for academic study as well as the language skills required for the workplace.

Objectives

The general objectives at this stage are: to listen and comprehend live as well as record in writing oral

• presentations on a variety of topics to develop greater confidence and proficiency in the use of language

• skills necessary for social and academic purpose to participate in group discussions, interviews by making short oral

• presentation on given topics to perceive the overall meaning and organisation of the text (i.e., the

• relationships of the different “chunks” in the text to each other • to identify the central/main point and supporting details, etc., to build

• communicative competence in various registers of English to promote advanced language skills with an aim to develop the skills • of reasoning, drawing inferences, etc. through meaningful activities to translate texts from mother tongue (s) into English and vice versa

• to develop ability and knowledge required in order to engage in

• independent reflection and enquiry

At the end of this stage learners will be able to do the following: read and comprehend extended texts (prescribed and non-prescribed)

• in the following genres: science fiction, drama, poetry, biography, autobiography, travel and sports literature, etc. text-based writing (i.e., writing in response to questions or tasks based

• on prescribed or unseen texts) understand and respond to lectures, speeches, etc.

• write expository / argumentative essays, explaining or developing a

• topic, arguing a case, etc. write formal/informal letters and applications for different purposes

• write items related to the workplace (minutes, memoranda, notices, filling up of forms, preparing CV, e-mail messages., making notes

• summaries, reports etc.

• from reference materials, recorded talks etc.

The core course should draw upon the language items suggested for class IX-X and delve deeper into their usage and functions. Particular attention may, however, be given to the following areas of grammar: The use of passive forms in scientific and innovative writings. Converting one kind of sentence/clause into a different kind of structure as well as other items to exemplify stylistic variations in different discourses modal auxiliaries-uses based on semantic considerations.

Specific Objectives of Reading

Students are expected to develop the following study skills: refer to dictionaries, encyclopaedia, thesaurus and academic reference

• material

• skimming and scanning understand the writer’s attitude and bias select and extract relevant information, using reading skills of

• comprehend the difference between what is said and what is implied

• understand the language of propaganda and persuasion

• differentiate between claims and realities, facts and opinions

• form business opinions on the basis of latest trends available

• comprehend technical language as required in computer related

• fields arrive at personal conclusion and comment on a given text

• specifically develop the ability to be original and creative in interpreting opinion

• develop the ability to be logically persuasive in defending one’s

• opinion

• making notes based on a text

Develop literary skills as enumerated below: personally respond to literary texts

• appreciate and analyse special features of languages that differentiate

• literary texts from non-literary ones explore and evaluate features of character, plot, setting, etc.

• understand and appreciate the oral, mobile and visual elements of

• drama identify the elements of style such as humour, pathos, satire and irony,

• etc.

• extracted ideas into sustained pieces of writing make notes from various resources for the purpose of developing the

Speaking and Listening

Speaking needs a very strong emphasis and is an important objective leading to professional competence. Hence testing of oral skills must be made an important component of the overall testing pattern. To this end, speaking and listening skills are overtly built into the material to guide the teachers in actualization of the skills.

Assessment of Speaking and Listening Skills (ASL)

As good communication skills raise the self esteem and give student confidence to face the challenges of life, it is desired that the student acquires proficiency in it by the time he or she completes secondary education. In the present time, speaking and listening are considered to be the essential global skills of learning a language which are extensively used in one’s life. Hence, the formal assessment of speaking and listening skills has been added in the overall assessment scheme with a view to bring in a ‘washback’ effect in the teaching process. While the focus of listening skills is to assess a student’s competency in listening for understanding the main points for identifying general and specific information for a purpose, distinguishing the main points from the supporting details, interpreting messages, understanding and following instructions, advice, requests, etc., the linguistic and non-linguistic features of a language, etc., and appropriate activities may be used for assessing the above mentioned objectives.

Specific Objectives of Listening

Students are expected to develop the ability: to listen to lectures and talks and to be able to extract relevant and • useful information for a specific purpose. to listen to news bulletins and to develop the ability to discuss informally to respond in interviews and to participate in formal group to make enquiries meaningfully and adequately and to respond to

• on a wide ranging issues like current national and international affairs, sports, business, etc.

• discussions.

• enquiries for the purpose of travelling within the country and abroad.

• to listen to business news and to be able to extract relevant important • information.

