Subject Based English Training Manual

FOR PRIMARY SCHOOL TEACHERS
SUBJECT BASED TRAINING MANUAL
ENGLISH
PRIMARY EDUCATION DEVELOPMENT PROGRAMME-3

DIRECTORATE OF PRIMARY EDUCATION (DPE)
BANGLADESH, DHAKA
MARCH 2013
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SUBJECT BASED TRAINING MANUAL
ENGLISH
WRITER
Md. Nazrul Islam
Md. Mofizur Rahman
Md. Anwarul Karim
AKM Mujibur Rahman
EDITOR
Abdul Latif
Deputy Director (Rtd)
Directorate of Primary Education
Co-operator
DR. AKM Khairul Alam
Teacher-Education Consultant, PEDP-3
OVERALL SUPERVISION
Md. Ruhul Amin (Joint Secretary)
Directorate of Primary Education
PUBLISHED BY
Training Division
Directorate of Primary Education (DPE)
March, 2013
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Foreword
The key objective of Primary Education Development Programme-3 is to improve the quality of
primary education in Bangladesh. As the world is constantly changing, educationalists must also
change to enable students to participate fully in the social and economic activities of Bangladesh
and the world. To support these required changes, revisions of the primary school curriculum
have been made.
Teachers are the main facilitators, helpers, problem shooters, philosophers, and counsellors of
learners. It is essential to train teachers to enable them to play their roles effectively. English
language teachers are required to have adequate subject as well as pedagogic knowledge to
teach and enable students to learn English effectively. The contents of the textbooks of
ÈNGLISH FOR TODAY’ Class One to Five have been developed in accordance with the revised
curriculum. It has been recognised that training is required to orient English language teachers
with the new textbook contents. To ensure that the training addresses this purpose, the training
tools developed have been piloted and data has been collected from subject teachers, field level
officers and academic supervisors. This data has been analysed and the training needs and
contents of training, identified. This means that the contents of this training manual are realistic
and are based on the identified needs of English language teachers.
This training manual has been written by a team of writers who have received training both at
home and in universities abroad. The writers have an understanding of the philosophy and
principles of the training required for teachers who teach English language in primary schools. I
acknowledge with a sense of deep gratitude the contribution made by the writers.
I am greatly indebted to English in Action (EiA) consultants who provided technical inputs in
reviewing all of the training manual contents.
I am also grateful to Mr. Md. Ruhul Amin, Director(Training), Begum Nasima Khan, Deputy
Director(Training), Mr. Sayedur Rahman, Assistant Director(Training) and Begum Mahfuza
Khatun(Education officer) for their sincere co-operation in assisting in the development and
review of the training materials. I am immensely thankful and grateful to DR. AKM Khairul Alam,
Consultant, Teacher-Education Development for his valuable technical support.
I sincerely believe that this training manual is a step forward to achieving the needs of primary
school teachers who teach English language in Bangladesh.
Shamal Kanti Gosh

May 2013
Director General
Directorate of Primary Education,
Dhaka
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Facilitator guidelines
Here some tips to help the facilitators get the best from the participants and their time in the sessions.
Give clear instructions
Give clear instructions in English if you can. Check your instructions. There are many ways of doing this.
You can repeat the instructions clearly. If this is not effective, then you will need to make the language of
the instructions simpler. Translation is also an effective way of checking instructions. A quick way of
involving trainees in this process is to ask them to tell you orally what the instructions are and what they
are supposed to do. Demonstration is another excellent way of checking instructions. This is very
effective because it does not depend on an understanding of language.
Finish activities promptly
It can waste a lot of time to wait until every single participant/pair/group has finished an activity in their
own time. When the majority have finished, tell the remaining participant/pair/group they must finish.
Allow a few more seconds, then stop the activity.
Include everybody
Don’t let the strong participants dominate the sessions. Make sure weaker participants are following the
session, and don’t get left behind. Be sure to include everybody, including the participants who seem less
interested in the session.
Avoid pointless repetition

Avoid going slowly around the session getting participants to take it in turn to do the same thing, such as
answering the same question, as this can be a waste of time. It is often more efficient to get participant
to do thus type of activity in pairs instead.
If the class is moving slowly, find out why
Different activity can take different amounts of time to get through the same material. If your session is
moving too slowly, try to identify the types of activity which are taking too long. Why are they taking too
long? Do the participants need more help and support?
Trainees sit in different places
Discourage participants from always sitting in the same place in the room and always working with the
same pair-work partners. Participants will increase their confidence more if they work with a variety of
partners. It also helps ensure that weaker participants get the chance to benefit from working with
stronger ones.
Feedback technique:
Provide feedback in plenary discussion in a positive way. Point out the strength point and then the
developing area. Ask the participants to express their opinions and motivate them to use the discussed
techniques and methodology in their classroom practices.
Journal keeping:
Read the journals and point out the developing areas that need to be addressed and discussed in the
session and change your mode of delivery if required. Distribute the journal with positive comments.
Reading practice:
Provide opportunity to read and discuss in pair, group and individually. In case of pair reading, allow the
pairs to read alternately and in group, every one to read a part of supplied reading materials one after
another and to discuss after every one’s reading.
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Acronyms
AC- Attainable Competency
CLT- Communicative Language Teaching
CRQ- Constructed Response Question
DPEd- Diploma in Primary Education
EfT- English for Today
GW- Group Work
IPT- Input, Practice, Task
IW- Individual Work
LO- Learning outcomes
MCQ- Multiple Choice Question
MWTL- Multiple ways of Teaching Learning
NCTB- Curriculum and Text Book Board
PCK- Pedagogical Content Knowledge
PERC-Primary English Resource Centre
PW- Pair Work
SAs- Supplementary Activities
SK- Subject Knowledge
SS-Students
TC- Terminal Competency
VIPP-Visualization in Participatory Practice
WCW- Whole Class Work
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Contents
Days Sessions Topics Page
1 1 Introductions, Objectives, Ground Rules and pre-opinions 7
towards teaching English
2 The Developmental Nature of Language Learning 9
3 Relating EfT contents with the Competency 11
4 CLT, IPT and MWTL 14
2 1 Classroom management (Physical Aspects and teacher’s 18
potentiality & Participation of every individual irrespective of
their differences)
2 Classroom languages for techniques and activities 21
3 Teaching Vocabulary 23
4 Teaching Grammar 25
3 1 Listening and Speaking Skills 28
2 Listening skill 31
3 Speaking skill 34
4 Applying punctuation, pronunciation, stress and intonation in 38
accordance with EfTs.
4 1 Teaching English Large Classes 41
2 Early Reading and Writing 44
3 Introducing Reading 48
4 Writing Skill 50
5 1 Scaffolding learners to be communicative users of language. 53
2 IPT linked Lesson Planning 54
3 Developing MCQ & CRQ Items According to Competency 56
4 Teachers’ Professional Development 58
6 1 Constructing Competency Based Test Items 60
2 Practice Teaching 63
3 Practice Teaching 63
4 Closing of the training programme 64
References 66
Worksheet and Resource Papers 67
Annex-Revised Curriculum(Class 1-5) 137
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Day - 1
Session – 1
Introductions, Objectives, Ground Rules and pre-opinions towards teaching
Introduction
Trainees need to get to know each other and need to learn something about each other’s
teaching approach. Through the following activity, trainees will get to know each other’s names
and learn a lot about one person’s assumptions about teaching English. This session also
introduce the objectives of the training and some ground rules to follow in order to conduct the
training effectively.
Learning outcomes: By the end of the session, the participants will be able to:
· introduce themselves and find out information about individual’s ability and
preconceptions
· describe the objectives of the training
· identify and use some ground rules.
Strategies: Individual work, interview, group/pair work, presentation and open discussion.
Materials: usual classroom material
Time: 90 minutes
Description of the Presentation:
Activity-1: Introducing each other 30 mins
1. Ask the participants to interview each other in pairs and draw a family tree of his/her
partner in a poster paper using the questions listed below. Also tell them they have to
describe his/her partner’s family using adjectives for example: beautiful, handsome, can
sing, dance etc. Give them 15 minutes for this activity.
2. Ask each participant to introduce his/her partner to the group, based on the information
from the interview.
3. After all presentations, sum up the session by saying that this training will help them to
overcome the problems.
Worksheet-1
Questions for interview:

1. What is your name?
2. What school do you teach at?
3. How do you spend your leisure time?
4. How many members are there in your family?
5. Is your family a happy family? Why?
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Activity-2: Describing the Objectives of the Training 25 mins
1. Give the participants a VIPP card each, and ask them to write what they hope to learn
from this training. Allow about five minutes for this.
2. Collect the cards, and ask a volunteer to read them out.
3. Show the trainees the Resource Paper 1, Objectives of the Training. Go through the
points with the group. Invite them to comment about each point, and discuss its
relevance to their needs.
Activity-3: Identify the ground rules: 10 mins
1. Tell them for making something happen well, we need to follow some rules. Ask them to
think and find out some rules. Elicit training rules through brainstorming.
2. Distribute copies of Resource Paper 2, Training ground Rules. Go through this with the
group, and invite brief discussion for the reason behind each rule.
3. Remind the participants to follow the rules during the training and where necessary.
Activity-4: Evaluating statement towards English teaching in the primary classes 10 mins
1. Distribute to each participant worksheet 2, and ask them to put their opinions by ticking
against each statement. Give them 5 minutes to do it. If necessary, help them understand
the English for each point.
2. After 5 minutes collect the papers and preserve them to compare after training opinions.
Activity-5: Journal Writing 15 mins
1. Tell the participants that they have to write a journal on 4 sessions of each day’s training
on A4 paper on one side.
2. Tell them they have to write journal answering the following questions.
3. Every day in the morning they have to stick their journal on the journal display board and
everyone should have to read each other journals at anytime except the session periods.
4. The trainers have to go through the writing and find out which one need to address
again.
5. Tell them could write journal either in English or Bangla but English is preferable.
1. What have you learnt?

2. What was new to you?
3. How could you apply those in the classroom teaching?
4. What was not clear to you?
5. Which one did you find difficult?
6. Which one is not relevant to the contents of EfT books?
7. Write your comments on that day’s sessions?
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Day - 1
Session – 2
The Developmental Nature of Language Learning

Introduction:
The main point that trainees need to understand from this session is that the EfT books text
reflect the development nature of language learning. EfT textbooks are based on the principles
of language acquisition. This means children first listen to the language. Then they reproduce the
language, i.e. they speak. Here we see that children move from oral language (listening and
speaking) to written language (reading and writing). If we follow the way language naturally
develops in our language classes, we should first help the learners to listen and speak and then
moves to read and write. So, it is most important to acquire oral language in the lower primary
classes and then later, in upper primary, we can begin to teach the written language.
Objectives: By the end of the session the participants will be able to:
· understand the developmental nature of language learning is.
· find out the sequence used in the English for Today EfT is based on the development
nature of language learning.
Strategies: Discussion, question-answer, Individual work, pair work, group work
Materials: Worksheet, English for Today books, usual classroom materials
Time: 90 minutes
Description of the Presentation
Activity-1: Warm up 5 mins
1. Sing the Alphabet song altogether. Ask the participants how they sing this song in the
primary classes. Tell them to sing that song involving all the participants.
Activity-2: Understanding the developmental nature of language learning 20 mins
1. Ask the participants to think about their own first language (Bangla or tribal language
for that person) learning and answer the following questions individually first and
then share with the person next to him/her. Give them 5 minutes to answer and
share. Walk around the room and try to listen their discussion silently.
a) How did you learn your own language (Bangla)?
b) Which skill did you learn first?
c) How did you learn reading and writing in Bangla?
d) And in which order did you learn reading and writing?
e) How did you learn the English skills of reading, writing, listening and speaking?
2. After 5 minutes pair sharing listen to the answers from 2/3 pairs.
3. Now ask the participants to write the answer to the following question in their
exercise book.
Question: In what order do children typically learn reading, writing, listening and
speaking?
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4. Then ask them to compare their answer in pairs and to explain to their partners the
order they have written, and if it is similar or different.
5. Ask 2/3 pairs to tell their answer and come to a conclusion with the opinions of the
participants and the information given in the Resource Paper-3.
6. Finally give the participants Resource Paper-3 and ask them to read and question if
they have.
Activity-3: Finding out the organization EfT contents in terms of skills 60 mins
1. Organize the participants into groups of 5 (5 participants in each group). Give a name
of each group, for example, the Padma, the Meghna, the Jamuna, the Karnofuli, the
Brahmaputra. Ask the Padma group to work on class one EfT, the Meghna on class
two and so on. Ask them to find out the skills is to be taught in accordance with the
respective EfT contents. Tell them they will get 30 minutes for this group activity.
Provide them the following table to identify the skills which are to be taught in each
class and to write them on poster papers or A4 papers (if visualizer and multimedia
are available). Monitor and mentor during group work.
Lessons Skills are mainly taught
2. After 30 minutes ask one person from each group to present their findings.
Encourage questions from other group to get any clarifications.
3. Thank everyone for their participations and declare the end of the session.
Assessment: 5 mins
Ask the following question if the learning outcomes of the session are achieved or not.
a) What is a language teacher to consider in teaching skills? Why?
Reflection for Session leader:
While conducting the session consider the issues:
· Do you think the participants have an understanding of ‘The Development Nature of

