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……..
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…… AND
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. Listening and Speaking tasks in every chapter
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

9. ‘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
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 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. 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…
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 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

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 Skyline 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. Linkage between the Coursebook and the Workbook
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 days
Examinations & co-curricular activities 60 days
Actual teaching days
1 period a day for English 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 X11 = 44 (+ 4)p
Literature Reader
2 periods per LR unit X 12 = 24 p
Other activities like language games & supplementary reading
Total periods
Skyline

28. Allocation of Time (classes 6 to 8)
Academic Year days
Examinations & co-curricular activities 40 days
Actual teaching days
1 period a day for English periods
Coursebook
16 periods per unit (16 x 7= 112) periods
Workbook
5 periods per worksheet (5X7=35) periods
Literature Reader
3 periods per LR unit X 11 = 33p
Total 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!