• to develop the art of formal public speaking.

Specific Objectives of Writing

• to write business and official letters.

to write letters to friends, pen friends, relatives, etc.

• to send faxes, e-mails[formal].

• to open accounts in post offices and banks.

• to fill in railway/airline reservation forms.

• to write on various issues to institutions seeking relevant information,

• lodge complaints, express thanks or tender apology.

• to write applications, fill in application forms, prepare a personal • bio-data for admission into colleges, universities, entrance tests and jobs. to write informal reports as part of personal letters on functions, • programmes and activities held in school (morning assembly, annual day, sports day, etc.) to write formal reports for school magazines/events/processes/ or in • local newspapers about events or occasions. to express opinions, facts, arguments in the form a speech or • debates. to draft papers to be presented in symposia.

• to take down notes from talks and lectures.

• to write examination answers according to the requirement of various • subjects.

• to summarise a text.

Reading

Inculcating good reading habits in children has always been a concern for all stakeholders in education. The purposes to create independent thinking individuals with the ability to not only create their own knowledge but also critically interpret, analyse and evaluate it with objectivity and fairness. This will also help students in learning and acquiring better language skills.

Creating learners for the 21st century involves making them independent learners who can learn, unlearn and relearn and, if our children are in the habit of reading, they will learn to reinvent themselves and deal with the many challenges that lie ahead of them.

Reading is not merely decoding information or pronouncing words correctly. It is an interactive dialogue between the author and the reader in which the reader and the author share their experiences and knowledge with each other. Good readers are critical readers with an ability to arrive at a deeper understanding of not only the world presented in the book but also of the real world around them. Consequently, they become independent thinkers capable of taking their own decisions in life rationally. Hence, a few activities are suggested below which teachers may use as a part of the reading project.

•

Short review

•

•

•

Dramatization of the story

Commentary on the characters

Critical evaluation of the plot, storyline and characters

Comparing and contrasting the characters within the story and with

• other characters in stories by the same author or by the other authors

• ends defending characters actions in the story

•

•

Extrapolating about the story read or life of characters after the story

Making an audio story out of the novel/text to be read aloud.

Interacting with the author

• characters to interact with each other

•

Holding a literature festival where students role-play as various

Role playing as authors/poets/dramatists, to defend their works and characters

• theme

•

Symposiums and seminars for introducing a book, an author, or a

Creating graphic novels out of novel or short stories they read

• Creating their own stories

Dramatizing incidents from a novel or a story

• Books of one genre to be read by the whole class.

• Teachers may select books suitable to the age and level of the learners. Care ought to be taken to choose books that are appropriate in terms of language, theme and content and which do not hurt the sensibilities of a child.

Teachers may later suggest books from other languages but dealing with the same themes as an extended activity. The Project should lead to independent learning/reading skills and hence the chosen book should not be taught in class, but may be introduced through activities and be left for the students to read at their own pace. Teachers may, however, choose to assess a student’s progress or success in reading the book by asking for verbal or written progress reports, looking at their diary entries, engaging in a discussion about the book, giving a short quiz or a work sheet about the book/short story. The mode of assessment may be decided by the teachers as they see fit.

Methods and Techniques

The techniques used for teaching should promote habits of self-learning and reduce dependence on the teacher. In general, we recommend a multi-skill, learner-centred, activity based approach, of which there can be many variations. The core classroom activity is likely to be that of silent reading of prescribed/selected texts for comprehension, which can lead to other forms of language learning activities such as roleplay, dramatization, group discussion, writing, etc., although many such activities could be carried out without the preliminary use of textual material. It is important that students be trained to read independently and intelligently, interacting actively with texts, with the use of reference materials (dictionary, thesaurus, etc.) where necessary. Some pre-reading activity will generally be required, and the course books should suggest suitable activities, leaving teachers free to devise other activities when desired. So also, the reading of texts should be followed by post reading activities. It is important to remember that every text can generate different readings. Students should be encouraged to interpret texts in different ways.

Group and pair activities can be resorted to when desired, but many useful language activities can be carried out individually. In general, teachers should encourage students to interact actively with texts and with each other. Oral activity (group discussion, etc.) should be encouraged.

Section A

Class XI (English Elective)

1. ADVANCED READING SKILLS

Two unseen passages (including poems) with a variety of questions including vocabulary such as word formation and inferring word meaning.