Language Learning’? If not how can you help them?
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Day-1
Session-3
Relating EfT contents with the Competency
Introduction
Bangladesh has a consistent and coherent primary school curriculum. Text books are developed
in accordance with the competencies. Teachers of primary school have to have a clear
understanding about the Terminal competencies(TCs) related to English subject, Attainable
Competencies(AC) and learning outcomes(LO) against each TC and AC. This session is focused
on the English curriculum and its incremental increasing from grade one to grade five.
Objectives: By the end of the session, the participants will be able to-
· state the objectives of teaching English in the primary schools of Bangladesh
· describe competencies of English subject for grade one to five.
· relate attainable competency and learning outcomes with respective content
Strategies: Discussion, pair work, group work
Materials: EfT books of class one to five, Curriculum of English subject, worksheet, multimedia
projector, visualizer and other usual classroom materials.
Time: 90 minutes
Assessment: Question-Answer, Group production, Discussion, Assignment

1. Exchange greetings. Write ìx’ on the board. Ask the participants what it is. Tell them it is
in Bangla, please make it drawing only a line. If any one of them get it right (six),
praise him/her. Tell them the primary education of Bangladesh is well disciplined across
the country as it has a well organized and consistent curriculum rather than indisciplined.
Today our topic is curriculum of English subject.
Activity-2: Stating the terminal competencies of English subject 20 mins
1. Ask the participants to describe the terminal competency of English, Class wise attainable
competencies, learning outcomes. Allow them to explain in Bangla. Tell them it is
expected that a student will achieve 31 subject based terminal competencies(4 is on
listening skill, 8 on speaking, 7 for reading and the rest 12 on writing skill related).
2. Organise the class into small groups. Give each group a list of the terminal competencies
(worksheet-3). Ask them to go through and suggest which Class first starts to teach that
terminal competency. Explain to the participants that they are not expected to know this
– they can just guess.
3. Feedback from the class some sample answers – two or three from each section. The
answers are not really important. The purpose is for the participants to familiarize
themselves with the competencies. But for your reference, the answers are as follows:
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Listening
All class 1 (continuing up to the end of Class 5)
Speaking
All Class 1 (continuing up to the end of Class 5) except 5 and 8 (C2) and 6 (C3)
Reading
1 and 2 Class 1 (continuing up to the end of Class 5)
3 Class 1 (continuing up to the end of Class 5)
4 to 7
Writing
1 and 2 Class 1 (continuing up to the end of Class 4/5)
3 and 4 Class 2 (continuing up to the end of Class 5)
5 to 10 Class 3 (continuing up to the end of Class 5)
5 to 10 Class 3 (continuing up to the end of Class 5)
11 Class 4 and 5
12 Class 5
Activity-3: Relating competencies and learning outcomes with respective content 55 mins
1. Ask the participants to work in the same group. Distribute English subject curriculum and
text books to each group, for example, Group one English subject curriculum of Class One
and text book of class one, Group two curriculum of Class Two and text book of class two
and so on. Tell them in groups they will have to write the answers of the questions given
in the worksheet-4. Give 25 minutes for this task. Monitor and mentor during group
work to keep them in track.
2. After 25 minutes arrange a plenary session for group work presentation. Allow other
groups to ask questions if they have. Provide your comments if you have any. Welcome
all groups for their active participations.
3. Give message that some terminal skills are not started from grade one especially reading
and writing, learning outcomes of each content is predetermined, Teachers have to keep
records if their students achieved the learning outcomes or not, if not support them to
achieve the taught learning outcomes. Teachers will have to assess their learners learning
by using similar difficulty levels items taken from the outside of the text books.
Activity-3: Relating competencies and learning outcomes with respective content Time: 55 mins
1. Divide the groups into four types – some are Listening, some are Speaking, some are Reading,
some are Writing. Give each group a copy of EfT Class 3. Also give each group the English Subject
Curriculum for Class 3 and the Worksheet-4 .
2. The Listening group/groups complete the column in the worksheet for Listening; the Speaking
group/groups complete the Speaking column and so on.
3. In plenary session, feedback the answers, so each group can also complete the rest of their table.
4. Point out that teachers are not expected to memorise this information for every level. The
purpose of this activity is helping them understand how the system works.
Activity-5: Assignment (Ask them to do this assignment at home)
1. Select one lesson from each class and find out the learning outcomes and terminal
competencies of the selected topics. Do you think that learners will be able to use the
learnt skills and language items in their real life situations? Justify your opinions with
reasons and your practical teaching experiences. Tell them they could write the
assignment either in Bangla or English.
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Activity-4: Assessment Time: 5 mins
Ask the participants-
a) How many terminal competencies are there for each skill in English subject?
b) Which skills are focused mainly in class one and two?
c) How many contents (unit, lessons) are there in class one, two, and so on?
d) How will the teacher assess his/her learners if they achieve the competency or not?
Reflection:
After conducting the session, ask yourself the following questions

a) Have the participants achieved the learning outcomes of the session?
b) Were all the participants involved in the activities?
c) Who was not involved? Why?
d) Will you make any change in the session plan if you lead it later? What is that?
e) Are you happy in leading the session? If yes, Why? If not, Why not?
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Day-1
Session-4
CLT, IPT and MWTL

Introduction
Language is the medium of communication. Teacher needs to plan his/her lesson focusing on
communicative purpose of language learning. To achieve this objective, teacher should present
the lesson in various joyful ways and provide ample opportunities for interactive practices.
Learning outcomes: By the end of the session, the participants will be able to-
· identify some common features in CLT
· explain input, practice and task
· state Multiple Intelligence Teaching Learning (MWTL) techniques
Strategies: Discussion, pair work, group work
Materials: EfT books of class one to five, worksheet, multimedia projector, visualizer and other
usual classroom materials.
Time: 90 minutes
Description of presentation
1. Exchange greetings. Tell the participants that we are going to play a mime game. First of
all you do an action and ask the participants to tell you in English what have you done.
For example you show the action of dancing, the participants have to say that `Nazrul is
dancing’. Select some participants through lottery who is going to mime what. When one
will mime, the rest of all have to say loudly.
Activity-2: Identifying some common features in CLT 15 mins
1. Tell the participants that CLT means Communicative Language Teaching. It is important
to know about some common features of CLT. To get understanding the features of CLT,
they are going to do a matching activity in pairs. Ask them to form pairs who are next to
him/her.
2. Distribute worksheet-5. Tell them in the left column there are the features of CLT and in
the right column are the definitions of the terms. Tell them that they have to match
terms with the definitions in 8 minutes.
3. After 8 minutes elicit answers in plenary. Clarify if they need any clarification on any of
the features with their definitions. Tell them all these features are important to conduct
a class following CLT.
Answers: a - 5 , b -1 , c - 2, d - 3 , e – 4
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Activity-3: Explaining input, practice and task 20 mins
1. Ask the participants in pairs to make 2 lists of examples of
a. activities, which you as a teacher usually do in your classes.
b. activities that your students do.
2. Give them 5 minutes to complete this activity.
3. Elicit ideas from the participants and write them on the board in two lists (a) and (b).
4. Ask the students:
o What do you call the activities on List (a)?
o What do you call the activities on List (b)?
Keys:
Activities on list (a) the teacher’s activities are called input
Activities on list (b) the student’s activities are called practice and tasks
5. Now elicit what students know about input, practice and tasks. Clarify their ideas using
the Resource paper-4.
6. Form groups. Ask each group to analyze the Lesson 11 of EfT book 4 in terms of Input,
Practice and Task. Ask them to do the activity using the following table. Ask them to write
only A, B, A1, and B1 in the respective box. Give 5 minutes to do the task.
Input Practice Task
7. After 5 minutes ask any one group to present their group production. Invite other groups
to take part in the plenary discussion. Come to a sensible decision with the help of
participants’ opinions and your judgments.
Activity-4: Stating Multiple Intelligence Teaching learning techniques 15 mins

1. On the board write Multiple Ways of Teaching and Learning (MWLT). Ask the class to
give their idea about what this means. The answer you are looking for is that different
students learn best in different ways. For example, some learn best by seeing things as
pictures, others learn best by doing physical activities. For this reason, it’s a good idea to
have lots of different activity types. This means that all students get at least some
activities which are most suited to their personal ways of learning.
2. Hand out copies of Resource Paper-5: Multiple Intelligences. If you have plenty of time,
go through the worksheet briefly with the class, and ask some volunteers to say which
type or types of intelligence they think are most important for them. If you don’t have a
lot of time, explain to the participants that this worksheet is for them to look at later at
home.
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Activity-5: Demonstration using CLT, IPT and MWLT 25 mins
1. Then demonstrate a lesson using CLT, IPT and MWLT methods and techniques, using the
lesson plan below. Ask the participants to play roles as grade 4 students. Complete your
demonstration in 15 minutes.
2. After the demonstration ask the participants to identify the CLT, IPT and MWTL activities.
Give your opinion for clarification the concepts.
Demonstration: Don’t take more than 15 minutes for this demonstration
Lesson Plan (On Dialogue) : Class 4, lesson 23 A
Learning outcomes: At the end of the lesson, the students will be able to
· act out the dialogue
· use the idea in real life situation
Steps Activity Language Techniques Time
& Materials
· Greetings Good…. How are you, SS?

· Refreshment Come, everyone. Let’s sing the
rhyme- clap, clap, clap altogether.
Input · Show a picture of Cox’s Dear students, look at the picture.
Bazar and elicit the topic. I What can you see? Tell me.
will write the English words eg. coconut plants, water
of the Bangla they say on boat, wave, people, ……….
the board.
· Demonstrate also by role SS, look at me.
play 2/ 3 times (by changing First see and listen to
voice and with the help of What I say.
puppets if possible). I will Again watch and Listen.
tell students to watch and
Once again listen.
listen carefully.
· Call 2 students to the Now, Nazib, Naziba
front of the class. I will Take your book.
request one of them to be Come here.
mother while the other one Open at page 77.
will be Dina and then both
Nazib, you act Moloy. Naziba, you
of them will act out the
dialogue. act Tania.
Act out the dialogue.
Now change your roles. Thank you.
Go to your seat.
Thus I will make several pairs Now, A and B, take your book.
to role play the dialogue. Come here.
Open at page 77. Act out the
dialogue. Now change your turn.
Well done. Go to your seat.
5.
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Practice 1. Students will make pairs SS, this is the time for pair work.
and act out the dialogue. You 2 make a pair, You 2, ...
Now act it out the dialogue.
Finished. Now change the role.
Well done.
2. Thus they will be Dear students,
practising till they can do the Keep acting until I tell you to close
same without looking at the the book.
book (I will monitor). Well done.
3. Now I will change a few Look at the board, please. Here
words (exams to science fair, are 3 words.
Cox’s Bazar to Jaflong, You use these words.
parents to uncle). Then again Now you act it out.
I will ask them to play roles Again, Do it in pairs.
with the changed words (I Tell me in Bangla what are you
will monitor). going to do, A (name of a
student)?
Task/CL 1. Next, I will tell students to 1. SS, now you change words/
write a dialogue by changing character as you like.
some words and characters. Write dialogue in pair.
After they finish, they will be Once again, Do it in pairs. Time 10
told to act out the dialogue. minutes.
2. Which pair wants to come first?
2. Now I will invite 5/6 pairs
(Name of a students), come. Act
one after another to come to out, please.
the front of the class and Everyone, look. ( well done)
they will be requested to Who else?
play roles of their prepared Ok, …, come and do.
dialogue. Then I will ask for
everybody’s opinion and
thank them.
I will encourage the students Thanks/thank you/very good/
if they can or at least to try good/ give a clap to him, her/well
to answer questions. done/ excellent etc.
Activity-5: Assessment 10 mins

