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
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 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
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
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
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
The listening tasks improve
the concentration skills.
Audio symbol for easy
understanding
Listening tasks comprise
listening for meaning and
listening for a purpose
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
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
Festivals of India
The texts aim to develop sensitivity towards
contemporary issues such as girl child and
gender bias
Integration of EVS with English language learning
has been emphasized clearly in the texts
EVS Component
Mathematical concepts are
integrated with language learning in
early classes
Texts contain mathematical concepts
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
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 education
One 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
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
Skyline
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
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
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
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
Evaluation in Skyline Workbooks
2 Oral tests
2 Written tests (unit-based)
1 Examination paper
Audio link
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 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
Allocation of Time (classes 1 to 5)
Academic Year
 Examinations & co-curricular activities
 Actual teaching
 1 period a day for English
Coursebook
5 periods per prose unit (6 x 11= 66)
2 periods per poem (2 x 6 = 12)
Workbook
4 periods per worksheet
60 days
160 days
160 periods
220 days
78 periods
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
Allocation of Time (classes 6 to 8)
Academic Year
 Examinations & co-curricular activities
 Actual teaching
 1 period a day for English
40 days
220 days
180 days
180 periods
 Coursebook
16 periods per unit (16 x 7= 112)
112 periods
5 periods per worksheet (5X7=35)
35 periods
Workbook
Literature Reader
3 periods per LR unit
 Total
3 X 11 = 33p
180 periods
Skyline
Teacher Training Support is available for schools
prescribing
Skyline
the only integrated English
course reaffirming the
National Curriculum Framework 2005 guidelines
Thank You!
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