Recommendations from ncert on language learning curriculum 2005 l.jpg
This presentation is the property of its rightful owner.
Sponsored Links
1 / 29

Recommendations from NCERT on Language Learning Curriculum 2005 PowerPoint PPT Presentation

  • Uploaded on
  • Presentation posted in: General

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.

Download Presentation

Recommendations from NCERT on Language Learning Curriculum 2005

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript

Recommendations from ncert on language learning curriculum 2005 l.jpg

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

A n english course today therefore l.jpg

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

Oxford india presents l.jpg

OXFORD INDIA presents……..


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

Slide4 l.jpg

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…”


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

Slide5 l.jpg

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


The skyline team l.jpg

The Skyline Team

Guideline 1 ncf 2005 recommends that l.jpg

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.’


Slide8 l.jpg

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

Slide9 l.jpg

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

Guideline 2 ncf 2005 recommends that l.jpg

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

Slide11 l.jpg

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

Slide12 l.jpg

Mathematical concepts are integrated with language learning in early classes

Texts contain mathematical concepts

Guideline 3 ncf 2005 recommends that l.jpg

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


Slide14 l.jpg

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

Guideline 4 ncf 2005 recommends that l.jpg

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

Slide16 l.jpg

Encourages cross-curricular language education

One Project in every coursebook links language + environment effectively

The national curriculum framework 2005 connection l.jpg

Each book clearly specifies the NCF2005connection in terms of themes and guidelines with respective chapters

TheNational Curriculum Framework 2005connection

Slide18 l.jpg

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


Slide19 l.jpg

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


S k y l ine workbooks l.jpg

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)

  • + 1Examination paper


Slide21 l.jpg

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


Slide22 l.jpg

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.


Slide23 l.jpg

Evaluation in Skyline Workbooks

2 Oral tests

2 Written tests (unit-based)

1 Examination paper

Audio link


Slide24 l.jpg

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

Slide25 l.jpg

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 kit l.jpg

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


Slide27 l.jpg

Allocation of Time (classes 1 to 5)

Academic Year220 days

  • Examinations & co-curricular activities60 days

  • Actual teaching160 days

  • 1 period a day for English160 periods


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

    2 periods per poem (2 x 6 = 12)

    78 periods


    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


Slide28 l.jpg

Allocation of Time (classes 6 to 8)

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


    5 periods per worksheet (5X7=35) 35 periods

    Literature Reader

    3 periods per LR unit 3 X 11 = 33p

  • Total 180 periods


Slide29 l.jpg

Teacher Training Support is available for schools



the only integrated English

course reaffirming the National Curriculum Framework 2005 guidelines

Thank You!

  • Login