· Ask any one of the participant to act out a CLT activity.
· Ask the participants to tell one Input activity, one Practice activity and one Task activity in
turn.
· Ask the participants to cite activities that focus on the intelligences.
Reflection
· What did you find difficult when you lead the session?
· What changes will you bring if you take the class in future?
· Are you happy leading the session? Why? Why not?
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DAY- 2
Session- 1
Classroom management (Physical Aspects and teacher’s potentiality & Participation of every
individual irrespective of their differences)
Introduction
Classroom is the place where teaching -learning takes place. In the classroom teacher should
provide a safe, comfortable environment to ensure a joyful and productive teaching learning.
Most of the classrooms in our country are overcrowded, classroom size and seating arrangement
is not suitable enough to arrange group work and pair work properly.
Students come from different social and cultural background with different learning abilities,
attitudes and beliefs. Their learning styles and needs are different. Their learning needs and
difficulties level are not same; some of them are slow, some are average and some are advance
learners. This is the common scenario of classroom and the teacher works in the midst of this
situation. It is challenging for the teacher to manage the class by setting activities to ensure a
joyful and productive teaching learning situation with active participation of all students. To
present an effective lesson teachers have to include suitable activities for the students of
different ability level.
Objectives of the session: By the end of session, the participants will be able to
· identify the physical aspects of classroom management.
· explain teacher’s potentiality to effective management of an English class.
· use the strategies ensuring every individual participation.
Strategies: Brain storming, group work, pair -work.
Materials: Poster, whiteboard marker,
Time: 90 minutes
Description of presentation:
Activity-1: Warm up: 10 mins
1. Do unit 3, Lesson 2: head and shoulders altogether. First show how to do it. Then ask one
participants to lead the lesson.
Activity-2: Identifying the physical aspects of classroom management 15 mins

1. Tell the participants what they are going to do now. Tell some physical elements which
are related with classroom management e.g. number of students, seating arrangement,
size of classroom etc. (A full list is given in the Resource Paper-6.)
2. Now ask each participant to write name of 5 physical aspects individually which are
related with classroom management.
3. Ask them to form pair who is next to him/her and make a combine list of physical aspects
of classroom management.
4. Ask two pairs to sit together and form groups of 4. Now supply poster paper and marker
pen to make a list of physical aspects of classroom management discussing with group
members.
5. Arrange a plenary session for group presentation and give feedback.
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6. Now give each participant the Resource Paper-6 and let them to read, discuss the
questions which is end of the list and to find out the possible answer.
Activity-3: Explain teacher’s potentiality to effective management of an English class. 20 mins
1. Ask the participants to work in the same group. Ask each group to write the teacher’s
potentiality that helps to ensure good classroom teaching for achieving the lesson’s
learning outcomes of a lesson. For example, Lesson planning, use of board (Again, a
longer list is given in the Resource Paper-7.)
2. Ask each group to present their group works. Discuss and give feedback.
3. Finally show Resource Paper-7 and arrange a plenary session for the questions that
appear against some points.
Activity-4: Use the strategies for ensuring individual participation. 35 mins

1. Give a mini demonstration on involving each participant.
A mini demonstration note on Class 1 unit 5: Let’s find out, Lesson 1: In the classroom(1)
1. Ask the students `What’s this?’ pointing each of the pictures. If the students can’t
say, tell them the words ` a pen/...or it’s a pen’. Ask them to repeat after you at a
time. Do chorus drill 3-4 times for each of the words. When they repeat, tell them
to repeat in various ways as slowly, loudly, louder voice, loudest voice etc.
2. Do chain drill. One student of an end will ask by pointing lesson’s picture, the next
will have to answer and ask to the next student and so on.
3. Divide the class into 2 groups. Ask one group to show point and ask and the other
group to answer.
4. Ask the students of one bench to turn their face to the next bench and make
group with them and then ask one to other, the others have to answer.
5. Put the students into pairs and tell them to ask and answer in turn.
6. Ask each of them to ask you `What’s this?’ pointing any object in the class.
7. Then you point and ask; the students will answer.
2. Draw the following table on the board.

Activities Techniques Does the activity & techniques
involve the students
3. Ask the participants to work in the same group. Tell them to find out the techniques and
activities were use to involve the students and write them in the given table. Also tell
them to comment whether everyone were involve or not. Give them 5 minutes for this
activity.
4. Ask one group to present and the other groups to add point if they have different one
and also the comments on involving the students in the lesson. Finally distribute the
Resource Paper-8 ask to read, questions (if they have) and add points.
19
5. Supply EfT books of class-4. Ask them to think individually and then discuss in group
about the techniques by which they would like to present the activity B2 of unit 5
ensuring everyone’s participation. Give them 10 minutes for this.
6. Ask one group to present a mini demo on Class 4, Lesson 5, and B2 activity. After demo
ask each group to give their opinion for adding more techniques to involve the students.
Assessment: 10 mins
· Why classroom management is important for effective teaching- learning?

· How can you ensure individual participation?
Reflections:
While conducting the session consider-
· Do you think all the participants actively participate?

· Do you think all the participants will be able manage an English class effectively?
20
DAY-2
Session-2
Classroom languages for techniques and activities
Introduction
Child centered teaching learning is very important for joyful and sustainable learning. Teacher
can ensure child centered and interactive teaching learning providing group work, pair work and
individual work. While students work in small groups and pairs they get chance to share their
experiences, feelings, ideas and thinking with others. They feel shy and remain inactive to work
with teacher but they actively participate and feel comfort to work with pairs and groups which
create a safe, secured and friendly environment in the classroom. Small group work and pair
work help to develop students’ leadership, increase awareness and become responsible. English
for Today (EfT) books for primary school students have written following communicative
approach. A lot of activities designed in EfT books for doing in group work and pair work to make
the students good user of English. To make the lesson effective and participatory teacher should
have clear ideas about when how and which techniques (WCW, SGW, PW, IW) will provide, what
will be classroom language of proper instructions and monitoring.
Learning outcomes: By the end of session, the participants will be able
· to identify when to use which the techniques (IW, PW, SGW and WCW).
· to use instruction language for setting activities.
Strategies: Brain storming, group work, pair work whole class work
Materials: Poster, marker, whiteboard marker, EfT books class 1-5, usual classroom materials
Time: 90 minutes
1. Recite the Rhyme `What can I do?’ class 1, unit-3, lesson-3, page 40 altogether with
action.
Activity-2: Understanding the techniques: 20 mins
1. Supply the Worksheet-6 to each participant. Then lead a lesson using different
techniques and proper language for different activities and ask the participants to
identify the techniques that are used to present the lesson.
Demonstration notes: Class 4, lesson 11 A ( Ask the participants to act as the students of class 4)
1. Ask the students to talk about the picture of the lesson.
2. Ask to repeat ` lawyer, cucumber, neighbourhood’ after you.
3. Read the text A and ask the student to listen carefully.
4. Ask a student to come in front of the class and read it aloud.
5. Ask a student to read it standing in his/her place.
6. Ask students of first bench to turn their faces to the students of 2nd bench, 3rd bench to
the 4th and so on. Then ask one to read first and other to repeat after him/her.
7. Ask the students to make pair and one to read and other to listen and then do it in turn.
8. Ask the students to fill in the blanks in their exercise book.
9. Then ask one students to come to board and write only the words that goes in each
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blank
10. Ask any one to read the text aloud.
11. Ask one student of an end to read first sentence, 2 nd student 2nd sentence and so on.
2. Split the participants in pairs and ask them to check their answer.
3. Put 3 pairs together and to compare their answer. Then give them the Resource Paper-9.
Ask them to read the resource paper and question if they have.
4. Give message that generally, Input presentation and instruction and checking learning is
done in whole class (WCW), practice is done in pair work (PW), small group work (SGW)
or individually (IW-individual work). Generally an activity starts with WCW then in
SGW/PW and finally IW. This order may change due to nature of the activity and learning
outcomes. Different types of classroom languages are used to communicate with the
students.
Activity-3: Instruction for activities. (Instructional languages) 55 mins

1. Organise the participants into groups of 5 (5 persons in a group). Tell them with example
that we use particular language for making different types of groups and also use
classroom language for different purposes. Give them the Resource Paper-10 and ask to
read it in group to see the languages that could be used for a particular techniques and
purposes.
2. Then tell the participants to work in the same group. Give each group an EfT book (any
classes from class 1 to 5) and ask them to select an activity. Then ask to design a plan to
use techniques and instructional language of that activity. Ask them also to remember
the languages were used in the demo lesson. Give them 10 minutes for this group work.
3. After 10 minutes when they are ready, arrange a plenary presentation. Ask a member of
each group to do simulation and 2 participants to observe the simulation and make notes
on supplied observation check list and others to act students of that particular class.
4. Discuss and give supportive feedback after each simulation with the help of participants’
opinions.
5. Finally give them the Resource paper of this session. Go though it with the class if there is
time, or ask them to study it at home.
Assessment: 5 minutes
Ask the following questions
a) What are the benefits of using GW & PW?
b) What instructional languages can we use for GW & PW?
c) What types of classroom languages can we use in our English class?
Reflections:
While conducting the session consider-
a) Can all the participants relate the activities of EfT books with techniques SGW, PW, WCW
and IW?
b) Are they able to use instructional languages for SGW, PW, WCW & IW?
c) Are they able to use classroom languages properly?
22
DAY-2
Session-3
Teaching Vocabulary
Introduction
Teachers need to introduce new words or grammar point in every lesson of the English for Today
Class books. They have to explore the ideas how to introduce new words or a grammar point in a
joyful way. In this lesson, we will focus on stages and techniques for teaching vocabulary. We
hope these will a teacher to present new words, and to support children to practise them.
Learning outcomes: By the end of the lesson, trainees will be able to:
· Explain the stages that a teacher can use to help primary-aged children learn words
· Introduce and teach new words using a variety of techniques
· Help students learn and remember new words
Strategies: Discussion, English for Today analysis, Demonstration, Simulation, Individual work,
Pair work, Group work
Materials: Resource book activities, Copies of English for Today, Class 1-5, demonstration note,
resource paper, Cards, Each card should have a different colour (red, green, blue, yellow). One
card per participants, usual classroom materials
Time: 90 minutes
Activity-1: Explaining the stages of teaching vocabulary 20 mins

1. Play the Guessing Game from Class 2, unit 8, Lesson 4, page 55.
2. Give work sheet to each participant. Ask participants to read the stages. Elicit the first
stage, and tell participants to write number 1 next to it. Give trainees a few minutes to
number the remaining stages of the worksheet-7 individually.
3. Jot down the answers on the board and say the right answers with the help of Key. Tell
them that these are suggested answers – there may be times when the stages are
different. However, it can be useful for beginning teachers to follow these stages.
Key of Worksheet:
Understanding and learning the meaning of a new word. For example, understanding the 1
meaning of the word ‘firefighter’.
Helping students to pronounce the words. For example, saying the word ‘firefighter’ with 2
understandable pronunciation.
Learning the spelling of a new word. For example, learning how to write it (It is essential 3
for upper primary learners i.e. class 3-5).
Using the words in sentences either in written or spoken form. 4
Practising and memorising a new word. For example, recognize and use the word 5
firefighter after an interval picture of a person with different parts of the body.
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Activity-2: Explaining the importance of different stages of teaching vocabulary: 20 mins
1. Put the participants into 5 groups. Ask them to look at the stages again and discuss the
importance of teaching vocabulary following the stages. Give them 10 minutes to discuss.
2. Ask each group to explain the importance of one stage and others to listen and
supplement. Supplement in accordance with the Resource Paper-11 if required and give
the participants resource paper-11.
Activity-3: Introduce and teach new words using a variety of techniques 50 mins
1. Give a demonstration to introduce new words using varieties of techniques and stages of
teaching vocabulary. Ask the participants to play roles as students.
1. a) Showing a real object Example: hair (Class 2, Unit 3, Lesson 3) and say the word hair.
b) Pronounce the word 2-3 times. Ask them to repeat after you.
c) Write the words on the board and ask the students to spell the word and copy them in
their exercise book.
d) Tell them a few sentences using the word hair, for example: My hair is back. I combed
my hair. Her hair is long. Now ask the students to say some sentences with hair. Finally
tell them to write one or two sentences in their exercise books.
2. Teach words using pictures, models, for example: boat and picture, hut (Class 4, unit 8)
following the steps mentioned in 1.
3. Introduce words using mimes or gestures Example: stand up (Class 2, Unit 3, Lesson 1),
and action, example: sleeping (class 4, unit 26) following the steps mentioned in 1.
4. Teach words with a definition or by giving an explanation (In case of explanation, use
words and phrases that students already know). Example: breakfast (Class 2, Unit 9,
Lesson 1) Teacher says: ‘Breakfast is food that you eat in the morning. What time do you
take breakfast? What do you eat?’
5. Teach the word angry (class 4, unit 26) by Translating into Bangla following the steps
mentioned in 1.
2. Now organise participants into 5 groups. Give each group a copy of English for Today books
and Resource Paper-12 for introducing vocabulary in varieties ways.
3. Ask them to choose a lesson or unit. Find out the words that need to be taught. Prepare to
teach different words using different techniques. Give them 10 minutes for preparation.
4. After 10 minutes when they are ready, ask a person (who did not do simulation in any day
of training so far) from each group to do a simulation. Give positive feedback. If there is not
time for this, just get volunteers from one or two of the groups for this.
5. Thank participants for their active participation
24
DAY-2
Session-4
Teaching grammar
Introduction
In lesson 1 of this Unit, trainees learned about introducing vocabulary to primary students. In
this lesson, trainees will learn about teaching grammar to primary-aged children. First, trainees
will explore beliefs about learning and teaching grammar, and then trainees will learn about the
stages of teaching grammar in the primary classroom using English for Today. Trainees will
watch – or experience – and practise some different activities for helping students in the primary
classroom to learn new language structures.
· describe the effectiveness of different approaches to teaching grammar to primary

