Recommendations from NCERT on Language Learning Curriculum

2005The purpose of language learning is the attainment of basic proficiency and the development of language as an instrument for basic interpersonal communication and later for abstract thought and knowledge acquisition.

National Curriculum Framework…2005National Curriculum Framework…2005

Language Learning

A n English course today therefore…….

needs to lay stress on integrated teaching, in which the school subjects are combined into learning areas and taught thematically

needs to focus on the competence demonstrated by the learners at the end of cross-curricular learning rather than expertise in individual subjects

needs to connect the real-life experiences of a child with his school education effectively

English Course

OXFORD INDIA presents……..Skyline

An honest attempt to present a well-crafted course in English reaffirming the National Curriculum Framework

2005 guidelines

An Integrated Course in Englishfor primary and middle schools

contain themes that conform to the core components of the National Curriculum Framework, 2005:

Family and friends The Nation Neighbourhood and Community and “Some emerging concerns like environmental issues, conservation of resources, forestry, animals and plants…” AND

Imbibes the duties and values laid down by the Constitution of INDIA

The Skyline series……

Course Components:

Primers A & B, and Coursebooks 1 to 8

Workbooks 1 to 8

Literature Readers 1 to 8

Teacher’s Kits for the nine levels, including audio cassettes, visual aids and teacher’s books

Series Editor: Paul Gunashekar

Skyline

The Skyline Team

Guideline 1 – NCF 2005 recommends that …..

‘Language learning is essentially a matter of acquiring the important skills of listening, speaking, reading and writing in an integrated manner, and harnessing these skills to the performance of formal as well as informal communication tasks.’

Skyline

The speaking tasks provide ample opportunities for real-life discussions

Listening and Speaking tasks in every chapter

The listening tasks improve the concentration skills.

Listening tasks comprise listening for meaning and listening for a purpose

Audio symbol for easy understanding

The writing tasks involve learners in meaningful composition tasks, the guidance for which evolve from the main theme of the reading text

‘Writing Skills’ and ‘Using the Dictionary’ section

Dictionary skills help learners learn increase their knowledge of English and realize that dictionary is a resource book that ought to be used actively at the heart of a language course

Guideline 2 - NCF 2005 recommends that……..

In language learning, stress should be on ‘language-across-the-curriculum approach’ that breaks down barriers between English and other languages and subject areas

In classes I and II focus should be on EVS components integrated with language with further integration of key environmental, social and arithmetical concepts in the primary classes

The Skyline series strongly endorses and predominantly incorporates the following:

• A greater emphasis on English-across-the-curriculum approach

• Mathematical concepts in early books I and II

•Environmental links in terms of exercises and texts in each of its coursebook

Integration of EVS with English language learning has been emphasized clearly in the texts

Festivals of IndiaThe texts aim to develop sensitivity towards contemporary issues such as girl child andgender bias

EVS Component

Texts contain mathematical conceptsMathematical concepts are integrated with language learning in early classes

The learner should be able to develop sensitivity towards their culture and

heritage, aspects of contemporary life and languages in and around the classroom

Guideline 3 - NCF 2005 recommends that……..

Skyline ensures that the textual content in Coursebooks:

•In terms of themes and topics reflect cultural sensitivity•Encourages the learners to recognize the uniqueness of India multiculturalism

Skyline

The story of the unhappy ‘Banyan Tree’ – developing sensitivity towards India’s culture and heritage

Guideline 4 - NCF 2005 recommends that……..

