The national curriculum framework (NCF) ,2005, recommends that children's life at school must be linked to their life outside the school. The principal marks a departure from the legacy of bookish learning which continues to shape our system and causes a gap between the school, home and community. The syllabi and textbooks developed on the basis of NCF signify an attempt to implement this basic idea. They also attempt to discourage rote learning and the maintenance of sharp boundaries between different subject areas, We hope these measures will take us significantly further in the direction policy of Education (1986).
The success of this effort depends on the steps that school principals and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions. We must recognise that, given space, time and freedom, children generate new knowledge by engaging with the information passed on to them by adults. Treating the prescribed textbook as the sole basis of examination is one of the key reasons why other resources and sites of learning are ignored. Inculcating creativity and initiative is possible if we perceive end treat children as participants i learning, not as receivers of a fixed body of knowledge.
These aims imply considerable change in school routines and mode of functioning. Flexibility in the daily time table is as necessary as rigour in implementing the annual calendar so that the required number of teaching days are actually devoted two teaching. The methods used for teaching and evolution will also determine how effective this test book proves for making children's life at school a happy experience rather than a source of stress or boredom syllabus designers have tried to address the problem of curricular burden by restructuring and reorienting knowledge at different stages greater consideration for child Psychology and the time available for teaching the test book attempts to enhance endeavour by giving higher priority and Space to opportunities for contemplation and wondering discussion in small groups and activities requiring hands on experience.
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The national council of educational Research and traning (NCERT) appreciates the hard work done by the textbook development committee responsible for this book.we wish to thank the chairperson of the advisory group in language.
Professor namear singh and the cheif advisor for this book, professor R. Amritavalli for guiding the work of this committee . Several teachers contributed to the development of this textbook.;
We are grateful to their principals for making this possible. We are indebted to the institutions and organizations which have generously permitted us to draw upon their resources, materials and personnel. We are especially grateful to the members of the national monitoring committee, appointed by the department of secondary and higher education, ministry of human resource development under the chairperson ship of professor mrinal miri and professor G.P deshpande for their valuable time and contribuation. As an organization commited to systemic reform and continuous improvement in the quality of its products,NCERT welcomes comments and suggestions which will enable us to undertake further revision and refinements.
Director
National council of educational
Research and training
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About the book
This text book for class XI is based on the English syllabus on the lines suggested by the national curriculum framework 2005.
It AIIMS to help learner develop proficiency in English by using language as an instrument for abstract thought and knowledge equation.
In the reading skills section the that text have been chosan Tu mirror the kind of serious reading in real life that a school -leaver should we capable of the pros pieces are draw form biography is science fiction art and contemporary expository prose by writers form different parts of the world samples form journalistic writing have also been included the play placed centrally in the textbook is on a them that learner will particularly identify with and is in a lighter vein the poems relate to Universal sentiments and appeal to contemporary sensibilities.!
Learner at this stage bring along with them reach research of world view knowledge and cognitive startegies. Teachers should in encourage them to make educated guesses at what they read and help them initially to make sense of the language of the text and subsequently become autonomous readers the notes after every unit help the teacher and learner with strategies for dealing with the particular piece.
The activities suggested draw upon the learners multi-negal experience and capacities comprehension is addressed at two labels one of the text itself and the other of how the text relate to the learners experience. The vocabulary exercises will sensitise learners to make informed choice of words while the points of grammar highlight s will help them notice the use of forms the things to do section at the end of every unit invites learners to look for other sources of information that will help them deal with learning task across the curriculum.
The section on writing skills prepress them for the kind of independent writing that a school - leaver will need to engage in 4 academic as well as real life purpose is help as been provided in a step by step manner to lead the learners on to make notes summarise draft letters and write short essays attention to the form content and the process of writing;