Analysis of English for Today Textbook (Classes 9-10) Comparing with the National Curriculum 2012 | ASM Mustafizur Rahman


The National Curriculum 2012 for the subject English (Paper 1 and 2), Classes VI-X, is designed based on the National Education Policy 2010 which is the guideline for designing textbooks, selecting materials, deciding teaching methodologies and evaluating the learners for these classes. However, as the Curriculum Objectives and expected Learning Outcomes of the curriculum are broken down into many facets while designing the textbooks, the question arises whether the Learning Outcomes of the textbooks are properly reflecting the Learning Outcomes. To find out the answer to this question, the text book of English 1st paper of Classes XI-X, English For Today (Classes 9-10),  has been selected as text. The book consists of 14 units, each with a number of expected Learning Outcomes mentioned in the beginning of the unit. These Learning Outcomes of the textbook will be analyzed to find out whether they properly reflect the Curriculum Objectives and the Curriculum Matrix for Classes XI-X. The Learning Outcomes of the units of English For Today (Classes 9-10) will be analyzed one by one in this paper. Moreover, SSC Examination 2018 questions of English 1st paper and 2nd paper have been selected where the items in the questions will be analyzed to find out whether they are properly representing the Curriculum Objectives and Learning Outcomes in terms of testing the learners of the expected Learning Outcomes based on the Curriculum Objectives and the Curriculum Matrix provided in the National Curriculum 2012. For analyzing English For Today (Classes 9-10) in the light of National Curriculum 2012, I have also used my teaching experience (worked as a part time teacher at Motijheel Govt. Boys’ High School and currently working as a Resource Teacher of Secondary Education Sector Investment Program – SESIP) and the class observation experiences (at the time of conducting a research on Challenges of Implementing English For Today Textbook in Secondary Level Schools: A Scenario of Rural Bangladesh).

English For Today Textbook (Classes 9-10) and National Curriculum (2012)

National Curriculum 2012

Classes 9-10

 Curriculum Objectives:

1.      To acquire competence in all four language skills, i.e. Listening, Speaking, Reading and Writing.

2.      To use the competence for effective communication in real life situations at pre intermediate level.

3.      To acquire necessary grammar competence in English language.

4.      To develop creativity and critical thinking through English language.

5.      To become independent learners of English by using reference skills.

6.      To use language skills for utilizing information technology.

7.      To use literary pieces in English for enjoyment and language learning.

8.      To be skilled human resources by using English language skills.

Curriculum Matrix (Classes: 9-10)

Learning outcomes, functions and language points:

Learning outcomes


Language points

1. describe people and places

(Class periods: 6)

Speaking and writing skills


asking about and describing people, their appearances, abilities, cultures, traditions, and national identities; asking about and describing home village/town/city etc.


determiners: all, nearly all, most, many, a lot of, some, not many, a few, and few; statements and short answers; yes/no, and wh-questions; adverbs; tenses: present simple, present continuous, present perfect, past simple, simple future; passives; use of

used to, was born

2. follow instructions, directions, requests, announcements and respond accordingly in social situations

(Class periods: 6)

Listening and Speaking Skills

asking for and giving directions of a place, describing a map, location, etc.; asking for and responding to help; giving and understanding announcements in the bus/railway stations, airports or any other places

imperatives, questions; modals: would you, could you, may I; passives; prepositions of place; countable and uncountable nouns

3. narrate incidents and events in a logical sequence

(Class periods: 6)

Speaking and Writing skills


talking about present and past events, and festivals; giving opinions about present and past experiences



determiners: all, nearly all, most, many, a lot of, some, not many, a few, and few; tenses: present simple, past simple, future simple; future with going to; yes/no and wh-questions, statements, and short answers with regular and irregular verbs; degree of comparison; adverb of frequency; time expressions; discourse markers; sentence connectors

4. ask for and give suggestions/opinions

(Class periods: 5)

Listening and Speaking skills


asking and telling about problems, pleasures, likes and dislikes; seeking and giving suggestions




present and past simple; use of used to; passives; modals; complex and compound sentences; relative pronouns; conditionals (1st and second); use of You could, You had better, You would rather, Why don’t you... etc.; use of I think, I believe, I maintain, This is my opinion that, I consider etc.

