Transcript NEW GEM’S ENGLISH READER

NEW GEM’S
ENGLISH READER
CCE edition
The NEW GEM’S CCE edition
(for Classes LKG, UKG, 1 – 8) is a complete graded
course.
The course comprises
Coursebooks
Workbooks
Teacher’s handbooks and WEB SUPPORT
as per NCF 2005 guidelines
THE NEW GEM’S SERIES 2010 WAS AN
HONEST ATTEMPT TO
achieve maximum benefits from all
methods according to the needs and
resources of the students.
enable the language teacher to
facilitate learning
as per NCF 2005 and NCERT (CBSE)
THE NEW GEM’S CCE edition IS AN
HONEST ATTEMPT TO
make evaluation comprehensive and regular
provide space for the teacher for creative
teaching
provide a tool of diagnosis and remedial
action
CHANGES IN THE GEM’S ENGLISH
READERS AS PER THE CHANGING TRENDS
OLD GEM'S
(CONTROLLING)
NEW GEM'S
(ENRICHING)
NEW GEM'S CCE
(EMPOWERING)
1. teacher -centred
teacher + student centred
student-centred
2. Assessment of Learning
Teacher direction is
paramount and the
student has little
involvement in the
assessment process
• Teacher designs
learning
• Teacher collects
evidence
• Teacher judges what has
been learnt
Assessment for Learning
involves teacher guidance
and collaboration.
• Teacher designs
learning
• Teacher designs
assessment with
feedback to student
• Teacher judges what has
been learnt, student
develops insight into
what has not
Assessment as Learning
connected with diagnostic
assessment, generates
opportunities for self
assessment and peer
assessment.
• Teacher and student coconstruct learning
• Teacher and student coconstruct assessment
• Teacher and student coconstruct learning
progress map
TWO MAIN SUCCESS POINTS OF CCE
1. It enables the assessor to EVALUATE the
learner’s understanding and
2. BASED ON THE FEEDBACK, the LEARNER
is able to apply what she/he has studied
and REMEDIAL ACTION is taken to
remove the flaws/doubts.
Thus we can say that CCE NEW GEM’S will
provide opportunities to teachers to know
the following about the learners.
• What they learn and how they learn?
• What type of difficulties / limitations they
face in working in tandem?
• What do the children think?
•What are their interests?
THE ABOVE EMPOWERS THE SCHOOL TO
GAIN COMPREHENSIVE INFORMATION
ABOUT STUDENTS
OUR AUTHORS
FRANCIS FANTHOME, DOROTHY FANTHOME
OUR PANEL OF EXPERTS
M CHANDRASHEKAR
HENNA KAMPANI
Principal, Bombay Scottish School
Modern School, Vasant Vihar
MUMBAI
NEW DELHI
MANAS DEB
VINITA KHANNA
La Martiniere for Boys
ELT Consultant
KOLKATA
NEW DELHI
ANURADHA GOYAL
Fr FRANCIS M PETER
HOD, English
Director (RACE)
The Heritage School
Loyola College
KOLKATA
CHENNAI
Fr O A JACOB
DIVYA RAJ
Vice Principal, St Xavier’s School
St Joseph’s College
PATNA
ALLAHABAD
NIRMALA JOSEPH
RITA SEN
Principal, The School of the
HOD, English
Good Shepherd
Methodist High School
THIRUVANANTHAPURAM
KANPUR
MEERA UBEROI expert, children’s literature
The user-friendly large format
of the books, the pleasant
layout and the beautiful,
four-colour illustrations further
enhance the appeal of the
books.
Book 1 pgs 46 – 47
Book 8 pgs 64 – 65
KEY FEATURES OF NEW GEM’S
Makes maximum use of relevant literacy
materials
Logical presentation of the language elements
All four skills are worked on from the beginning.
In addition, form and meaning have been dealt
with much importance.
There is extensive language exposure through
Reading and Listening, the two elements that are
essential for the command of integrated language
capability.
PRE-PRIMARY AND PRIMARY BOOKS
The pre-primary and primary books are specially designed to help
children learn the skills of listening, speaking, reading and writing
through various activities.
Say these words aloud at the end of each page will help children
learn the common sight words.
The Talkabout pictures and Story in pictures will help children
retell stories with appropriate use of story language.
(Book Primer pgs 11-12, The Little Red Hen).
Classic tales are beautifully illustrated in a play form so that the
children are able to understand story settings, time and character.
(Book 1 pgs 78-79)
A special focus is given on the structure of the language. Grammar
is introduced gradually.
