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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 of language as an instrument for basic interpersonal communication and later for abstract thought and knowledge acquisition.
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
school subjects are combined into learning areas and
learners at the end of cross-curricular learning rather than
expertise in individual subjects
his school education effectively
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
Imbibes the duties and values laid down by the Constitution of INDIA
cassettes, visual aids and teacher’s books
‘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.’
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
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
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 texts aim to develop sensitivity towards contemporary issues such as girl child and
Festivals of India
Integration of EVS with English language learning has been emphasized clearly in the texts
Mathematical concepts are integrated with language learning in early classes
Texts contain mathematical concepts
The learner should be able to develop sensitivity towards their culture and heritage, aspects of contemporary life and languages in and around
The story of the unhappy ‘Banyan Tree’ – developing sensitivity towards India’s culture and heritage
Suitable focus to be given on discussions, project work, activities that promote reading with comprehension…
from varied sources, mirroring real-life tasks
to complete it, sharing ideas, resources and expertise
can be shared with the whole class giving a sense of purpose to the work
working together towards a common goal
One Project in every coursebook links language + environment effectively
Each book clearly specifies the NCF2005connection in terms of themes and guidelines with respective chaptersTheNational Curriculum Framework 2005connection
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
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
Format of a unit
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
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.
2 Oral tests
2 Written tests (unit-based)
1 Examination paper
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.
The Teacher’s Kit is designed to provide the teacher with a reliable and practical tool in the classroom. It contains the following:
+ Teaching aids + Audio cassette
Academic Year 220 days
5 periods per prose unit (6 x 11= 66)
2 periods per poem (2 x 6 = 12)
4 periods per worksheet 4 X11 = 44 (+ 4)p
2 periods per LR unit 2 X 12 = 24 p
Academic Year 220 days
16 periods per unit (16 x 7= 112) 112 periods
5 periods per worksheet (5X7=35) 35 periods
3 periods per LR unit 3 X 11 = 33p
the only integrated English
course reaffirming the National Curriculum Framework 2005 guidelines