students
· describe the stages of teaching grammar
· simulation to help students learn new language structures
Strategies:
Case studies, Ordering, Discussion, Demonstration, Game, Individual work, Group work
Materials:
Resource paper, worksheet, Copies of English for Today, Class 2; demonstration note, soft balls,
usual classroom materials
Time: 90 minutes
Activity-1: Describing the different approaches to teaching grammar at primary level 20 mins
1. Recite rhyme` The rainbow’ class 2, P 28. First lead you and ask participants to lead.
2. Give each participant the case study worksheet-8 ‘Different approaches to teaching
Grammar).
3. Give them 5 minutes to read the case studies individually and to think about which teacher is
the most effective at helping students to use new structures.
4. Organise participants into 3 groups of 5 (5 participants in each group). Give groups 5 minutes
to discuss which teacher is the most effective.
5. Ask one or two groups to give their answers (there is no need to ask every group). Ask if any
groups have anything new or extra to add. Use resource paper to support the discussion and
ask participants to take notes.
Activity-2: Describing the stages of teaching grammar 15 mins

25
1. Ask the participants to look at Class 2, Unit 4, Lesson 3. Give them the work sheet-9
(Identify the stages of teaching grammar). Tell them that the teacher C has presented
the lesson following the stages mentioned in the worksheet. But the stages are in wrong
order.
2. Tell them they have to write number 1 which she did first and 2 the second one and so
on. Give participants a few minutes to number the stages individually.
3. Organise trainees into pairs. Tell trainees to discuss and agree an order for the stages.
4. Elicit the answers (take help from resource paper, if required). Note that these are
suggested answers, and that stages 2 and 3 can be swapped – also, there may be times
when the stages are different. However, it can be useful for beginning teachers to follow
these stages.
Activity-3: Simulation to help students learn new language structures 55 mins
1. Ask the participant to sit in 5 groups. Ask each group to take English for Today book of a
particular class.
2. Then select a grammar point (structure) to teach.
3. Ask them to take preparation for simulation. Give them 5 minutes for this.
4. Arrange plenary for simulation. Ask other group member to act primary school students
of that group.
5. Thank them for their participation.
6. Finally play a language game with the structure presented in simulation using soft ball
and question and answer technique.
Resource paper: Participants may have different opinions about which teacher is the
most effective. Encourage participants to express their opinions and to give reasons for
them – it will help them to explore the topic of grammar. Discourage trainees from
thinking that one teacher is ‘bad’ and another is ‘good’. It is important for students to
explore the advantages and disadvantages of each approach, and to think about using
the different techniques in their own classrooms.
Teacher A
Most young children find it difficult to understand and learn grammar rules – they
are not able to analyse language in that way. As we know, children learn Bangla without
rules. However, when children learn English there are some differences. Children are
older when they learn English, and they don’t get many opportunities to listen to English,
so it is difficult for them to work out rules for themselves. Teachers can help students
notice and practise structures, and trainees will learn some ways to do this in this lesson.
Teacher B:
Primary-aged learners would find this approach very difficult. It would be difficult for
them to copy the rules; and most students would not understand them. Students may be
able to remember and say a rule, but it does not mean that they can use the structures
when they speak or write.
Teacher C: This teacher is probably the most effective. This teacher does not ignore
grammar. The teacher finds ways for students to practise the grammar. The best way to
do this is through teaching grammar in context, and getting students to practise it in
meaningful ways. Trainees will learn some ways of doing this in this lesson.
26
Resource paper on identifying the stages to teaching grammar
Draw these words on the board: bananas, apples, pineapples, oranges, leaves. 1
Point to the drawing of an apple and ask one student: Do you like apples? 2
If student nods, help student to say: Yes, I do.
Ask all students to repeat the phrase: Yes, I do.
Point to a drawing of leaves and ask one student: Do you like leaves? 3
If student shakes their head, help student to say: No, I don’t.
Ask all students to repeat the phrase: No, I don’t.
Ask five or six students in the class: Do you like….? Point to a different drawing each 4
time. Help students to say the phrase correctly: Yes, I do/No, I don’t
chain drilling: 5
Ask two students to stand up. Tell the first student to ask the other: Do you like…?
The second student should answer: Yes, I do OR No, I don’t.
Tell the first student to sit down, and ask a third student to stand up. Tell the second
student to ask the third student: Do you like…?
The third student should answer: Yes, I do OR No, I don’t.
In this way until the last student.
Organise students into groups/pairs. Students take it in turns to ask every one of the 6
group/each other questions using the drawings on the board: Do you like…(+ one of the
words)? Yes, I do/No, I don’t.
27
Day-3
Session-1
Listening and Speaking Skills
Introduction
This session aims to enable teachers with the required knowledge and understanding for teaching
listening and speaking skills. In this session teachers will have the opportunity to develop their abilities to
teach listening and speaking with better scaffolding for the students. There is also some reading and
writing incorporated in this session. In daily life we often cannot separate one skill from other.
Learning outcomes: By the end of the session, the participants will be able to:
· Describe the importance of practicing listening and speaking at primary level.
· Identify the listening and speaking activities of the EfT sessions.
· Administer the listening and speaking activities in the EfT (class 1-5).
· Understand and use effective techniques for teaching listening and speaking
activities.
Methods & Strategies: Individual work, group work, presentation and discussion.
Materials: Resource paper, EfT (NCTB Text books) for class I – V, usual classroom materials.
Time : 90 minutes
Assessment plan:
Question and Answer, Discussion, Group Performance & Individual Performance, and
Assignment.

Activity-1: Warm-up: “Simon says” 5 mins
1. Ask the participants to stand in a circle. Tell them that you are going to play the game
‘Simon says’.
2. Demonstrate the game with the help of participants. Tell them “When I will ask: Simon
says, ‘touch your head’, you will touch your head. But when I will say only: Touch your
nose; then you don’t have to follow the instruction. If you do that you will be out of the
game. Don’t spend more than two or three minutes on this. There is a lot material to cover in the
session.
3. Give several instructions quickly, for example:

a) Simon says, ‘Touch your head’.
b) Simon says, `Sit down’.
c) Touch your left hand.
d) Close your eye.
e) Simon says, `Touch your ear’.
……………………
28
Activity-2: Identifying Importance of listening and speaking skills 20 mins
1. Show any speaking and/or listening skill-based activity selected from EfT, and ask the participants
what skills they can teach using this activity. An example is given here. You can do other ones also
focusing on these skills.
Class 3, Unit 3 Lesson 1, Activity A: listen and do Name of the activity:

Galip, Stand up. Listen and do
Come to the board.
Take a piece of chalk.
Draw a circle.
Good. Go back to your seat.
2. Tell participants to discuss why listening and speaking is important at primary level.
Participants discuss this in pairs and make notes. Give them 5 minutes for this activity.
3. Hand out the Resource Paper-13, the importance of speaking and listening. Tell them to
read it for 5 minutes (or longer if required). Walk around the room and monitor.
4. Arrange a plenary session after reading. Ask them if they have any extra points to add.
Ask the participants if they have any questions. Perhaps go though the paper with the class,
and check their understanding. If their English is weak, perhaps ask a volunteer to summarise
each point in Bangla. Invite comments about the points, but don’t spend too long on this. Remind
the trainees that they can also study this at home later. (note: relate the developmental
nature of language learning and objectives of teaching English at primary level)
Activity-3: Identifying the listening & speaking activities in the EfT books. 35 mins
1. Hand out copies of Resource paper: Speaking and listening activity types. Go through the
activity types with the class, and check their comprehension of each one. Perhaps get the class to
give you an example of each activity type.
2. Now divide the participants into 5 groups. Name the groups the rose, the marigold, the
sunflower, the night queen & the chrysanthemum. The rose group will work with EfT
Class I, The marigold with EfT class II, The sunflower with III, The night queen with IV and
the chrysanthemum with V. Tell them; in groups they will have to find out activities of
listening and speaking in their textbooks and make a list of those using the following
table. Give about 15 minutes for this task. Monitor and mentor during group work and
guide them if required. (If time is short, tell them, in groups they will have to find six activities
for listening and speaking in their textbook and make a list of those.”? Or change 6 to another
number.)
Class
Unit, Lesson Listening Speaking activities Listening & speaking
activities activities
3. Arrange a plenary session for the groups to present their group work. Provide feedback
on the strengths and area for improvement.
29
4. Tell them “Class 4, lesson 6, activity C; lesson 22 activity B and Class 5, lesson 27 activity
C1” are purely listening activities.
5. Finally explain why the proportion of listening and speaking activities is higher in class 1
and 2 than other skills. Children learn speaking prior to writing.
6. Give them the Resource Paper-14 of possible listening and speaking activities.
Activity-4: Administering the listening and speaking activities in the EfT (Class 1-5) 30 mins
1. Discuss how to present listening/speaking activities with the help of resource paper-15:
stages of listening and speaking.
2. Show a listening activity from EfT class 4, Lesson 6 C following the three stages of
listening and speaking teaching techniques.
3. Then ask each of the earlier groups to select one activity form the list and to discuss how
they do these activities in their classes for teaching either listening or speaking or the
both.
4. If time allows, give groups a few minutes to plan a presentation. Ask each group to
present their activity. Tell them they will have maximum 3 minutes to perform it. Ask
other participants to play the role of the students
5. After each group presentation discuss the strengths and area of improvement of the
presented activities.
Assessment: 5 mins
Ask the following questions and assess your session:
· What are the benefits of teaching listening and speaking skills in the primary level?
· What are the stages in a listening and speaking class?
· How will you implement this learning in your English classes?
Reflection
Reflection
While conducting the session consider:
· Can all the participants identify listening and speaking activity in the class?
· Are participants able to demonstrate the listening and speaking activities?
30
Day - 3
Session – 2
Listening Skill
Introduction:
In the previous session, the participants have realized the importance of listening and speaking
skills and also found that there is at least one activity either listening or speaking or both in every
lesson of English for today class books. This session will focuses on demonstration and
simulation of listening and speaking lesson for better performance in classroom practices.
Learning outcomes: By the end of the lesson students will be able to,
· demonstrate understanding about teaching speaking activities at the primary level
· Prepare and collect effective materials for teaching listening and speaking.
Strategies:
· Group work
· Demonstration
· Plenary
Materials:
· Instruction list for demonstration