TEXTS ARE MOTIVATIONALLY POWERFUL
AND THEY HAVE LITERARY VALUE
LESSONS
BOOK 1
Festivals are Fun!
Granny’s Birthday
Jimmy Crow
BOOK 3
I Love my Baby
A Light for the Palace Fire
BOOK 5
Dr Dolittle
A Girl called Manu
historical past
THEMES
national integration
care for grandparents
sensitivity towards animals
informative in a fun way
selflessness
humour
a glimpse into India’s glorious
TEXTS ARE MOTIVATIONALLY POWERFUL
AND THEY HAVE LITERARY VALUE
LESSONS
BOOK 6
THEMES
Junk Food
hazards of junk food
What makes a winner?
overcoming hurdles and determination
BOOK 7
On being Sarah
overcoming physical challenges
Yes , we can!
determination ( Barrack Obama)
BOOK 8
Women of the earth
contribution of women towards the
betterment of environment
India’s heroes
dutiful, bravery, selflessness, giving
( 26/11 Mumbai terror attack)
THE TEXT
The text, both prose and poetry by renowned writers and poets, covers
diverse themes like adventure, humour, nature, science, sports, mystery,
folklore, fiction, myths and legends.
PROSE: Joy Adamson Hugh Lofting Poile Sengupta R L Stevenson
Kenneth Grahame Ruskin Bond Louisa May Alcott Charles Dickens
Guy de Maupassant William Shakespeare Isaac Asimov
Jane Austen Harper Lee Charlotte Bronte Hertha Pauli H G Wells
HH Munro Leo Tolstoy Rudyard Kipling Rabindranath Tagore
George Bernard Shaw Gerald Durrell O Henry D H Lawrence
POEMS: William Shakespeare Robert Frost Edward Lear
Sarojini Naidu RL Stevenson Spike Milligan Keki Daruwalla
Christina Rossetti Walter de la Mare Charles Causley Robert Frost
H W Longfellow Robert Browning T S Eliot Alfred Tennyson
Tabish Khair P B Shelley Colley Cibber
BOOKS 3–8
The FIVE MAIN sections after each reading
text create a base for authentic language use.
1. COMPHREHENSION
2. VOCABULARY
3. GRAMMAR
4. LISTENING & SPEAKING
5. WRITING
THE COMPREHENSION SECTION
extracts necessary information from
texts of different genres.
enables the assessor to know of learning
difficulties in children through different
forms of questions.
AS PER THE CCE GUIDELINES THE
QUESTIONS ARE BASED ON
1. Remembering – e.g. How many…? , Can you name…?,
Who spoke to…?, What happened after?
2. Understanding – e.g. How would you explain…?, Who
do you think…?, Can you clarify….?
3. Applying – e.g. Which factors would you change if…?,
Do you know of another instance where…?
4. Analyzing – e.g. Which events could not have
happened...?, How is … similar to…?, Why did…
changes occur?, What was the turning point?, What
was the problem with…?
contd.
1. Evaluating – e.g. Is there a better solution to…?, What
are the alternatives...?, How effective are…?, Do you
think …is a good or bad thing?
2. Higher Order Thinking Skills ( HOTS) – e.g. What
makes you think . . . ?, What would have happened
if . . .?
Forms of Questions
Essay Short answer
Very short answer Objective type
Objective Type
Questions
Alternative
Response Type
Matching
Type
True/False
Single
Yes/No
Double
Right/Wrong
Matrix
Fill in the blanks
Multiple Choice
Type
Question
Form
Incomplete
Statement
OBJECTIVE TYPE QUESTIONS
Alternative
Response Type
Matching Type
1. BOOK 1
PAGES: 5, 54 PAGES:10, 76 PAGES:8, 34
2. BOOK 4
PAGE: 12 PAGES: 45, 75 PAGES: 8, 21
Multiple Choice Type
OBJECTIVE TYPE QUESTIONS
True/False Right/Wrong Single Double Question Incomplete
Yes/No Fill in the blank Form Statement
1. BOOK 1
PAGES: 71, 75 PAGE:29 PAGES:34, 58
2. BOOK 4
PAGES: 67,80 PAGE:13 PAGE:95
OBJECTIVE TYPE QUESTIONS
Matrix
1. BOOK 5
PAGE: 58
THE THINK AND WRITE SECTION
(in Books 6 -8)
have questions that promote cognitive
development and higher order thinking
skills (HOTS)
THE VOCABULARY SECTION
contributes extensively to the readers’ comprehension
and enables them to enrich their vocabulary
builds up the readers’ vocabulary using words
appropriately and accurately (by using English words in
proper contexts)
helps the readers in the construction of meaning from
different perspectives
provides students many opportunities to encounter
vocabulary words and phrases beyond the context in
which they are taught.