5. exchange personal information

(Class periods: 5)

Speaking and Writing skills


Asking and answering questions about personal

information such as date and place of birth, family and family members, job, routines and exercise, abilities, habits, preferences; making statements


use of was born and used to ; passives; adjectives and adverbs; time expressions; wh-questions to ask about physical appearance, age, dress, hair style, personality etc.; questions and statements in simple present; simple past; direct and indirect speeches; gerund; participle;

6. participate in conversations, discussions, and debates

(Class periods: 5)

Listening and Speaking skills


narrating something, making plans; giving suggestions, opinions; putting arguments in logical sequence


negative statements; adjectives; modals; simple future, use of let us; tag questions; cohesive devices: hence, therefore, so, however, in spite of, instead of, first, second, third, next, finally, etc.; conditionals

7. tell stories

(Class periods: 10)

Speaking and Writing skills


asking and talking about modern inventions and achievements; predicting


auxiliary verbs; social expressions such as hang on, hurry up, wow, held up in something, etc.; present and past simple, past simple vs. past perfect; questions and negatives; conditionals;

infinitive; expressions of feelings or emotions

8. surf net

(Class periods: 5)

Reading and Writing skills


reading about and listening to potentials of media and e-communications; making effective e-communications through social networks and mobile technology

tenses: present simple, present continuous, present perfect, past simple; articles, quantity:

some / any; there + be (present and past)

9. recognize and use English sounds, stress and intonation appropriately while listening and speaking

(Class periods: 6)

Listening and Speaking skills

recognizing and using sounds, stress, and intonation


10. listen for specific information on radio, television, and other announcements

(Class periods: 5)

Listening and Speaking

listening to and making announcements, and advertisements for specific information; asking about and narrating problems; taking and giving interviews

tenses; adjectives; adverbs and adverbials; some and any, many and much; a few

and few; Wh-questions, statements (positive and negative); conditionals etc.

11. understand and enjoy stories and other texts (descriptive, adaptive, and

authentic) read and recite poems

(Class periods: 8)

(Reading, Writing,

Speaking, Listening skills)


asking about and describing past events; narrating a story; writing about personal experiences /social beliefs; reading for pleasure and comprehension; enhancing reading habit; listening and identifying main points, scanning, skimming, inferencing, analysing, interpreting, evaluating, summarizing; predicting and guessing about future course of action, asking about and sharing future plans

tenses: statements; questions; exclamations; adverbials; direct and indirect speech; passives; complex and compound sentences, punctuations


12. describe a process

(Class periods: 5)

Reading, Speaking, Writing



reading about how to do something, giving instruction to do something, narrating how something has been done; comparing and contrasting;

imperatives, passives, modals, countable and uncountable nouns; adjectives; time

expressions; adverbial of duration; infinitive; degrees

13. read and write formal and informal letters, CV, emails

(Class periods: 5)

Reading and Writing skills

presenting oneself and one’s own ideas; giving and asking for information, writing letters to problem pages in newspapers; making complaints


14. use references

(Class periods: 4)

Reading, Listening

recognizing and using word references and study skills



15. read maps, charts, graphs etc.

(Class periods: 4)

Reading and Speaking skills

identifying locations; comprehending and explaining; arguing; justifying/defending opinions

imperatives, statements, cohesive devices, sentence connectors

Analysis: The National Curriculum with NCTB Textbook


In the National Curriculum 2012 (classes 9-10), there are eight objectives that reflect on almost all the units in NCTB textbook (English for Today, Classes 9-10). Each unit of the textbook is designed based on the four skills language and learners’ real life situations of learners (Objective No.1 and 2). While the learners go through the units and the tasks of those units, they will acquire the necessary grammar competence and will develop creativity and critical thinking which will make them independent learners of English (Objective No. 3, 4 and 5). Some units are specially designed based on the objectives of the curriculum. For example, 13 and 14 units of the textbook are designed based on the objective number 6 and 7. From these two units, learners will learn to utilize language skills for information technology and will develop language skills by reading literary pieces.

However, all the units of the textbook are designed by such way so that the learners can use English to communicate in their real life and make the proper use of English that will help them to make skilled human resources.