· English for Today (Class I-V)
· Poster paper and cards
Time: 90 minutes

Activity-1: Warm-up: ‘Bingo game’ 5 mins
1. Tell the participants they are going to play Bingo. Write ten words, for example:
`listening, speaking, pre-listening, while-listening, post-listening, rhymes, stories,
dialogue, repeat, drill’ on the board. Ask the participants to write any 5 words in their
exercise books.
2. Tell the participants that you are going to say some words. If they hear a word they have
written down, they should cross it out. The first person to cross out all of their words
should shout `Bingo’ and he/she/they is/are the winner(s).
Activity-2: Demonstration of a listening and speaking lesson 20 mins
1. Demonstrate lesson 3, unit 4 of class 2. Use the given plan in your Demonstration. Do
not spend more than 15 minutes on this demonstration in total. Tell participants that you
are a teacher and they are Class 2 students.
31
Demonstration guideline on
Class 2, unit 4, lesson 3: The hungry Caterpillar
Learning Outcomes: a) Listen and tell the story (using Bangla to assist when necessary)
b) show/tell the meaning of hungry, stomachache, cocoon, butterfly, dance, fly
Stage Activities Classroom Language Techniques
and
materials
Input Exchange greetings. How are you, SS? WCW
What do you like to eat when WCW, EfT
you are hungry? (Ask in Bangla, class 2
if necessary)
What is it? WCW, EfT
Fine. That’s right. class 2
Repeat after me `Caterpillar’
Today I’m going to tell a story WCW, EfT
about the hungry caterpillar. class 2
“Do you like to listen,” Fine.
Listen
What will the caterpillar eat WCW, EfT
next? class 2
Good. You are right.
Thanks.
What will happen to the WCW, EfT
caterpillar now? class 2
Ok, never mind. I’m telling.
hungry, Who can show me hungry/ WCW, EfT
stomachache stomachache? class 2,
cocoon dance, It’s cocoon. pictures,
flies Who can dance/fly? Show me. model
Listen the story again. WCW,
Do acting of eating as you hear
the word eat...
What will caterpillar eat next?
...
What will caterpillar eat next?
Practice Who can tell the story in WCW,
Bangla? Tell us. Thank you. Give
a clap to A (name of the
student)
Who can tell the story in WCW,
English? Tell us. Thank you.
Give a clap to A (name of the
student)
32
Activity-3: Identify some techniques that help listening and speaking 15 mins
1. Organise the participants into 5 groups. Ask each group to identify some techniques that
were used to teach the story. Give them 5 minutes to discuss and write notes.
2. Ask one person of a group (the person who did not present group work during training
yet) to present their group work and other group to match and add if they have. Provide
feedback in accordance with the Resource Paper-16.
Activity-4: Planning a listening and speaking lesson based on English for Today 40 mins
1. Organize the class into 4 groups. Name the groups as Rhyme, Story, Dialogue and Text
group. Tell them that they have to make a lesson plan for the given task and to
demonstrate it for the class. They will have to prepare teaching aids/materials as
required. They will get 15 minutes for this task. They can take help from the sample
lesson plan from day 1 session 4. Distribute the group tasks as follows.
Rhyme group: Class 1 Unit 4 Lesson 8: One, two, buckle my shoe.

Story group: Class 2 Unit 9 Lesson 4: The farmer and his goose
Dialogue group: Class 3 Unit 1 lesson 4: A dialogue: Liya and Keya
Text Group: Class 4, Lesson 13, B1
2. Monitor and mentor the group work.

3. After 15 minutes, arrange plenary session for group work presentation (simulation). Ask
one person from each group to take the class according to planned lesson.
4. Take notes and give feedback, for example: show pictures and ask students to describe
those either in Bangla or English rather describing by teacher, check instructions by
asking students to tell you the instruction in Bangla, encourage students during
monitoring rather providing answers and so on for improvements.
Assessment: Question and Answer 5 mins
Ask participants,
· to describe the techniques for teaching listening and speaking at primary level
Reflection
While conducting the session remember-
· Are all participants able to demonstrate understanding about teaching speaking

activities at the primary level?
33
Day-3
Session-3
Speaking skill
Introduction:
In this session controlled and free speaking in primary classes will be discussed.
Learning outcomes: By the end of the lesson students will be able to,
· demonstrate teaching speaking (controlled and free activities) at primary level
· Prepare and collect effective materials for teaching listening and speaking.
Strategies:
· Group work
· Demonstration
· Plenary
Materials:
· Instructions list for demonstration
· English for Today (Class I-V)
· Poster paper and cards
Time: 90 minutes
Activity-1: Warm up: A memory game 5 mins
1. Tell them now we are going to play a game. The name of the game is Memory game. The
person who can remember most be the winner. Demonstrate the game how to play with the
help of some participants.
a) Ask 4 participants to come to the front of the room and stand in a line.
b) Say to the first participant: Yesterday I went to the market and I bought…(a sari).
c) The 1st participant says: The instructor went to the market and bought a sari. I
bought a T-shirt.
d) The 2nd participant says: The instructor went to the market and bought a sari,
....(name of the first participant) bought a T-shirt, and I bought a novel book.
e) The 3rd participant says: The instructor went to the market and bought a sari,
....(name of the 1st participant) bought a T-shirt, and......(name of 2nd participant) I
bought a novel book and I bought a razor.
f) This continues along the line, each remembering what the other bought, and adding an
item. The 5th person must remember all of it.
2. Put participants into groups of 5 (5 participants in each group) to play the game. Tell the
participants that they should use their real names of course!
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Activity-2: Identifying techniques commonly used in developing speaking skill 15 mins
1. Demonstrate a lesson.
Tips for Demo lesson. Class 3, Unit 3, lesson 4
Don’t take more than 10 minutes. Take 6 participants to act as a class 3 students.
1. Can you (looking at one student) give me your English book, Please?
2. Ask the student to say, “Yes, of course. Here it is”.
3. Ask the class to repeat after you.(2-3 times)
4. Do a brief chain drill for this mini dialogue.
5. Ask two students to come in front and do it.
6. Now put them in pair and ask to do it. (Explain in Bangla if they don’t understand).
7. Ask a student to come in front and show him/her 3 things (pen, pencil, bag). Ask him/her
to give them to you using the request language (Tell the instruction in Bangla if required).
8. Put the students in groups (3 students in a group). Tell them to do as they saw/watched.
9. Walk around and monitor.
10. Go over some or two errors you heard, and the get the class to practise the correct version.
(But don’t say which students made the mistake originally.)
2. Ask the participants to identify the techniques used in the Demo lesson. Ask to do them
individually.
3. Make pairs. Ask to them describe the speaking techniques used in the demo lesson. Give 3
minutes for this.
4. Put 3 pairs together. Give them the Resource Paper-17 and to read and discuss. Ask them to
add any points they may have. Tell them to ask questions if they have.
Activity-3: Demonstrating a speaking lesson (controlled to free speaking) 30 mins
1. Demonstrate a speaking lesson. Include both controlled to free speaking activities. In your
demonstration use the given lesson plan. If you want, you can add some activities (if time
allows)
2. Ask all the participants to play the role of class 4 students. Please don’t take more than 20
minutes to do the demonstration.
A lesson plan on Speaking skill
Lesson : Class 4, Lesson 13 C ,C1 (page 48/49)
Learning outcomes: Students can understand the general meaning of a dialogue.
Stages and Activities Classroom Language Correcting/ Techniques
Assessment & material
Input: Elicit the names of What’s your favourite drink?
different drinks in English by Ask students to guess my favourite
asking 6-8 students drink. Whole group
questions and write them Who can pronounce?/Repeat after
on the board: juice, hot me: juice, chocolate
chocolate, milk, Coke, water.
Pronunciation drilling of
them
Correcting pronunciation of
words if there are problems
35
Input: SS, open page 48
Teacher’s reading. Look at exercise C.
SS reading Here, Joya is talking to her Mom and
Check comprehension with looking for a drink in the fridge.
a few questions. Now, I read the dialogue aloud you
listen.
Ask 2 SS to come in front of the class
and to read the dialogue aloud.
Dear students, I ask you questions
and you answer them with short
answers.
a) Is there milk in the fridge? (Yes,
there is)
b) Does Joya want juice? (No, there is
not)
c) What can Mom make for Joya?
Practice Divide the class SS, you are the `Mom’ group and
into 2 groups- Mom and read the dialogues out. You are
Joya. Joya group read `Joya‘ group and you read the Joya’s
Joya’s dialogue and others dialogue out.
Mom’s dialogue. Ok. Tell me in Bangla what you are
Checking the instruction. going to do.
Whole group.
Check pronunciation of Start.
dialogue. Correct
pronunciation of words if
there are problems. Check
rhythm of the sentences
and questions.
Practice: Students, make pairs with the person
Pair practice next to you.
Listening to 2-3 pairs and A, B (name of students) come.
making notes: A, read Mom’s dialogue; B, read
Are students reading Joya’s dialogue.
confidently and fluently? Change roles and read it again.
Is the pronunciation Now, do it like that pairs.
generally intelligible? Read the dialogue in pairs and take it
Listen to 2-3 pairs and make in turn.
notes: Ask 1-2 pairs to read out standing in
their places.
Input Point out the
Language Focus on p. 48.
Read out the explanations
and check understanding in
Bangla.
Input Show the class a school bag and invite Correct
Write the question, Do you pupils to ask questions: Do you have any mistakes.
have any …? and the answers water/juice/books in your bag?
Yes, I have some …. / No, I
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don’t have any on the board.
(Whole group) Check
pronunciation of the question.
Input Repeat with 2-3 other volunteers. Correct
Ask a volunteer to come to Individual students. mistakes.
the front of the class with Check pronunciation of the question.
her/his school bag. Pupils
ask her/him about what’s in
her/his school bag.
Practice: put students into Make pairs.
pairs. Students ask each Ask each other using `Do you have...?
other about what’s in their and answer Yes, I have some... or No,
school bags. If students I don’t have any...?
don’t have a school bag, Ok, Start.
they can draw one and
imagine what is in there.
Walk around and Listen to
4-5 pairs. Make notes of
common mistakes.
WCW: Write common mistakes on the board after the activity. Ask students to correct the
mistakes.
Activity-5: When and how to correct and assess speaking skills 15 mins
1. Ask the participants to work in the same groups as before. Ask them to identify the techniques
used, and the correction and assessment done using the given lesson plan. Give them 10
minutes to do the activity.
2. Arrange a plenary session to present the group work. Ask one group to present and others to
compare and give their different ideas if they have them. Provide feedback if necessary.
Finally tell them when and how to correct and assess speaking skills using the Resource Paper-
18 and 19.
Activity-4: Planning lessons developing the speaking skills (controlled to free speaking) 25mins
1. Organize the participants into groups of 5. Distribute the activity/lesson that focuses
speaking skill among the group. Ask them to prepare a lesson plan first. Tell them that
they can take help from your written lesson plan. If they want, supply your lesson plan to
them.
Bangladeshi group: Class 1, Unit 3 lesson 2
Indian group: Class 2, Unit 5, Lesson 4
U.K group: Class 3, Unit 7, Lesson 4 (C/D)
American group: class 4, unit 4 E
Australian group: Class 5, unit 5 A3
Canadian group: Class 5, Unit 4, A2
2. Tell them they will get 15 minutes to plan the lesson. Remind them the techniques of
speaking and try to include as many as they can. Tell them to prepare/ collect teaching
aids if possible. They have to write the plan on the poster paper.
3. Walk around and monitor during group work.
4. Ask one group to do simulation with planned lesson.
5. Ask other groups to keep the prepared lesson plan for the use in Day 6 of this training
programme.
Reflection: Were the participants involved actively in each activity? If not, why not?
37
DAY-3
Session-4
Applying punctuation, pronunciation, stress and intonation in accordance with EfTs.
Introduction
People use language for different purposes. When we say communicate/ read sometimes we
pause a little and sometimes more. Again good pronunciation is important for speaking. Our
voice usually goes up and goes down when we talk to others. Besides this, while speaking we
need to give force to a particular syllable of a word and also some key words of a speech. All the
things/factors carry a lot of meaning in English. This session aims to enable teachers the
knowledge and applying proper teaching methods and techniques of punctuation,
pronunciation, stress and intonation in accordance with EfTs to make students` learning easy
and effective.
Learning outcomes: By the end of the session, participants will be able to -
· assign words & sentences from EfT texts with correct pronunciation, the common
patterns of stress & intonation and where to use which punctuation mark.
· apply proper teaching strategies of punctuation, pronunciation, stress and intonation.
Strategies: Individual work, whole class work, small group work, drilling, question-answer,
Plenary discussion etc.
Materials : class 1 to 5 EfT books, Poster paper usual classroom materials, etc.
Time : 1 hour 30 minutes.
1. Tell the participants to say the following sentence as quickly as they can
She sells sea- shells on the sea –shore. Or, Say It Right (Class 5, lesson 2, activity B)
Activity-2: Proper use of capital letters and punctuation mark 15 mins
1. Write the following sentences on the board or show through multimedia (worksheet-10).
2. Tell them to rewrite the given sentences using capital letters and punctuation marks where
necessary. Give them 3 minutes to do it.
3. Tell the participants to check his/her writing with the person next to him/her.
4. Give them the Resource Paper-20 about using capital letters and punctuation marks and
correct it in pairs.
Rewrite the text using capital letters and Key

punctuation marks where necessary. Yes, I know Laila. She was born on January
`Why are they used there? ` Answer the 15, 2002. Well, how are you? They are
kind, polite and caring. Can I ask you
question. something, Rina? Rina says, “I am not
yes i know laila she was born on January 15 2002 feeling well, Sohel.”
well how are you they are kind polite and caring
can i ask you something rina rina says i am not
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feeling well sohel
Activity-3: Introduction to pronunciation 15 mins

