The Analysis of Grade V Punjab Textbook with the Single National Curriculum: An Evaluation of Listening and Speaking Competency

Abstract

Textbooks play a central role in shaping primary-level English language learning in Pakistan, particularly under the Single National Curriculum (SNC), which emphasizes listening and speaking as foundational competencies. This study qualitatively examines the alignment of the Grade V Punjab Textbook Board English textbook with SNC listening and speaking benchmarks. Using a competency-based evaluation checklist, the research analyzed textbook content, including dialogues, oral exercises, and teacher-guided activities, in relation to Student Learning Outcomes (SLOs) specified in the SNC. Findings reveal that while the textbook partially addresses pronunciation, stress, intonation, and basic oral interactions, listening activities remain largely implicit, and speaking tasks are predominantly teacher-centered. Moreover, the textbook lacks systematic sequencing, communicative scaffolding, and assessment criteria, limiting learners’ opportunities for authentic language use and independent oral proficiency. The study highlights a gap between curriculum intentions and textbook implementation, emphasizing the need for explicit, student-centered listening and speaking activities, guided practice, and performance assessment to fully realize SNC objectives. These insights provide practical guidance for curriculum developers, textbook authors, and educators to enhance oral communication instruction in primary English education.