Books 6 – 8 especially
have explanations and
practice of figures of
speech such as,
alliteration, imagery,
metaphor,
onomatopoeia,
personification, rhyme
scheme and similes.
THE GRAMMAR SECTION
presents the concepts structurally and
focuses on their functional usage as well.
Throughout the series, grammar concepts
are graded systematically.
uses English grammar for the purpose of
effective communication.
THE LISTENING & SPEAKING SECTIONS
offer a wide range of tasks based on
real-life situations to enable
students to interact confidently in
English.
Book 5 pg 60, Book 8 pg 43
THE WRITING SECTION
provides practice in functional and
imaginative writing.
has plenty of scaffolding in the writing tasks
to develop confidence in students and to
make the tasks less daunting.
uses mechanics of writing with understanding.
lays stress on writing both, logically and
creatively.
Book 2 pg 16, Book 6 pg 22
SOME WRITING ACTIVITIES IN
NEW GEM’S
picture composition • guided writing• writing
invitations • thank-you notes • creative writing •
paragraph writing •informal letter • writing a
message • diary entry • formal letter • notice
• character sketch •newspaper report
• descriptive essay • reflective essay• paraphrase
•article • factual account • biography • letter of
complaint • speech • slogans • dialogues
• writing from a different perspective
Formative assessment is a PROCESS used by teachers and
students DURING instruction that provides FEEDBACK TO
ADJUST ongoing teaching and learning to IMPROVE
students’ ACHIEVEMENT of intended instructional
outcomes (Popham, 2008).
FA TASKS
• Provide a platform for the active involvement of
students in their own learning.
• Recognize the need for students to be able to assess
themselves and understand how to improve
• Offer an opportunity to students to improve their
work after they get the feedback
FA TASKS INCLUDE
1. Research 2. Assignments 3. Quizzes and
competitions 4. Projects 5. Debates
6. Elocution 7. Group discussions
8. Club activities 9. Questionnaire
Methods of Assessment
Individual Assessment Group Assessment
Self-Assessment
Peer-Assessment
TASKS FOR SUMMATIVE ASSESSMENT
summative assessment at the
end of TERM 1 and TERM 2
measures or ‘sums-up’ how much a
student has learned from the
course. It is usually a graded test,
i.e., it is marked according to a
scale or set of grades.
A
LIFE SKILLS
For making evaluation
comprehensive, both Scholastic
and Co-Scholastic aspects are
given importance. The Life Skills
section deals with the
Co-Scholastic aspect.
WORKBOOKS
The practice of the exercises in the coursebooks is
further practised in the VOCABULARY, GRAMMAR
and WRITING SECTIONS of the workbooks.
Each section has extensive exercises
Complex and unfamiliar vocabulary and
grammar concepts are further explained in the
workbooks.
Suggestions/tips are given in the writing
activities
Each workbook has two revision test papers that
have unseen comprehension texts as well
USPs OF NEW GEM’S
A rich, challenging and balanced content makes room
for aesthetic appreciation and critical analysis.
The series promotes the acquisition of language
structures through the three main stages of
UNDERSTANDING — Comprehension and Grammar
sections respectively
PRODUCTION — Vocabulary and Writing sections
respectively
COMMUNICATION — Listening and Speaking
section
SO NOW WE CAN SAY
The series provides an enriched comprehensible input
that helps the learners to generate maximum output,
and thus promotes effective
LANGUAGE EXPORT (i.e. SPEAKING and WRITING)
that is based on
LANGUAGE IMPORT (i.e. LISTENING and READING)
IN OTHER WORDS, CCE JUSTIFIES
THIS VERY COMMON SAYING
“What I hear, I forget.
“What I see, I remember
“What I do, I understand”
Confucius
There is a typical example of a shift in the
pedagogy* and competencies from
CONTROLLING to ENRICHING to EMPOWERING
schools.
(PEDAGOGY is the study of the teaching methods)
SO WHAT’S NEW in
NEW GEM’S CCE edition?
SCOPE FOR
EVALUATION
AND
REMEDIAL ACTION
FOR DETAILED INFO ON CCE IN
CLASSES 6–8, PLEASE REFER TO CBSE’s
CCE MANUAL FOR TEACHERS
CLASSES VI TO VIII ON
http://cbse.nic.in/publications/CCE_Manual_Class_VI_
VII_2010.pdf
THANK YOU!
©Ratna Sagar P. Ltd. 2010