For candidates preparing for Nepal's Teacher Licensing Examination (2075) and the Teachers Service Commission (TSC) Subjective Examination (2076), a complete and structured understanding of the curriculum is non-negotiable. This guide provides an unabridged, professional breakdown of both official syllabi. Every unit and sub-point has been meticulously included and organized within an interactive format to streamline your study process and ensure comprehensive preparation.
This 65-mark examination is the foundational step, assessing core content knowledge and pedagogical competencies.
Section A: Content Knowledge (40 Marks)
1. Theoretical Concepts of Language Learning
- 1.1 The changing world of English
- 1.1.1 English as a global language
- 1.1.2 English as a lingua franca
- 1.1.3 Native speaker varieties and other Englishes
- 1.1.4 Paradigm shifts in English language teaching
- 1.2 Theories of language learning
- 1.2.1 Empiricism vs. rationalism
- 1.2.2 Behaviourism vs. mentalism
- 1.2.3 Structuralism vs. generativism
- 1.3 Implications of the theories of language learning to language teaching
- 1.4 First language acquisition and second language learning
- 1.5 Factors affecting second language learning
- 1.6 Aspects of language teaching
- 1.7 Stages of language development in children
- 1.8 Krashen's theory of second language acquisition
2. Language and Linguistics
- 2.1 Definition of language
- 2.2 Characteristics of language
- 2.3 Levels of language
- 2.4 Varieties of language
- 2.5 English vowel and consonant system
- 2.6 Comparison between Nepali and English sound system
- 2.7 Grammatical units
- 2.8 Grammatical categories
- 2.9 Grammatical functions
- 2.10 Grammatical transformations
- 2.11 Error analysis and its implications
- 2.12 Pedagogical implication of linguistics
3. Language Functions
- 3.1 Definition of communicative function and exponents
- 3.2 Grammatical function vs. communicative function
- 3.3 Form function relationship
- 3.4 Language functions in secondary level English curriculum
- 3.5 Communicative competence (concept and models)
- 3.6 Classification of language functions
- 3.6.1 Socializing
- 3.6.2 Making a query
- 3.6.3 Getting things done
- 3.6.4 Expressing moral and emotional attitudes
- 3.6.5 Expressing intellectual attitudes
- 3.6.6 Expressing modal attitudes
- 3.6.7 Imparting factual information
4. Literature for Language Development
- 4.1 Definition of literature
- 4.2 Basic qualities of literature
- 4.3 Classification of literary genres
- 4.4 Literary universals
- 4.5 The language of literature
- 4.6 Figures of speech
- 4.7 Prosodic features
- 4.8 Approaches to using literature
- 4.9 Aims and objectives of using literature
- 4.10 Value of literature to language teaching
5. Teacher's Professional Development
- 5.1 Profession and professionalism
- 5.2 Teacher training vs. teacher development
- 5.3 Importance of professional development
- 5.4 Strategies for professional development
- 5.4.1 Action research
- 5.4.2 Workshops, conferences and seminars
- 5.4.3 Self-monitoring and mentoring
- 5.4.4 Keeping a teaching journal
- 5.4.5 Peer coaching
- 5.4.6 Portfolios
- 5.4.7 Analysing critical incidents
- 5.4.8 Using open and distance learning modes
- 5.5 Main goals of professional development
- 5.6 Stages of a teacher's professional life cycle
- 5.7 Professional development programmes, policies and practices in Nepal
- 5.8 Problems of professional development
6. English Language Teaching in Nepal
- 6.1 Situation analysis
- 6.2 Issues and challenges
- 6.3 Solutions
7. Teaching Aids and Resources
- 7.1 Introduction
- 7.2 Importance
- 7.3 Types
- 7.4 Low cost and no cost teaching materials
- 7.5 ELT games, songs and problem solving activities
8. Reading and Writing in English
- 8.1 Reading prose and poetry
- 8.2 Reading sub-skills and strategies
- 8.2.1 Identifying explicitly stated information