1. Ask the participants read the Resource Paper-21 and add to the list if they have any more
activities.
2. Arrange a plenary discussion. Invite participants to ask questions if they have any. If they
want to add more activities on pronunciation ask them to explain formats and add them if
they are suitable.
Activity-4: Sounds 15 mins
1. Tell participants that English for Today Class books have several activities and lessons that
focus on pronunciation, or that can be used for pronunciation practice. Some of these focus
on sounds.
2. Tell participants that they are now going to experience an activity to practise sounds. The
activity is based on an exercise in Class 3, Unit 3, Lesson 5 (B). Draw the following table on
the board and ask them to draw it in their exercise books.
rise (z) cocks (s)
4. Tell them you will say 8 words. Some of them have `z’ sound like rise and some of them have
`s’ sound like cocks. If they hear `z’ sound word, write it under `rise’ column and if it is `s’
sound then write under cocks column. Check the instructions by asking someone to explain it
in Bangla.
5. Read out the following word: dress. Tell participants to write the word in the ‘rise’ or ‘cocks’
column.
6. Repeat with the following words: lies; glass; class; wise; bus; please; eyes
7. Tell participants to compare their answers with partners first and then the textbook P. 20
(Class 3).
8. Organise them into pairs. In pairs, they practise saying the words from the columns, paying
attention to the pronunciation of [z] or [s]. Give trainees 2-3 minutes for this activity.
Key: z sound- rise, lies, wise, please, eyes; s sound- cocks, dress, glass, class, bus
Activity-5: Stress 15 mins

1. Tell participants that pronunciation is not just about sounds. Speakers of English also stress
certain syllables in words. This means they emphasize the syllable.
39
2. Tell participants that they will now experience an activity to practise word stress.
3. Write `mother’ on the board and where stress is given when it is said. Show how to put
stress symbol(ı , □, ○) on the stressed syllable, for example: Mother.
4. Now ask the participants to write the name of 12 months. Tell them you will say the words
putting the stress where should be. They have to put any of the symbol on the stressed
syllable. Ask any one to say the instruction in Bangla.
4. Read the first month stressing the syllable that is underlined: January. Tell the participants
to put symbol on the syllable.
5. Repeat with the following months: February, March, April, May, June, July, August,
September, October, November, December.
6. Tell participants to compare their answers with the partner next to him/her and then the
textbook (Class 4, page 66)
7. Organise participants into pairs. Ask them to practise saying the words with the right stress.
8. Give them the Resource paper-22 to read and ask questions if any.
Activity-6: Intonation and rhythm 15 mins

1. Tell the participants that students need to know how individual words sound in English, but
of course when we speak, we don’t just use individual words. Students also need to practise
saying sentences, so that they can practise intonation – which means the voice going up or
down - and rhythm.
2. Write the question Àre you Ruma?’ and its answer `Yes, I’m or No, I’m not’ .
3. Say the question sentence with rising intonation and answer with falling intonation.
4. Now ask the participants to repeat after you.
5. Use hand gestures to show the rise and fall of the questions and answers. Encourage
participants to do the same. Then explain that while this technique can be useful, the main way of
teaching intonation is to provide plenty of accurate models and get the students practise them.
6. Give the participants EfT book Class 4. Ask them to open page 53. Ask them to practise
activity B and C. Divide them into two groups. Group A says the questions with rising
intonation and Group B says the answers with falling intonation. Groups swap.
Reflection for instructors

· Did participants enjoy the different pronunciation activities in this lesson?
· Did participants think of ways that they could improve their own pronunciation?
· What about you? Are there any areas of your own pronunciation that you would like to
improve? What are they?
40
DAY-4
Session-1
Teaching English to large classes
Introduction
The most common feature of a primary classroom in Bangladesh is that there are more or less
60-70 students sitting in a room. At least 5 students sit on a long bench with another high bench
in front of them to keep books on. There is a chair and a table in front of them for the teacher. It
is very difficult to teach and assess students learning. In this session, participants will learn
about how they can deal with major challenges
Learning outcomes: By the end of the session, participants will be able to:
· identify some of the challenges of teaching English to large classes
· describe some ways of dealing with the challenges of teaching English to large classes.
· demonstrate how to teach effectively in large class.
Strategies: Group game, Brainstorming, Ranking, Problem solving, Developing a lesson plan,
Evaluation, Group work
Materials: Worksheet, Copies of English for Today books, paper to make posters, marker pens,
usual classroom materials
Time: 90 minutes
Description of the presentation
Activity-1: : Warmer – a pronunciation game 10 mins
1. Play noughts and crosses altogether. Draw the following grid on the board:
fan van Sue

zoo shoe treasure
tree tree think
2. Divide trainees into two groups: one group is noughts (0) and the other is crosses (X). Ask
one group to choose a word (example, ‘zoo’). The group must think of a word that has the
same sound as the underlined letter (z). If they say the word correctly, then put a nought
(0) or a cross (X) over the word. Then ask the other group to choose a word and so on.
The group with the most noughts or crosses wins.
Activity-2: Identifying the challenges of teaching English to large classes 20 mins
1. Collect the challenges teaching English to a large class through brainstorming on the board.
Encourage them to reflect on their experiences in classroom teaching.
2. Organise participants into 4 groups. Tell them to list the 7 major challenges of teaching
English to large classes from the board list. Give participants 5 minutes to make a list.
3. Now put 2 groups together to priorities 7 major challenges from 2 lists.
4. Finally the big 2 groups together to priorities 7 major challenges from 2 lists (Resource
paper-23(a).
41
Activity-2: Describing the ways of dealing the challenges to teaching large classes 20 mins
1. Organise the participants into 4 groups.

2. Give each group two different challenges from the ranked 7 major challenges to find out the
possible solution in group discussion. Ask them to write the challenges in the left-hand
column and the possible solution in the right-hand column. Give participants 5-10 minutes
for discussion and writing solutions on the poster paper.
Challenges of teaching English to large Possible solutions
classes
3. When participants are ready, ask each group to present their group work. Ask other groups
to add some extra ideas if they have. Provide feedback with the help of the Resource Paper-
23 (b). Ask the participants to take notes on different challenges and their solutions.
Activity-3: Developing an English for Today lesson plan 45 mins
1. Organise participants into groups of 5 (5 participants per group).

2. Give 5 groups 5 EfT books of five classes. Tell participants that they can choose any lesson
they like from the given book, then they must write a lesson plan for that lesson. The lesson
should last 35 minutes. Participants can refer to the lesson plans from Day 3, session 3.
3. Tell participants that the lesson MUST contain at least one example of a listening and a
speaking activity. Participants should think about how they are going to correct and assess
speaking activities, and about pronunciation.
4. Tell participants that they should write the lesson plan clearly on a poster. They must have
the poster finished at the end of 30 minutes.
5. Walk around the room and help where necessary. Check that participants will have a poster
ready by the end of 30 minutes.
6. After 30 minutes show and explain the questions with which they will assess other groups’
lesson plans. Give a copy of the lesson plan questions to each group. Then tell groups to
swap their poster (the lesson plan) with another group – each group should have a lesson
plan that is not their own. Groups read the lesson plan, and answer the questions about it.
Groups write notes for each other based on the questions. Walk around the room and
monitor.
7. Ask the groups to hand back posters to the original group, and hand over their notes. Tell the
groups to read the notes and ask questions if they need any clarifications.
8. Finally tell the groups to amend the lesson plan according to feedback if required and to
preserve it for use in the next time.
9. If time allows, ask one group to do a simulation with their prepared lesson plan. Don’t allow
more than 10 minutes for simulation.
42
Look at the other group’s lesson plan and answer the following questions:
a) Are the learning outcomes included? Is it clear what language or skills are practised?
b) Has classroom language been included? Is it simple enough for students to understand?
c) Does the lesson include opportunities for students to listen to and speak English?
d) Is a listening activity included? Does the teacher introduce the text to the students?
What do the students do while they are listening?
e) Is a speaking activity included? Do all students get the opportunity to speak? What
support do students get for the activity? Is it clear from the lesson plan how the teacher
will correct and assess students’ speaking? How will the teacher help students with
pronunciation?
f) Look at the learning outcomes again. Do you think the activities and tasks in this
lesson help students to meet the learning outcomes?
g) Is it possible to carry out all parts of this lesson with a large class?
h) Do you have any suggestions for ways to improve the lesson plan?
Reflection for facilitator

How were the lesson plans developed by participants?
How well did participants give feedback during looking at other’s lesson plans? Are there any
general comments you would like to give about the lesson plans?
43
Day - 4
Session - 2
Early Reading and writing
Introduction
We already have to know how to help learners learning listening and speaking skills. Another
two skills are reading and writing. If we look at the contents of English for Today of classes 1-5,
we find that reading and writing in classes 1 & 2 are is quite different from that of classes 3-5. In
the lower primary, students only read and recognize letters, familiar words and phrases and
numbers (1-30) and write letter and numbers only. It is important to a teacher how to teach
them in interactive and joyful ways. In this session we will try to explore these.
· describe the stages in the process of learning to read English
· say when English for Today introduces different stages of writing
· use activities to help students to develop early reading and writing
Strategies: Gap-fill, Guessing, Discussion, Demonstration, Activity practice, Individual work, Pair
work, Group work
Materials: Worksheet, demonstration note, Copies of English for Today Class 1 and 2, Usual
classroom materials
Time: 90 minutes
Activity-1: Introducing the stages of early reading and writing 20 mins
1. Organise participants into pairs. Give each pair a copy of worksheet-11.
2. Ask them to discuss in pairs and complete Activity 1 and Activity 2 of worksheet-13. Give
them 10 minutes. Walk around the room and monitor.
3. Give them the Resource Paper-24 or write the answer on the board and tell them to
check their answers.
4. Ask participants if they have any questions about the stages of learning to read and write
in English.
ANSWERS
Activity 1: sample answers
2. cat, red, stop and help
3. with, shop, chicken and elephant
4. please, sleep, boat and ground
5. shirt, car, like and stone
6. nice, race / please, days
7. Saturday, another, excellent, and railway
8. people, laugh, Wednesday and receipt
44
Activity 2: answers
1. Class 1 2. Class 1 3. Class 1
Activity-2: Teaching the sounds of single letters 20 mins