1) Note-making and summarizing

2) Vocabulary

The passages or poems could be of any one of the following types

(a) Factual passages e.g. instructions, descriptions, reports

(b) Discursive passages involving opinion e.g. argumentative, persuasive

(c) Literary passages e.g. poems, extracts from fiction, biography, autobiography, travelogue etc.

Section B

2. EFFECTIVE WRITING SKILLS

3. Writing tasks as indicated below : Short writing tasks such as composing messages, notices, e-mails and factual description of people, arguing for or against a topic

4. Writing letters based on given verbal/visual input a) Official letter for making inquiries, suggesting changes/ registering complaints, asking and giving information, placing orders and sending replies b) Letters to the editor on various social, national and international issues

5. Long and sustained writing tasks such as writing a speech or writing an article based on or verbal or a visual input

Section C Applied Grammar

Grammar items such as modals, determiners, voice and tense forms.

6. Drafting questions/questionnaires based on given input

7. Composing a dialogue based on the given input

8. Testing Pronunciation, Stress and Intonation

9. Error correction in sentences

Section D Literature

Comprehension at different levels and of different kinds local, global, interpretative, inferential, evaluative and extrapolatory.

10. Different poems to test local and global comprehension of ideas and language used in the text.

11. Different poems to test theme, setting and literary devices. It may or may not be based on an extract.

12. Plays to test comprehension and drawing/evaluating inferences.

13. Different prose texts from the Literature Reader to test global comprehension of usage & lexis and meaning.

14. Different prose texts in the Literature Reader to test global comprehension and for extrapolation beyond the text.

Prescribed Books

1. Language Skillsbook - Functional English published by Central Board of Secondary Education, Delhi.

2. Literature Reader - Functional English published by Central Board of Secondary Education. Delhi.

Class XII (English Elective)

SECTION A

1. ADVANCED READING SKILLS

1) Word formation and inferring meaning.

2) Note-making and summarising

3) The passages or poems of any one of the following types Factual passages e.g. illustrations, description, reports Discursive passages involving opinion e.g. argumentative, persuasive

Literary passages e.g. poems, extracts from fiction, biography, autobiography, travelogue etc.

SECTION B

2. EFFECTIVE WRITING SKILLS a) Official letters for making inquiries, suggesting changes-registering complaints asking for and giving information, placing orders and sending replies b) Letters to the editor on various social, national and international issues. c) Application for a job including CV (Curriculum Vitae) /Resume.

4. Writing tasks such as notices, advertisements, factual description of people arguing for or against topics, places and objects, drafting posters, accepting and declining invitations.

5. Writing letters of any of the following types based on given verbal/ visual input.

6. Writing task such as writing a speech, a report or writing an article based on verbal/visual input.

( 93 )

Section C Applied Grammar

Grammar items such as modals, determiners, voice and tense forms have been dealt with in class XI. However, other items such as prepositions, verb forms, connectors which have been learnt earlier would also be included.

6. Reordering of words and sentences

7. Composing a dialogue based on the given input

8. Error correction in sentences

9. Drafting questions/questionnaires based on given input

Section D Literature

Comprehension at different levels and of different kinds local, global, interpretative, inferential, evaluative and extrapolatory.

10. Different poems to test local and global comprehension of ideas and language used in the text.

11. Different poems to test theme, setting and literary devices. It may or may not be based on an extract.

12. Plays to test comprehension and drawing/evaluating inferences.

13. Different prose texts from the Literature Reader to test global comprehension of usage & lexis and meaning.

14. Different prose texts in the Literature Reader to test global comprehension and for extrapolation beyond the text.

Prescribed Books :

1. Language Skillsbook- Functional English published by Central Board of Secondary Education, Delhi.

2. Literature Reader - Functional English published by Central Board of Secondary Education, Delhi.

Class XI (ENGLISH CORE)

SECTION - A

Reading unseen Passages for Comprehension and Note-making.

1. The passages could be any of the following types:

Factual passages, e.g., illustrations, description, reports

• Discursive passages involving opinion, e.g., argumentative,

• persuasive Literary passages e.g. extracts from fiction, biography, autobiography,

• travelogue, etc.

