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Recommendations from NCERT on Language Learning Curriculum 2005 The purpose of language learning is the attainment of basic proficiency and the development.

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Presentation on theme: "Recommendations from NCERT on Language Learning Curriculum 2005 The purpose of language learning is the attainment of basic proficiency and the development."— Presentation transcript:

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 for basic 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 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

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

4 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 S k y l ine series……

5 Course Components: P rimers A & B, and Coursebooks 1 to 8 W orkbooks 1 to 8 L iterature Readers 1 to 8 T eachers Kits for the nine levels, including audio cassettes, visual aids and teachers books Series Editor: Paul Gunashekar S k y l ine

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. S k y l ine

8 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

9 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

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 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

11 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 and gender bias EVS Component

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

13 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 S k y l ine

14 The story of the unhappy Banyan Tree – developing sensitivity towards Indias 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… 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

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

17 The National Curriculum Framework 2005 connection Each book clearly specifies the NCF 2005 connection in terms of themes and guidelines with respective chapters

18 More Skills in S k y l ine Coursebooks S k y l ine 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

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 Indias composite culture through festivals S k y l ine Coursebook 6, pg 55, Unit 3 NCF link: Indias composite culture Workbook 6, pg 29, Unit 3

20 S k y l ine 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) + 1Examination paper S k y l ine

21 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 S k y l ine Workbook S k y l ine

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. S k y l ine

23 Audio link Evaluation in Skyline Workbooks 2 Oral tests 2 Written tests (unit-based) 1 Examination paper S k y l ine

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 Teachers Kit The Teachers Kit is designed to provide the teacher with a reliable and practical tool in the classroom. It contains the following: Teachers 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 S k y l ine

27 Academic Year220 days Examinations & co-curricular activities60 days Actual teaching160 days 1 period a day for English160 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 Allocation of Time (classes 1 to 5) S k y l ine

28 Academic Year220 days Examinations & co-curricular activities40 days Actual teaching180 days 1 period a day for English180 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 Allocation of Time (classes 6 to 8) S k y l ine

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

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