1. Give each participant the Resource Paper-25. Tell them to read the paragraph silently.
Make sure participants understand the term: phonics. Ask participants if they have any
questions.
4. Then carry out the demonstration in the box below.
5. After the demonstration, organise participants into groups of 5 (5 participants in each
group). Give them Worksheet-12 and give 5 minutes to discuss the questions.
6. Give Resource Paper-26 and tell participants to check their discussion with the key.
7. Tell participants that Class 1 students will need a lot of practice to learn the letters.
Teachers should include as many activities as possible over the year for students to
hear, see and write the letters as much as possible. Participants will learn some examples at
the end of this session.
Demonstration: Demonstrate following the notes below, try to use English as much as possible.
Don’t spend too long on each activity.
Note: Make sure you use the sounds for the letters of the alphabet, for example ‘buh’ rather
than ‘bee’.
1. Tell Participants that they are now Class 1 students and you are the teacher.
2. Draw a picture of an apple on the board – or show a picture of an apple, or show an apple.
3. Ask ‘What’s this?’ and elicit ‘Apple’.
4. Say ‘this is an….’ and encourage students to say ‘Apple’.
5. Write the letter ‘A’ on the board and say: ‘A…A…A…Apple’. Encourage them to repeat.
6. Show them how write A several times (Telling the direction: down, down and across)
7. Ask them to follow you and write A in their EfT books (P. 25)/exercise book
8. Again write the letter à’ on the board and say: ‘a…a…a…apple’. Encourage them to repeat.
9. Show them how write a (lower case) several times (Telling the direction: round and down)
10. Ask them to follow you and write a in their EfT books (P. 31)/exercise book
11. Draw a picture of a ball on the board – or show a picture of a ball, or show a ball.
12. Ask ‘What’s this?’ and elicit ‘ball’.
13. Say ‘this is a….’ and encourage trainees to say ‘ball’.
14. Write the letter ‘B & b’ in turn on the board and say: ‘B/b…B/b…B/b…ball’. Encourage
students to repeat.
15. Teach how to write B (down, round and round); b (down & round) and ask the students
write on EfT book P. 25 & 31 respectively or their exercise books
16. Repeat with a picture of a cap.
17. Repeat with a picture of a dog.
18. Tell trainees you are going to play a game called ‘Yes/No’
19. Point to the letter ‘a’ on the board and say ‘a…a…a’, Trainees shout ‘Yes!’
20. Point to the letter ‘d’ on the board and say ‘b…b…b’. Trainees shout ‘’No!’
21. Continue pointing to different letters for a minute.
45
22. Point to the letter ‘a’ on the board and say ‘apple’. Trainees shout ‘Yes!’
23. Point to the letter ‘d’ on the board and say ‘ball’. Trainees shout ’No!’
24. Continue pointing to different letters for a minute.
Activity-3: Introducing word reading and writing 20 mins

1. Ask the participants to act class 2 students. Tell them you are a teacher of class 2.
2. Use the demonstration notes to take the class
3. After the demonstration, ask the participants do they teach the lesson in a similar way or
differently? If differently ask them to explain how.
Demonstration notes: Follow the demonstration notes below to take the class, try to use
English as much as possible. Don’t spend too long on each activity.
Class 2, unit 2, lesson 3
Learning outcomes: 1) read, say words of pictures 2) write known words
1. Draw a picture of an apple on the board – or show a picture of an apple, or show an apple.
2. Ask ‘What’s this?’ and elicit ‘Apple’.
3. Say ‘this is an….’ and encourage students to say ‘Apple’.
4. Write Àpple’ on the board and spell it- A....p...p...l..e---Apple.
5. Draw a picture of an ant on the board-or show a picture of an ant.
6. Ask ‘What’s this?’ and elicit ‘Ant’. Write ‘Ant’ on the board and spell: A....n...t----Ant.
7. Similarly introduce Ball, bat, Cap, Cup, Doll, Dog.
8. Write the 8 words: Àpple, Ant, Ball, Bat, Cap, Cup, Dog, Doll’ on the board and point each
one and ask the students to say the pointed word.
9. Point on words randomly and ask the students to say.
10. Show how to write words in 4 lines. Ask them to write the words on P. 9/ their exercise
books. (If they write on their exercise books, ask them to draw 4 lines and then to write).
11. Walk around the room and monitor. Help the students as needed.
Activity-4: Combining letters to form words 20 mins
1. Tell the participants, when students are familiar with letters and the sounds they make,
they can begin to put them together to make words, at the beginning of Class 2. Now they
will experience an activity which helps students to combine letters to make words.
2. Then do a demonstration using the following notes.
3. After demonstration, write the following 2 questions on the board and ask them to discuss
the questions given in it.
1. What techniques did the teacher use to check that everybody understood the
meanings of the words?
2. What is the purpose of the activity?
4. Arrange a plenary discussion and ask 2-3 persons about their answers and give feedback
with the help of the Resource Paper-27.
Demonstration notes
1. Write the following on the board: ___a __
2. Ask participants to say three letter words which have ‘a’ in the middle (for example ‘sad’)
3. Write words on the board, for example: sad, cat, bag, man, hat
4. Check participants understand the words – for example, they can mime sad, make the
noise of a cat, show a bag…
46
5. Read the words, and ask participants to repeat as a group and individually (for
pronunciation)
6. Write the following on the board: __e__
7. Ask trainees to say three letter words which have ‘e’ in the middle (for example ‘hen’)
8. Write words on the board, for example: hen, pen, leg
9. Check participants understand the words – for example, they can mime hen, show a pen,
point to a leg…
10. Read the words, and ask participants to repeat as a group and individually (for
pronunciation)
Activity-5: Early reading and writing activities 10 mins
1. Organise participants into groups. Give them early reading and writing Resource Paper-28.
2. Tell participants that this is a list of activities that teachers can use to help students to develop
early reading and writing. Participants should choose two or three activities in pairs, and then
try them out in their groups. Walk around the room and monitor.
Reflection:
Were the participants actively involved with the activity?
Did they achieve the learning outcomes?
If you take the class next time, what changes will you bring?
47
Day-4
Session-3
Introducing Reading
Introduction
This session will introduce the very important receptive skill – reading. It will start by discussing
the two types of reading: ‘reading aloud and silent reading’. This session then analyses and
discusses how to carry out reading activities in the classroom.
Teaching reading skills means to help students comprehend the reading text. For classroom
practice, a teacher can do it through three stages of a reading lesson – pre, while and post
reading. This session discusses how to carry out reading activities using the three stages in the
classroom.
Learning outcomes: By the end of the session, participants will be able to

· describe the approaches to developing reading skills
· experience the techniques of scaffolding students’ reading using the 3 stages of a
reading lesson
Strategies: Case studies, Pair work, group work, Demonstration
Materials: EfT books, Usual classroom materials
Time: 90 minutes
Assessment plan:
· Checking participants understanding of the content in the plenary’ Asking questions.
Description of activities:
Activity-1: Identifying the ways to teach reading 20 minutes
1. Tell the participants that teachers teach reading to their students in a number of ways.
Give them Worksheet-13 and ask them to read 3 case studies that describe 3 teachers
and the way they teach their students to read and think about the questions.
a) Which teacher is likely to be the most effective in developing his/her students’
reading skills? Why?
b) Would the situation be different in any way in the case of younger or older children?
2. Conduct plenary feedback, asking participants for their opinions. Use the suggested
answers below to support the discussion with the help of Resource Paper-29.
Activity -2: Describing the three stages of reading 45 minutes
1. Tell them that a reading lesson follows a similar format like listening: pre-listening, while-
listening and post-listening.
2. Give the Resource Paper-30 and tell participants to read the 3 stages of reading lesson
for 5 minutes. After 5 minutes, ask them to question if they have.
48
3. Now Demonstrate a reading lesson using the lesson plan that is in DAY 5, Session-2,
given in worksheet and Resource Paper Part.
4. Now organize the participants in 3 groups and give them EfT books class3-5
5. Ask them to choose a lesson and take preparation for simulation showing 3 stages of
reading. Give them 10 minutes for preparation.
6. After 10 minutes ask one person (who didn’t present earlier) from each group to present
the lesson.
7. Give supportive feedback.
Activity-3. Identify the activities used in simulation 20 minutes
1. Tell them that they are going to look at the stages of the reading lesson they have just
experienced and organized it according to three 3 stages of reading.
2. Refer to `Worksheet-14’ and ask the participants to complete it in pairs. Give 10 minutes
to write the activities.
3. After 10 minutes arrange plenary.
4. Give supportive feedback
5. Conclude this session by telling the participants that silent reading skills are necessary for
students – for study, for future work, for pleasure. Reading aloud is unnatural and not
something we do in real life very often. We want to teach our students skills that will
help them in real life. However, reading aloud is helpful for the beginning learners for
being familiar with the letters, words and sounds.
Assessment:
Ask the following questions to assess the learning outcomes of the session.
· What are the stages in a reading class?

· How will you implement this learning in your schools?
Reflection
While conducting the session, consider the following issues:
1. How do participants feel in reading case studies?
2. Can they complete the task according to instruction?
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Day -4
Session - 4
Writing Skills
Introduction
Learning to write is very interesting especially to children. There are some techniques which help
teachers to teach children to write the alphabet, words or phrases and sentences. In this session
we will try to talk about these things.
Learning outcomes: By the end of the session, the students will be able to
· identify and analyze different writing activities in the EfT textbooks
· demonstrate an understanding of the benefits of different kinds of writing activity
· describe and use the steps of process writing in teachhing writing skills
Strategies: Demonstration, Brainstorming, Individual work, pair work, group work
Materials: Worksheet, Demonstration note sheet, reading text, usual teaching materials
Time: 90 minutes
Assessment plan :
Question and Answer, Discussion, Group performance and individual performance.
Description of activities
Activity-1: Warm-up activity 10 minutes
1. Tell participants to take out a pen and a piece of paper. Tell them that you are going to
dictate something to them.
2. Start dictating a short text to the participants – it should only be a few lines. As you are
dictating miss out some of the words, and say ‘BEEP’ instead. Whenever you say BEEP
participants should leave a gap. Here is an example text from class 2, Unit 9, lesson 4.
A farmer BEEP a goose. Every day the goose BEEF an egg. Every day the farmer BEEF the
egg. He BEEP some money.
3. When the dictation is finished, ask students to work in pairs to guess the words for BEEP. In
plenary, get participants’ suggestions for each gap.
Activity-2: Identify different writing activities in the EfT textbook: 10 minutes
1. Ask participants which skills they have just practised (listening and writing). Tell participants
that they will learn about different types of writing activities in this lesson.
2. Divide the class into 5 groups. Ask them to work on EfT book Class 4, Lesson 23 P.79-81,
Activity B1, C and D. Ask them to grouped these activity into 3 categories-Controlled,
Guided and Free writing activities. Give them 5 minutes for this activity.
3. After 5 minutes arrange a plenary discussion. Ask one person of a group (Who didnot
present before) to present their group work and other groups to match. Ask them to expalin
the reasons why they put an activity in a specific group.
4. Appreciate them if they able to give reasons even grouped correctly (B1-controlled, C-
guided and D-free writing activity)
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Activity-3: Identifying the characteristics of controlled and guided writing activities 20 mins
1. Tell the participants that you are going to do a demonstration. After demonstration they
have find out the characteristics of controlled and guided writing activities. Don’t take more
than 10 minutes for this demonstration.
Class 2, Unit 3, Lesson 3, E ( Ask the participants to play role class to students)
L.O: write the name of the parts of the body
1. Students, open page 21(Show the page)
2. Point the picture and ask `What’s this?’ Do it chorus.
3. Ask to write the words under each picture or in their exercise books.
4. Walk around and monitor and mentor.
Class-5, lesson-28, B2 (Ask the participants to play role class 5 students)
1. Students, open page 103. Look at this form. Fill the form out with the information
about yourself
2. Walk around and monitor and mentor.
2. Show the following 3 questions. Ask them to discuss the questions in group and come to a
decision what will be the answer of them. Give them 5 minutes to answer the questions.
Discuss the following questions in groups.

a) How much support do students have with the language?
b) Who controls the language used? How much choice do students have?
c) Is the focus of the activities on developing accuracy or fluency? Should mistakes be
corrected?
3. As the groups ready, ask one group to present. Give feedback in accordance with Resource
Paper-31.
Activity-4: Identifying the characteristics of free writing activity 25 mins
1. Ask participants if they can remember the characteristics of controlled and guided writing
activities from the previous activity. Write them on the board. They are:
· Students have a lot of support with the language.