SECTION B

Advanced Writing Skills

2. Factual description of any event or incident, a report or a process based on verbal input provided.

3. Compositions based on a visual and/or verbal input. The output may be descriptive or argumentative in nature such as an article for publication in a newspaper or a school magazine or a speech.

4. Letter types include

(a) Business or official letters (for making enquiries, registering complaints, asking for and giving information, placing orders and sending replies) ;

(b) Letters to the editors (giving suggestions, opinions on an issue of public interest)

(c) Application for a job.

SECTION C

GRAMMAR

The grammar syllabus will include the following areas:

5. Determiners, Tenses, Clauses, Modals and Error Correction

6. Editing Task

7. Reordering of sentences

SECTION D

LITERATURE AND LONG READING TEXTS/NOVELS

Comprehension at different levels: literal, inferential and evaluative based on the following prescribed text books:

1. Hornbill : Text book, published by NCERT, New Delhi.

2. Snapshots : Supplementary Reader, published by NCERT, New Delhi.

3. Long Reading Text/Novel i) The Canterville Ghost, Oscar Wilde (unabridged 1906 Edition) ii) Up from Slavery, Booker T. Washington (unabridged 2000 Edition)

( 96 )

CLASS XII (ENGLISH CORE)

SECTION-A

Reading unseen Passages and Note-making

1. Factual Passages e.g. instructions, descriptions, reports.

2. Discursive passage involving opinion e.g. argumentative, persuasive or interpretative text.

3. Literary passage e.g. extract from fiction, drama, poetry, essay or biography

SECTION B

Advanced Writing Skills

4. Short compositions e.g. advertisement and notices, designing or drafting posters, writing formal and informal invitations and replies.

5. A report or a factual description based on verbal input provided.

6. Lettes:

(a) Business or official letters (for making enquiries, registering complaints, asking for and giving information, placing orders and sending replies)

(b) Letters to the editor (giving suggestions on an issue)

(c) Application for a job.

7. Compositions based on visual and/or verbal input. Output may be descriptive or argumentative in nature such as an article, or a

Section C

Literature

8. Comprehension at different levels: literal, inferential and evaluative based on the following prescribed text books:

1. Flamingo : English Reader published by National Council of Education Research and Training, New Delhi.

2. Vistas : Supplementary Reader published by National Council of Education Research and Training, New Delhi.

3. Long Reading Text/Novel i) The Invisible Man (unabridged) , H.G. Wells ii) Silas Marner (unabridged) , George Eliot

དབུལ་ཕོངས༌ལ་གདོང་ལེན།

ང། བཙན་བྱོལ་བོད་མིའི་བཅའ་ཁྲིམས་དགོངས་དོན་བཞིན་བོད་མིའི་སྒྲིག་འཛུགས་

བསླབ་གཞིའི་རྩ་

•

TIBET; A Human Development and Environment Report-2007

Published by DIIR. •

TIBET; Environment and Development Issues-2000 Published by

DIIR

Environment and Development in Tibet; A Crucial Issue-2003 •

Published by DIIR

• of Recent Science and Tibetan Research-2009

The Impacts of Climate change on the Tibetan Plateau; A Synthesis

Published by DIIR

• ship-2012 Published by DIIR

TIBET: The Third Pole; Importance of Environmental Steward-

• Plateau-2012 Published by DIIR

Water Security and Environmental Management on the Tibetan

China’s Railway Project; Where will It Take Tibet-2011 Published • by DIIR of a Linear Equation)

(Parallelogram) by a chord at a point on the circle)

(Perpendicular from the centre to a chord)

(Circle through three points)

(Equal chords and their distances from the centre)

(Angle subtended by an arc of a circle)

(Cyclic Quadrilateral)

(Coordinate Geometry)

(Cartesian)

(Plotting a point in the Plane) and between the same parallels)

(Triangles on the same base and between the same parallels)

(Graphical Representation of data)

( 135 )

(Rational Numbers and their Decimal Expansions)

Reducible to a Pair of Linear Equations in Two Variables)

(Sum of first n Terms of an AP)

(Similar Figures)

(Similarity of Triangles)

(Criteria for Similarity of Triangles) of Areas of Similar Trian-

(Construction of Tangents of a circle)

(Conversion of Solid from one shape to another)

(Awareness of Geometrical Representation of Quadratic Polynomal)

(Distance Between Two Points and Section Formula)

