Recommendations from NCERT on Language Learning Curriculum 2005

1. Recommendations from NCERT on Language Learning Curriculum 2005 The purpose of language learning is the attainment of basic proficiency and the development of language as an instrument forbasic interpersonal communication and later for abstract thought and knowledge acquisition. National Curriculum Framework…2005 Language Learning

2. A n English course today therefore……. • needs to lay stress onintegrated 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

3. OXFORD INDIA presents…….. Skyline An Integrated Course in English for primary and middle schools An honest attempt to present a well-crafted course in English reaffirming the National Curriculum Framework 2005 guidelines

4. The Skyline series…… • 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

5. Series Editor: Paul Gunashekar 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 Skyline

6. The Skyline Team

7. 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

8. The listening tasks improve the concentration skills. Audio symbol for easy understanding Listening tasks comprise listening for meaning and listening for a purpose The speaking tasks provide ample opportunities for real-life discussions Listening and Speaking tasks in every chapter

9. 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 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

10. 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 onEVS components integrated with language with further integration of key environmental, social and arithmetical conceptsin 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

11. The texts aim to develop sensitivity towards contemporary issues such as girl child and gender bias Festivals of India Integration of EVS with English language learning has been emphasized clearly in the texts EVS Component

12. Mathematical concepts are integrated with language learning in early classes Texts contain mathematical concepts

13. Guideline 3 - NCF 2005 recommends that…….. The learner should be able to develop sensitivity towards their culture and heritage, aspects of contemporary life and languages in and around the classroom • 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

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

15. Guideline 4 - NCF 2005 recommends that…….. Suitable focus to be given on discussions, project work, activities that promote reading with comprehension… • TheSkyline 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

16. Encourages cross-curricular language education One Project in every coursebook links language + environment effectively

17. Each book clearly specifies the NCF2005connection in terms of themes and guidelines with respective chapters TheNational Curriculum Framework 2005connection

18. More Skills inSkyline Coursebooks Learn Spelling draws the attention of the learner to the spelling of high frequency words through exercises Learn Pronunciationteaches the students the importance of placing the right stress under the rubric Skyline

19. Linkage between the Coursebook and the Workbook The 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 Coursebook 6, pg 55, Unit 3 NCF link: India’s composite culture Workbook 6, pg 29, Unit 3 Skyline

20. Skyline Workbooks Format 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

21. Skills in the Skyline Workbook 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 Skyline

22. 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

23. Evaluation in Skyline Workbooks 2 Oral tests 2 Written tests (unit-based) 1 Examination paper Audio link Skyline

24. 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

25. 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.

26. Teacher’s Kit The 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

27. Allocation of Time (classes 1 to 5) Academic Year 220 days • Examinations & co-curricular activities 60 days • Actual teaching 160 days • 1 period a day for English 160 periods Coursebook 5 periods per prose unit (6 x 11= 66) 2 periods per poem (2 x 6 = 12) 78 periods Workbook 4 periods per worksheet 4 X11 = 44 (+ 4)p Literature Reader 2 periods per LR unit 2 X 12 = 24 p • Other activities like language games & supplementary reading • Total 160 periods Skyline

28. Allocation of Time (classes 6 to 8) 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 periods Workbook 5 periods per worksheet (5X7=35) 35 periods Literature Reader 3 periods per LR unit 3 X 11 = 33p • Total 180 periods Skyline

29. Teacher Training Support is available for schools prescribing Skyline the only integrated English course reaffirming the National Curriculum Framework 2005 guidelines Thank You!