Learning outcomes:

The learning outcomes of the National Curriculum 2012 reflect on are exactly being represented on the learning outcomes of the textbook. Almost all the learning outcomes of the curriculum have been used repeatedly and randomly in the textbook’s learning outcomes, and many learning outcomes of the curriculum go with two or more learning outcomes of the units in the textbook. For example, the learning outcomes of first unit of the textbook go with the learning outcomes number 1, 3, 6, 11 & 12 of the curriculum, where as  other learning outcomes of curriculum partially matched with the learning outcomes of this unit. On the other hand, the learning outcomes of unit two and three are much more similar with unit one, but there is one learning outcome in the second unit that is the representation the learning outcome number 15 from the curriculum. In unit four, five, six, seven & eight, the learning outcomes are almost same without one or two learning outcomes. We can compare the learning outcomes the number 4, 6, 10, 13 &15. The learning outcomes ‘Listen for specific information’, ‘ask and tell about problems/ ask and answer questions’ and ‘participate in conversations and discussions’ are seen in mostly all in units that are directly extracted from the curriculum. And the last bullet/ number of outcomes in unit eight is extracted from the learning outcome number 1 of the curriculum.

Some learning of unit Nine, Ten, Eleven and Twelve are similar to each other. But in these units, there are some learning outcomes (e: g: read intensively and extensively, write formal letters, exchange personal information) that are similar to the learning outcomes in curriculum (e: g: learning outcomes: 5, 11, 13). The learning outcomes 8 and 9 (in curriculum) are reflected in unit thirteen and fourteen, where the other learning outcomes are reflected from the curriculum, such as outcomes number 3, 6, 11, 13.

However, all the learning outcomes of the National Curriculum are reflected on the units in the textbook that has fulfilled the criteria of the curriculum.


Depending on the functions of the national curriculum, the tasks and the learning outcomes of the textbook are designed. The learning outcomes of unit one, two and three are similar to the function number 1, 2, 3, 6, 11 and 12 in the curriculum though some parts of these functions go with the learning outcomes of the other units. The learning outcomes of four are made based on the functions number 4, 10, 11 & 15 of the curriculum.

Unit five emphasizes on all the four language skills that reflect on the learning outcomes of the unit which are designed based on functions number 4, 11, 12 & 13 and partially other functions of the curriculum. The learning outcomes of unit six, seven, eight are the representation of the function number 1, 2, 10 & 11. In unit nine and ten, the learning outcomes are illustrated based on the function number 2, 4, 5, 6, 10 & 11 of the curriculum. The learning outcomes of unit eleven and twelve are written depending on the function numbers 6, 7, 8, 9 & 11.

Each unit of the textbook are illustrated based on the functions of the curriculum, but some units highlight some more specific functions, such as functions number 1, 2, 6, 10 & 11 are exist almost in all units and some functions are partially reflected on some units. However all functions of the curriculum are successfully represented on the all units of the textbook.

Language points:

While learners will go through the each units of the textbook, they will also learn some language points. In unit one and two, the language point number 1, 2, 3 & 6 of the curriculum go with the learning outcomes of these units. But most of the language points are repeatedly and randomly repeated on every unit. For example, to narrate or describe something, we need tense, determiners, auxiliary verbs, adverbs, adjectives  and adverbials, yes/no and wh-questions, sentence connectors etc. Which are also needed in unit one, two, four, eight, eleven, twelve and thirteen. Moreover, we use the same language points to ask or give answers, to take part in debate or conversation, writing and so many. In unit four, the last learning outcome requires imperatives, statements, and cohesive devices, sentence connections which are mentioned in language point number 15 and in some other language point of the curriculum.

In unit twelve, there are some learning outcomes for which the specific language points are needed for exchanging personal information, it needs language point number 5, and to narrate incidents and event in a logical sequence, it requires cohesive devises which are mentioned in language point number 6; moreover, to present own ideas and give information, it needs language point number 4 from the curriculum. All units’ learning outcomes demand many language points which are given in the curriculum. So, we can say that the language points of the curriculum reflect on the learning outcomes of the textbook.


National Curriculum and Textbook Board. (2012). National Curriculum (Classes VI-X)Retrieved 21 July 2018, from English1440352774.pdf 

NCTB. (2014). English For Today (Classes 9-10). Dhaka: National Curriculum and Textbook


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