ས་ཁྲ། ས་ཁྲ་ལས་གོང་འཁོད་དག་གི་ཁྱད་ཆོས་ངོས་འཛིན་དང་ནང་དོན་ངེས་ཐབས་བྱ་

• དམར་ཤོག་ཉམས་རྗེས་ཀྱི་མང་གཙོའི་རིང་ལུགས་ཀྱི་སྲིད་དབང་དང་མ་རྩ་

• རྒྱ་དཀར་ནག་དང་བོད་ཀྱི་འབྲེལ་བ།

སློབ་མ་རྣམས་ལེགས་ཉེས་རྣམ་འབྱེད་དང་གནད་དོན་ཐག་གཅོད་བྱེད་པའི་བསམ་

(The Centrally Planned Economy)

(The Market Economy)

(Mixed Economy)

(Substitution between goods)

(Diminishing rate of substitution) curve)

(Movements along the demand curve )

(Shifts in the demand

• (Production function)

(The short run and the long run)

(Wholesale Price Index)

(The speculative motive) (Precautionary Motive )

(The supply of money)

Quantitative (Bank Rate or Repo Rate, CRR, OMO, SLR,) and Qualitative techniques, Margin Requirement, Credit Quota, Moral Suasion, Direct Action

(Forms of Market and Price Determination)

• (Perfect competitive market & Non- Perfectly Competitive market)

• (Non-competitive market) (Monopoly, Monopolistic, Oligopoly, Duopoly

(Fiscal policy, Monetory Policy)

Trend

• (Direct and indirect tax, Progressive and Regressive Tax, VAT and Specific Tax)

• (Liabilities and Asset)

•

• (The balance of payments accounts)

• Account

• (BoP, BoT)

(The foreign exchange market) for Forex Sources of Supply of Forex)

(The determination of income in an open economy) (Demand and Supply of Money)

(Trade deficits)

Factor Services and Factor Payments, Stock and Flow, Circular Flow of Income, Concepts and Methods of calculating National Income, Value Added or Product, Expenditure, Income Method, Aggregates related to National Income; Private Income, Personal Income and Personal Disposable Income; Real and Nominal GNP, GDP and Welfare erative Societies: features , types, merits and limitations

Forms of public sector enterprises ; features, merits and limitations

Changing role of public sector

Scope and benefits, Resources required for successful, e-business implementation, On-line transactions, payment mechanism, security and safety of business transactions ing- concept, need and scope.

Ways of entering into international Business. Export-Import Procedures and documentation. Foreign Trade Promotion. Organizational support and incentives; Trade Institutions and Agreement: WTO, UNCTAD, World Bank, IMF nomic Environment in India; Impact of Government policy changes on business and industry, Economic Environment of Tibet; Impact of Government policy, Green-book

Communication - concept , formal and informal communication; barriers to effective communication

• Marketing - meaning, functions and role

• Price - Factors determining fixation of price

Physical distribution: Elements; Channels of distribution : types, function, choice of channels

• Promotion -Elements of promotion mix; Advertising - role, limitations, objections against advertising

• Personal selling - concept, importance

Definition of Bills of exchange and Proissory Note and its’ features, etcs

Statements of sole Proprietorship: from complete and incomplete

Preparation of trading of financial statements with respect to closing stock, outstanding expenses, prepaid expenses, accrued income, and income received in advance, depreciation, bad debts, provision for doubtful debts, provision for discount on debtors, manager’s commission.

I

• ncomplete records: meaning, uses and limitation.

Accounting for Partnership firms, companies and Not-for-Profit

• Accounting for share capital, meaning and types

• Accounting debenture

(སོང་ཁྲ་དང་མ་སྐལ་ལག་འཁྱེར་ངོ་མའི་པར་རིས་འབྲེལ་ཆགས་ཁག་བརྗོད་གཞིར་བསྣན་རྒྱུ། Voucher and share original certificate image should be added to the related topics)

• Meaning and features of fund based accounting

• Receipts and payments account of income and expenditure and balance sheet from receipt and payment

Cash flow statement: meaning, objective, preparation, etc.

