The content outline also allows teachers to intervene andīe creative in their teaching. Of what concepts are covered in the entire book and how one can proceed to The content map included in each Reader gives an idea Reinforces and builds upon the language skills students have already learned Structures, grammar items, and writing assignments are organized, following Reading, writing, listening and speaking. These components together focus on four aspects of language teaching. Listening and speaking, learning English sounds, writing and reflecting. Reading, playing with words, working with the text, practicing grammar, Provided by the texts is meant to guide what skills we teach and how weĮnvision our students using them to meet their own communicative needs.Įach lesson in the Reader has ten sub-sections-Leading in, warming up, Might be less important from the perspective of language learning, the context While students’ accumulation of information from the reading materials
Materials with language structures intended for the students to internalize. Uses an innovative approach to teaching English by integrating the reading Such structures are used in the given social and cultural situation. Materials) in the Reader provides children knowledge of literature, society,Īnd culture, the language activities that follow the reading demonstrate how Therefore, while the carefully selected content (reading Using it as an illustration of how a particular language structure has been used So, the Reader takes up the task of providing stimulating reading content while Linked with language structures in a given lesson often becomes less effective. That would best serve the purpose of imparting learners both conceptual andĪs language instructors, our experience tells us that the content that is not Keeping this in mind, we judiciously selected the content Teaching takes place when we consider language learning as a part of knowledgeĪcquisition process. As researches point out, effective language Shown that language teaching should not necessarily be confined to teaching Studies in language teaching conducted over the last several decades have What we, then, thought to be a new and creative approach to teaching andįinally, we extend our sincere gratitude to Atharai Publication for its untiringĮffort to make New Nepal English Reader an indispensable source of EnglishĪpproved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-6 7 We are thankful to all the students and teachers who believed in To the Reader’s success in imparting quality language learning and teachingĮxperience.
#Unscramble booked series#
The enduring love shownīy students and teachers towards this series for all these years is a testimony Interesting-has, to a large extent, been materialized. Widely used textbooks in schools across the nation, we have every reason toīelieve that the purpose of the Reader-to make language-teaching creative and Now, after more than a decade’s successful adoption of the Reader as one of the To that end, we have purposefully given language instructors maximumįlexibility in using the Reader in a real classroom situation. Structures, and forms of language flexibly to meet their own communicative Information about a story or a poem is less important instead, our focus shouldīe directed towards developing children’s skills at applying concepts, ideas, Whether the students have acquired specific We envision that we measure our success of language teaching in terms ofĪ child’s ability to use the language structures that we teach in classroom in
So that students could also bring their own knowledge of the local context and While designing this series, we were mindful of the importance of teachingĪccepted language structures without being rigid we entrusted instructors toĪdapt the content of the Reader to their specific physical and cultural contexts The New Nepal English Reader is designed to help school children developįundamental language skills-reading, writing, speaking, and listening.Īs language instructors, we are more interested in developing students’Ĭompetence in core areas of language learning rather than forcing students to Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-6 1Ģ New Nepal English Reader-6 Approved by the Curriculum Development Centre, Sanothimi, BhaktapurĪpproved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-6 3Ĥ New Nepal English Reader-6 Approved by the Curriculum Development Centre, Sanothimi, BhaktapurĪpproved by the Government of Nepal, Ministry of Education, Curriculumĭevelopment Centre, Sanothimi, Bhaktapur as an Additional MaterialĪpproved by the Curriculum Development Centre, Sanothimi, Bhaktapur New Nepal English Reader-6 5Ħ New Nepal English Reader-6 Approved by the Curriculum Development Centre, Sanothimi, Bhaktapur
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