- 8.2.2 Identifying implicit information
- 8.2.3 Skimming
- 8.2.4 Scanning
- 8.2.5 Making inferences
- 8.2.6 Getting meaning of words from contexts
- 8.2.7 Identifying main ideas and supporting details
- 8.2.8 Giving title to the text
- 8.2.9 Identifying purpose and attitude of the author
- 8.3 Writing different types of texts
- 8.3.1 Curriculum vitae (CV)/Resume
- 8.3.2 Essays (argumentative, descriptive, narrative)
- 8.3.3 Book reviews
- 8.3.4 News stories
- 8.3.5 Job application
- 8.3.6 Personal letter
Section B: Pedagogical Content Knowledge and Skills (25 Marks)
9. Curriculum, Textbook and Teacher's Guide
- 9.1 Secondary Level English Curriculum
- 9.1.1 Concept of curriculum
- 9.1.2 Characteristics of an ELT curriculum
- 9.1.3 Elements of an ELT curriculum
- 9.1.4 The Ideology of the curriculum
- 9.1.5 Steps and procedures of curriculum development
- 9.1.6 School level curriculum development process in Nepal
- 9.1.7 Present secondary English curriculum (introduction, structure, features)
- 9.1.8 Competency-based curriculum
- 9.1.9 Critical analysis of the present secondary level English curriculum
- 9.1.10 Test specification grid (concept, importance, use)
- 9.2 Secondary Level English Textbooks
- 9.2.1 Introduction to textbook
- 9.2.2 Types of textbooks: traditional vs. communicative
- 9.2.3 Advantages and limitations of using the textbook
- 9.2.4 Parameters of textbook analysis
- 9.2.5 Analysis of present secondary level textbooks
- 9.2.6 Characteristics of present secondary level textbooks
- 9.2.7 Strengths and weaknesses of present secondary level textbooks
- 9.2.8 Adapting textbooks
- 9.2.9 Teaching without textbooks
- 9.3 Teacher's Guide
- 9.3.1 Introduction
- 9.3.2 Elements of a teacher's guide
- 9.3.3 Use and importance of a teacher's guide
- 9.3.4 Present status of using the teacher's guide
- 9.3.5 Creative use of the teacher's guide
10. ELT Approaches, Methods and Techniques
- 10.1 Approaches and methods of ELT
- 10.1.1 Grammar translation method
- 10.1.2 Direct method
- 10.1.3 Audio-lingual method
- 10.1.4 Oral structural and situational (OSS) approach
- 10.1.5 Communicative approach
- 10.1.6 Community language learning
- 10.1.7 Content-based instruction
- 10.1.8 Multiple intelligences
- 10.1.9 Task-based approach
- 10.1.10 A principled approach
- 10.1.11 Post method pedagogy
- 10.2 Techniques of English language teaching
- 10.2.1 Teacher-centered vs. learner centered
- 10.2.2 Learner-centered techniques (Project work, Pair work, Group work, Strip story, Drama, Simulation and role play, Quick write, Mind map, Brainstorming)
- 10.2.4 Teacher centered techniques (Lecture, Explanation, Illustration, Demonstration, Drill)
11. Teaching Language Skills
- 11.1 Teaching Listening
- 11.1.2 Features of real life listening situations
- 11.1.3 Factors that make listening difficult
- 11.1.4 Intensive and extensive listening
- 11.1.5 Principles of teaching listening
- 11.1.6 Listening sub-skills
- 11.1.7 Stages of teaching listening
- 11.1.8 Techniques and activities for teaching listening
- 11.2 Teaching Speaking
- 11.2.1 Components of speaking: pronunciation, stress, intonation
- 11.2.3 Features of a successful speaking activity & ways to address problems
- 11.2.4 Developing discussion skills in ELT classroom
- 11.2.5 Fluency vs. accuracy
- 11.2.6 Stages of teaching speaking
- 11.2.7 Communicative activities for teaching speaking
- 11.3 Teaching Reading
- 11.3.1 Nature of reading
- 11.3.2 Stages of reading development
- 11.3.3 Reading sub-skills
- 11.3.4 Intensive vs. extensive reading
- 11.3.5 Features of efficient reading & Principles of teaching reading
- 11.3.6 Types of reading
- 11.3.7 Approaches to reading
- 11.3.8 Stages of teaching reading
- 11.3.9 Techniques and activities for teaching reading
- 11.4 Teaching Writing
- 11.4.1 Spoken vs. written discourse