Suitable focus to be given on discussions, project work, activities that promote reading with

comprehension…

The Skyline series includes one project in every coursebook – for the following reasons:

Projects lead to authentic integration of skills and processing of information from varied sources, mirroring real-life tasks

Projects allow learners to work on their own, in small groups, or as a class to complete it, sharing ideas, resources and expertise

Project work culminates in an end product (poster or oral presentation) that can be shared with the whole class giving a sense of purpose to the work

Projects encourage team spirit and teach learners the importance of working together towards a common goal

Encourages cross-curricular language educationOne Project in every coursebook links language + environment

effectively

The National Curriculum Framework 2005 connection

Each book clearly specifies the NCF 2005 connection in terms of themes and guidelines with respective chapters

More Skills in Skyline Coursebooks

Skyline

Learn Spelling draws the attention of the learner to the spelling of high frequency words through exercises

Learn Pronunciation teaches the students the importance of placing the right stress under the rubric

Linkage between the Coursebook and the WorkbookThe lesson of the coursebooks are often thematically linked to lessons in the workbooks; in the above case, both the stories discuss India’s composite culture through festivals

Skyline

Coursebook 6, pg 55, Unit 3NCF link: India’s composite culture

Workbook 6, pg 29, Unit 3

Skyline WorkbooksFormat of a unit Reading text Activities (complement to

Coursebook) Learn to read Learn words Learn grammar Learn to write + 2 Oral tests + 2 Written tests (unit-based) + 1 Examination paper

Skyline

Learn words reinforces the learners vocabulary and offers vocabulary expansion. The tasks cover wide range of areas, such as synonymy, antonymy, word families, compound words and collocation

Learn grammar provides a grammatical link between the Workbook and the corresponding Coursebook. The grammatical items learnt in the Coursebook are reinforced again in the Workbook

Skills in the Skyline Workbook

Skyline

Skills in the Skyline Workbooks

Linkage with the Coursebook:The activity book complements the Coursebook. Lesson 1 in the coursebook and Activity Sheet 1 form a complete unit.

Learn to Read contains a short reading text, often thematically similar to the corresponding text in the coursebook.

Skyline

Audio link

Evaluation in Skyline Workbooks2 Oral tests2 Written tests (unit-based)1 Examination paper

Skyline

The grammar items in the coursebook and the workbook are linked together. In the example given below, past tense is taught in the Coursebook, lesson 3, and again in the Workbook, lesson 3,

the same concept is stressed upon

Linkage between the Coursebook and the Workbook

Literature Readers are designed to sharpen learners’ interpretative skills and to provide them a valuable literary experience through a range of literary genres like fiction, poetry, drama and autobiography.

Teacher’s KitThe Teacher’s Kit is designed to provide the teacher with a reliable and practical tool in the classroom. It contains the following:

Teacher’s Book discusses objectives of teaching English Proposes effective methods and techniques of teaching

English suggests strategies for using CB, WB and LR Provides guidelines for testing and evaluation includes notes on Communicative Language Teaching provides a key to exercises in CB, WB and LR includes listening transcripts

+ Teaching aids + Audio cassette

Skyline

Academic Year 220 days Examinations & co-curricular activities 60 days Actual teaching 160 days 1 period a day for English 160 periodsCoursebook

5 periods per prose unit (6 x 11= 66)2 periods per poem (2 x 6 = 12)

78 periodsWorkbook4 periods per worksheet 4 X11 = 44 (+

4)p

Literature Reader2 periods per LR unit 2 X 12 = 24 p Other activities like language games & supplementary reading Total 160 periods

Allocation of Time (classes 1 to 5)

Skyline

Academic Year 220 days Examinations & co-curricular activities 40 days Actual teaching 180 days 1 period a day for English 180 periods

Coursebook 16 periods per unit (16 x 7= 112) 112 periodsWorkbook5 periods per worksheet (5X7=35) 35 periods

Literature Reader3 periods per LR unit 3 X 11 = 33p

Total 180 periods

Allocation of Time (classes 6 to 8)

Skyline

Teacher Training Support is available for schoolsTeacher Training Support is available for schools prescribingprescribing

the only integrated the only integrated English English

course reaffirming course reaffirming the National Curriculum Framework 2005 the National Curriculum Framework 2005

guidelinesguidelines

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Thank You!