Computerised Accounting

Overview of computerized accounting system (CAS)

Accounting applications of electronic spreadsheet electronic spreadsheet (ES)

• Features offered by electronic spread-

Applications of electronic spreadsheet in generating accounting information, preparing depreciation schedule, loan repayment schedule, payroll accounting and other such application

རྩིས་རིག་གི་སྒོ་ནས་དཀའ་རྙོག་བསལ་བའི་འཇོན་ཐང་གོང་སྤེལ་བྱ་ as a special kind of relation from on set to another, Pictorial representation of a function, domain, codomain, range of a function, etc.

Definition of relations, Pictorial diagrams, Domain, Co-domain, Range of a relation, etc.

Measuring angles: Radian measure, Degree measure, Relation between radian and real numbers and Relation between degree and radian, and conversion from one measure to another

(sinθ = sin α, cosθ = cos α and tanθ =

Definition of Trigonometric functions, Signs of trigonometric functions and sketch of their graphs, general solution of trigonometric equations of the sinθ = sin α, cosθ = cos α and tanθ = tan α.

Processes of the proof by induction, Motivating the application of the method by looking at natural numbers as the least inductive subset of real numbers, The principle of mathematical induction and simple applications.

Complex Numbers and Quadratic Equations

Need for complex numbers, Brief description of algebraic properties of complex numbers, Argand plane Polar representation of complex,

Statement of Fundamental Theorem of Algebra, Solution of quadratic equations the complex number system

Arithmetic progression (A.P) , Arithmetic mean (A.M) , Geometric progression (G.P) , general term of a G.P., Sum of n terms of a G.P., geometric mean (G.M.) , Relation between A.M. and G.M., Sum of n terms of the special series Σn, Σn2 and Σn3 .

Slope of a line and angle between two lines, Various forms of equations of a line: Horizontal and vertical lines (parallel to axes) , point-slope form, slope-intercept form, two-point form, intercepts form and normal form, General equation of a line, Distance of a point from a line.

Sections of a cone: circle, ellipse, parabola, hyperbola, a point, a straight line and degenerated case of a conic section. Standard equations and simple properties of parabola, ellipse and hyperbola. Standard equation of a circle

Introduction to three dimensional Geometry axes and Coordinate planes in three dimensional space, Coordinates of a Point in Space, Distance between two points and section formula

Definition of derivative and relate it to slope of tangent of the curve

• Derivative of sum

Mathematically Acceptable statements, Connecting words/phrases – consolidating the understanding of “if and only if (necessary and sufficient) condition”, Connecting words difference between contradiction, contrapositive, converse, etc.

མཚུངས་པ་ལ་ཁྱད་སྒྱུར་མི་འདྲ་སའི་ཟློས་ཕྱོད་ཁྱབ་ཚུལ་གྱི་དབྱེ་ཞིབ།

Measure of dispersion: mean deviation, variance and standard deviation of ungrouped /grouped data, Analysis of frequency distributions with equal means but different variances. སྲིད་ཕྱོད། Probability ments: outcomes, Sample Spaces

Occurrence of events, Types of Events, Algebra of event

• Probability of an event, etc and onto functions, Composite functions, Inverse of a function, Binary operations

Matrices- Concept of matrix, notation of Matrix, Order of a Matrix, equality of Matrices, Types of matrices, Zero Matrix, Transpose of a matrix, Symmetric Matrix and Skew symmetric matrix of Matrices: Addition of Matrices, Multiplication of a matrix by a scalar, Properties of matrix addition, Properties of Scalar multiplication of a matrix, Multiplication of Matrices, Properties of Multiplication of matrices.

Determinant of a square matrix (up to 3x3 matrices) , Properties of determinants.

Cofactors and applications of determinants in finding the area of a triangle.

Solving system of linear equations in two or three variables using inverse of a matrix

Second order derivatives, Roller’s and Lagrange’s Mean Value Theorems (without proof) and their geometric interpretation

Applications

Applications of derivative: Rate of change, Increasing/decreasing functions, Tangents and normals, approximation, maxima and minima, Simple problems

Definite integrals as a limit of a sum, Fundamental Theorem of Calculus ( without proof)

, Basic properties of definite integrals and evaluation of definite in-

Applications in finding the area under simple curves, areas of circles/ parabolas/ ellipses (in standard form only, Area between the two above said curves (the region should be clearly identifiable) and Three dimensional

Solution of differential equations by method of separation of variables solutions of homogeneous differential equations of first order and first degree. Solutions of linear differential equation of the type: dy dx + py = q, where p and q are functions of x.