- 11.4.2 Components of writing
- 11.4.3 Stages of development in writing
- 11.4.5 Approaches to teaching writing: process vs. product
- 11.4.6 Techniques and activities for teaching writing
- 11.4.7 Teaching students to self edit
12. Teaching Language Aspects
- 12.1 Teaching Vocabulary
- 12.1.1 Aspects of learning a word: form, meaning, grammar, use
- 12.1.2 Criteria for selecting vocabulary
- 12.1.3 Active vs. passive vocabulary
- 12.1.4 Games and activities for vocabulary development
- 12.1.5 Activities of teaching the meaning of words
- 12.1.6 Activities for teaching the pronunciation of words
- 12.1.7 Activities for teaching the spelling words
- 12.2 Teaching Language Functions
- 12.2.1 Stages of teaching language functions
- 12.2.2 Activities for teaching language functions
- 12.3 Teaching Grammar
- 12.3.1 Arguments for and against teaching grammar
- 12.3.2 Place of grammar under different methods
- 12.3.3 Basic principles for teaching grammar
- 12.3.4 Approaches to teaching grammar (deductive, inductive and text-based)
- 12.3.5 Consciousness raising in grammar teaching
- 12.3.6 Presenting and explaining grammar
- 12.3.7 Games and communicative activities for teaching grammar
- 12.3.8 Responding to grammatical errors
- 12.4 Teaching Pronunciation
- 12.4.1 Importance of teaching pronunciation
- 12.4.2 Problems in teaching pronunciation
- 12.4.3 Issues related to teaching pronunciation
- 12.4.4 Techniques and activities for teaching pronunciation
13. Teaching Literature
- 13.1 Teaching poetry
- 13.2 Teaching short story
- 13.3 Teaching essay
- 13.4 Teaching drama
14. English Language Testing
- 14.1 Concept of testing
- 14.2 Reasons for testing
- 14.3 Relationship between teaching and testing
- 14.4 Qualities of a good test
- 14.5 Classification of language tests
- 14.6 Testing language skills
- 14.7 Testing language aspects
- 14.8 Designing test tasks for testing language skills and aspects
15. Instructional Planning
- 15.1 Introduction to instructional planning
- 15.2 Importance of instructional planning
- 15.3 Types of instructional plan
- 15.4 Construction and use of academic calendar, annual, term, unit and daily lesson plans
- 15.5 Value of lesson planning
- 15.6 Essential elements of a lesson plan
- 15.7 Characteristics of a good lesson plan
- 15.8 Lesson sequences (PPP model, task-based model and ESA model)
16. ICT in English Language Teaching
- 16.1 Importance of ICT in ELT
- 16.2 Key challenges in integrating ICTs
- 16.3 Use of ICT tools (multimedia, mobile phones, computers, Internet, etc.)
- 16.4 Computer-based presentation technology (whiteboard, projector)
- 16.5 Electronic dictionaries, CD-ROMS and online dictionaries
- 16.6 PowerPoint Presentation
- 16.7 Searching materials on the Internet
- 16.8 Virtual learning
Important Directives for Candidates
- Time Allocation: The total examination time is 3 hours (45 minutes for objective questions; 2 hours 15 minutes for subjective).
- Test Sequence: Both objective and subjective tests will be conducted in a single setting. The subjective test will commence immediately after the objective test concludes.
- Cognitive Domain: Questions will assess all levels of the cognitive domain.
- Question Focus: Short questions will emphasize knowledge, skills, and application. Long questions will focus on creativity and pragmatic aspects of teaching.
- Evaluation Priority: Priority will be given to answers that demonstrate creativity and are based on a critical analysis of the practical aspects of learning facilitation.
Conclusion
This comprehensive resource ensures that no aspect of the official curriculum is overlooked. By leveraging this interactive guide, candidates can systematically prepare for every unit, confident that they are covering all required material for both the Teacher Licensing and TSC English examinations. We wish you success in your endeavors.