Types of Vectors

– Zero vector, Unit vector, Equal vector, Parallel vector and Collinear vector

Position vector of a point, Negative of a vector, Components of a vector

Scalar (or dot) product of vectors, Projection of a vector on a line, Vector ( or

Cartesian and vector equation of a plane

Angle between (i) two lines, (ii) two planes and (iii) a line and a plane

• Distance of a point from a plane ical formulation of L.P. problems

• Graphical method of solving linear programming problems

Feasible and infeasible regions, Feasible and infeasible solutions, Optmal (feasible) solutions probability, Independent events, Total probability

• Baye’s theorem, Random variable and its probability distribution,

• Mean and variance of random variable ceptual understanding)

Physical

འགྱུར་རིག་པའི་ཐ་སྙད་འབྲི་ཀློག་རྣམ་བཞག>>ལས་ཀྱང་གལ་ཆེའི་ལེགས་ཆ་བླངས་

Some Basic Concepts of Chemistry

Structure of Atom

Classification of Elements and Periodicity in Properties

Chemical Bonding and Molecular Structure

States of Matter: Gases and Liquids

(Virus)

(Viroid) of plant)

(Tissues in animals and plants)

(Morphology, Anatomy and functions of different parts of flowering plants)

(Morphology, Anatomy and functions of different parts of flowering

(Basic chemical constituents of living bodies)

(Structure and functions of carbohydrates, protein, lipids and nucleic acids)

(Enzymes: types, properties and function)

• (Body fluids and circulation)

• (Excretory product and elimination)

(Locomotion and movement) དབང་རྩའི་ཚོད་འཛིན་དང་འབྲེལ་མཐུད།

• (Neural control and coordination)

• (Chemical coordination and regulation)

(Asexual and sexual reproduction)

(Structure of flower)

MTP (Contraception & MTP) MTP

(Population and birth control)

(Sexually transmitted diseases)

(Chromosome theory of inheritance)

(Deviations from Mendelian ratio)

• XX, XY (Sex determination in human beings: XX, XY)

• (Linkage and crossing over)

(Inheritance Pattern)

(Mendelian disorders and chromosomal disorders in humans) DNA

(DNA fingerprinting)

(Cancer & AIDS)

• (Adolescence and drug)

(alcohol abuse)

• (Plant breeding)

(Tissue culture)

(Single cell protein)

(Animal husbandry)

(Food production)

(Microbes in household food processing)

(Sewage treatment)

(Energy Generations)

(Biocontrol agents & biofertilizers)

ཆས། (Recombinant DNA technology)

(Application in Health and Agriculture)

(Genetically modified organisms)

(Diversity and its conservation for Biodiversity)

(Biosphere reserves)

ཀྱི་རིན་ཐང་གོང་སྤེལ་བྱེད་པའི་བསམ་སྤྱོད་གང་ཞིག་ཡིན་ཡང་ལུས་པོའ་འཕྲོད་

Position on Long Horse)

Bandh • (དབུགས་བཀག)

Mudra • (ཕྱག་རྒྱ།)

Kriya • (སྤྱོད་རྫོགས།)

Meditation • (སྒོམ།)

• (Bow Pose) (གཞུ་དབྱིབས་སྟེངས་ཀ)

Dhanurasana

Kukutasana

• (Cock Pose) (བྱ་ཕོའ་སྟེངས་ཀ)

Mayurasana

• (Peacock) (རྨ་བྱའི་སྟེངས་ཀ)

Suptavajrasana • (Recline Pose)

Vakasana • (Crane Pose)

Gaunukhasana • (Cow Face Pose)

Supt-pawan Muktasana • (Wind Release) (དབུགས་ཕུད་སྟེངས་ཀ)

Halasana • (Plow Pose) (ཐོང་གཞོལ།)

Shalabhasana

• (Locust Pose) (ཆ་གྭ་པའི་སྟེངས་ཀ)

Naukasana

• (The Boat Pose)

Shirshasana • (The headstand Pose)

Surya Namaskar

• (The Sun God Obeisance Pose)

(Table Tennis)

ཤ གས་ཚད་གོང་འཕེལ་ཡོང་ཆེད་དུས་ཚོད་ལྟར་འཛུལ་ཞུགས་བྱེད་དུ་འཇུག་