· The language is controlled by the teacher. Students have little or no choice.
· The focus of the activity is on accuracy. Mistakes should be corrected.
3. Organise participants into groups of 5 ( 5 participants per group). Give the group worksheet-
15 to answer the questions. Tell participants to discuss the questions in groups. Give
participants 10 minutes for this activity. Walk around the room and help where necessary.
5. Now give them Resource Paper-32 on characteristics of free writing and tell participants to
look at the answer in the Resource paper.
6. Ask them if they have any questions about free writing activities.
51
Activity-5: Challenges of a free writing activity 25 mins
1. Write on the board the ` Challenges of a free writing’ and collect the challenges on the
board through Brainstorming. Talk about the possible solution for each challenge.
2. Then carry out the demonstration in the box below.
3. After the demonstration, ask trainees to say how you (the teacher) supported the activity
(you elicited what information could be included and gave ideas; you elicited words and
phrases and wrote them on the board; you walked around the room and ‘helped’
students…)
4. Collect the ideas from the participants and describe with the help of the Resource Paper-33
and give Resource paper-30 to the group to read and question if they have.
Demonstration: Try to use English as much as possible, and remember not to spend too long
on the final writing activity.
1. Tell participants that you are a teacher and they are Class 3 students. Tell them that they
are going to write something. They should make deliberate mistakes when they write –
they are Class 3 students!
2. Tell students that they are going to write a short paragraph about their mother.
3. Ask students what kind of information the paragraph could contain. Example: name, age,
work, what she does. This can be in Bangla.
4. Elicit words and phrases that students might need from the students, and write them on
the board. For example: My mother’s name is…She is X years old…She is a…She works,
cooks, cleans…
5. Tell students to write a short paragraph about their mother. Remind students that they
are Class 3 students and that they should make some mistakes.
6. Walk around the room and help students/correct their ‘mistakes’.
7. Stop the activity after 2-3 minutes. Trainees do not need to write full paragraphs – this is
an example.
Reflection:
Were the participants involved actively in all activities?
Were the learning outcomes achieved?
52
Day 05
Session 01
Scaffolding learners to be communicative users of language
Introduction:
Learners learn to communicate by communicating. A lot of activities have in our EfT texts where
learners can share their ideas with each other. Nevertheless after the completion of primary
level, students are not always confident users of English. This is because students do not get
appropriate guide/instructions of doing EfT texts or activities in a communicative way. This
session aims are to enable teachers of how to conduct activities from in and out of the EfT texts
to scaffold learners to be communicative users of language.
Objectives: By the end of the session participants will be able to:
· be confident of providing communicative activities properly in the classroom.
· conduct activities extra to what are not in the EfT books for supporting learners to meet
their everyday needs.
Strategies: Resource paper, WCW, PW, SGW, Plenary discussion etc.
Materials : White board, Marker, Poster paper, Sketch pen, Grade 1 to 5 EfT books etc.
Time: 1 hour 30 minutes.
Description of the presentation:
Activity-1: Warm up → Listen and do. 10 mins
Stand up
Put up your hands in front
Stretch your right hand in your back
Stretch more as you can
Bring it as it were
Now stretch your left hand in your back
Stretch more as you can
Bring it as it were
Put your hands down
Sit down. Thanks.
Activity 2: Eliciting more communicative activities out of EfT texts 15 mins
1. Ask the participants to recall some communicative activities which have in our EfT books.
Then make pairs and ask them to supply some interesting/ game like activities (SAs)
which can help learners to develop their communication skills. Collect their ideas in
plenary on poster paper or white board.
Activity 3: Conducting extra communicative activities beyond the EfT texts 60mins
1. Make 4 groups. Give Resource Paper-34 to the groups. Ask each group to choose 1 game
like/ joyful communicative activity.
2. Ask each group to write the demonstration note of how to use game in class and also to
identify the lesson in which they want to use it and when. Mentor them intensively.
3. After that ask groups to present the activities. Arrange a plenary discussion in short.
Assessment: 05 mins
· What is a supplementary activity?
· How do the learners get benefits from these types of activities?
Reflection: While conducting the session consider-
· Do you think participants are motivated to use SAs in their classroom?
· Can all the participants provide SAs in a communicative way?
53
Day 05
Session 02
IPT Linked Lesson Planning

Introduction:
Good lesson planning is essential for any systematic approach to teaching. A well- written and
properly used lesson plan can be a very worthwhile teaching aid. The written lesson plans can
serve as teaching guides during lessons and as references for other teachers who may teach for
us in emergencies. They also serve as convenient records of teacher’s planning techniques and
methods of teaching. One of the most practical functions of lesson plans is that they serve as
step-by-step guides for teachers in developing teaching and learning activities. This session aims
are to enable teachers of how to design lesson plans.
Objectives: By the end of the session, participants will be able to:
· identify the basic components of IPT lesson plan
· write learning outcomes of a lesson.
· write and evaluate a lesson plan for English for Today (class 1-5)
· explain the role of a lesson plan
Strategies: Brainstorming, IW, PW, SGW, Plenary discussion etc.
Materials : Grade 1 to 5 EfT books, VIPP Card, Poster paper, A4 paper and usual classroom
materials.
Time : 1 hour 30 minutes.
Description of the session:
Activity 1: Identifying the basic components of IPT linked lesson plan: 15 mins
1. Divide the participants into groups of 5 (5 participants in each group).
2. Cut a lesson plan (Worksheet-16) into 5 pieces (Lesson title, Learning outcomes, input &
its activities, practice & its activities, task/checking learning & its activities). Give all the 5
pieces to each group and to arrange them in correct order. Give 5 minutes to do this
activity. Walk around the room and monitor.
3. After 5 minutes ask the group to tell the right order.
The components of a lesson plan are (according to correct order) :
Lesson title
learning outcomes
Input activities
practice activities
Task/Checking learning activities.
Activity 2: Writing learning outcomes of a lesson: 20 mins

1. Tell the participants that learning outcomes are the core of a lesson. A teacher has to
organize all activities in accordance with learning outcomes of a lesson. This time you
are going to write the learning outcomes in groups.
54
2. Before doing the task, explain some verbs (Believe, understand, know, appreciate,
feel, learn, think) are not used to write the behavioural objectives of a lesson.
Similarly the SMART rule should have to follow to write the learning outcomes.
3. Now ask the participants to work in the same group. Ask the participants to discuss
and to write the learning outcomes of Class 3, unit 7, Lesson 1. Give them 10 minutes
to do the activity. Walk around the room and monitor.
4. After 10 minutes ask each group to tell one learning outcome that they have written
(avoid repetition).
5. In this way collect the learning outcomes of the mentioned lesson on the board.
Activity 3: Writing and evaluating a lesson plan for English for Today (class 1-5) 40 mins
1. Refer the participants to Activity 1 that a lesson plan has 5 components. Tell them that
they have to write a lesson plan in group. Ask them to work in the same group as before.
Give them 30 minutes to write the lesson plan. Tell them they have to write the lesson
plan on the poster paper. Distribute the group task in the following way.
a) Dialogue group: Class 5 Lesson 1 Activity C
b) Writing group: Class 1 Unit 2 Lesson 8 Page 25
c) Vocabulary group: Class 4, lesson-9 A, P36
d) Story group: Class 3 Unit 11 Lesson 4
e) Reading group: Class 4 lesson 9 A, Page 36
2. Arrange a Honey Bee Fashion for their plans. Ask them to assess others’ plans according
to the following questions and make comments for improvement. Tell them to preserve
it for the next day use.
Questions for assessing developed Lesson Plans
a) Are the learning outcomes relevant to the lesson? Are they written using the proper
behavioral verbs and following the SMART rule?
b) Will the input activities help the learners to get information clearly?
c) Will the practice activities appropriate and enough to achieve the learning outcomes?
d) Are there any task or checking learning activity that ensure teacher if the learning
outcomes achieved or not?
e) Are the classroom languages written against each activity?
Activity 3: Explaining the role of a lesson plan 15 mins

1. Write the question` How does a lesson plan help teachers to present a lesson?’ in a circle
on the board.
2. Ask the participants to think about the question and give their ideas. Request a
participant to collect the ideas around the circle.
3. Supply/show the role of lesson plan and let them ask questions if they have.
4. At the end of the session, distribute Resource Paper-35 among the participants. Ask
them to read the resource paper. Let them to ask questions if they have.
Reflection:
How were the learning outcomes written by the participants?
How were the lesson plan developed by them in groups?
Did the participants achieve the learning outcomes of the session?
55
Day-5
Session-3
Developing MCQ and CRQ items according to Competency
Introduction
Generally people use objective type items and constructed response questions (CRQ) to assess
their learners leaning achievement. These items are developed on the basis of learning domains.
Mainly the cognitive domain items can be used in paper pencil tests. Other domains will be
tested in school based assessment. In this session, we will try to develop both objective
especially MCQ (Multiple Choice Question) and Constructed Response Question(CRQ) for
assessing the learners learning.
Objectives: By the end of the session the participants will be able to-
· identify the different types of Test items.
· describe the guidelines for constructing MCQ and CRQ
· develop MCQ and CRQ items to assess learners’ learning
Time: 90 minutes
Materials: EfT books of class one to five, Curriculum of English subject, worksheet, multimedia
projector, visualizer and other classroom materials.
Methods & Techniques: Discussion, pair work, group work
Description of presentation

1. Sing `Kring kring telephone’ altogether from Class 1, Unit 5 lesson 5.
Activity-2: Identify the different types of test items. 10 mins
1. Collect different types of Test items on the board that we use to assess students’ learning
achievement.
a) Oral
b) written
i) Objectives- True-false, Fill in the gap, matching, write in a word, MCQ
(multiple choice Question)
ii) CRQ- Constructed Response Question
2. Ask them which test item is not used in written exam (Oral and True-false)
3. Explain why True-false item is not used in the competency based test because by
guessing 50% or more marks could be obtained. Clarify the different types of items with
the help of Resource paper-36 if necessary.
56
Activity-3: Describing the guidelines for constructing MCQ and CRQ 35 mins
1. Write a MCQ item on the board and show its 4 parts- Stem, Options, distructors and Key.
Which one is semi colon STEM
a) !
OPTIONS b) : DISTRACTER
c) :-
d) ; KEY
2. Form groups of 5 using a joyful technique. Give them the constructing guidelines of MCQ
items (Resource Paper-37) and worksheet-17 (sample items) to identify which one is not
constructed in accordance with the guidelines and rewrite them accordingly. Tell them
they will get 10 minutes to do the group activity.
3. After 10 minutes arrange a plenary session. Request one group to state their group
decision. Invite other groups to match and tell the different one if they have in plenary
discussion. Give expert decision with the help of key if any haziness arises.
4. Now give them the constructing guidelines of CRQ items (Resource Paper-38) and
worksheet-18 (sample items) to identify which one is not constructed in accordance with
the guidelines and rewrite them accordingly. Tell them they will get 10 minutes to do the
group activity.
5. Again after 10 minutes arrange plenary discussion and ask one group to present their
group work and other groups to match. Give expert decision with the help of key if any
haziness arises.
Activity-4: Constructing MCQ and CRQ items to assess learners’ learning 35 mins
1. Explain Bloom’s taxonomy of cognitive domain with example using the Resource Paper-
39.
2. Give them developed MCQ and CRQ items (Resource Paper-40) for better understanding.
Ask them to analyse the items in accordance with cognitive domain (Knowledge,
understanding and Inference/application), MCQ and CRQ items constructing guidelines.
3. Encourage participants’ active involvement.
Activity-5: Assessment 5 mins

a) Why MCQ items are better?
b) Which skills can’t be test by MCQ items?
c) What are the benefits of CRQ items?
d) How the disadvantages of CRQ could be overcome?
Reflection:
a) Were all participants were engaged?
b) Did they understand clearly how to construct of MCQ and CRQ items?
c) Are you happy leading the session? If yes, why? If not, why not?
57
Day- 5
Session - 4
Teachers’ professional development
Introduction
Learning is a dynamic and continuous process. Learning needs and styles are changing for the
development of modern science and technology. The teacher is key person to fulfill students’
needs and interest using appropriate methods and techniques including modern technology in
teaching-learning. Teacher’s well preparation with subject knowledge and pedagogical
knowledge help him/her to present a lesson effectively. Professional development is a
continuous process. Self-motivation and commitment to the job helps to develop professional
skills. Teacher is a life-long student. He can develop his professional skills by reading books,
educational researches and journals. While teaching, teacher faces some problems e.g. students
are not responding, they are making noise, and they are not actively participating. To solve these
problems teacher can do an Action Research or self-assessment and self-reflection. Peer
supervision and supportive feedback is also a way of professional development.
Objectives of the session: By the end of session, the participants will be able to-
· describe what the professional development is.
· explain subject knowledge (SK) and pedagogical knowledge (PK)
· apply SK & PK in a lesson.
Strategies: Brain storming, group work, pair work
Materials: Poster, whiteboard marker, EfT books class1-5,
Time: 90 minutes
1. Write the following words on the board in column X and Y
X Y
Sad Cast
Had All
Mad Village
Fan About
Van Ache
2. Ask the participants:
a) What sounds does the letter ‘a’ in column X represent?
b) What sounds does the letter ‘a’ in column Y represent?
3. Give participants some time to discuss the questions in pairs, and practise saying the
words.
4. Elicit that in column X, the ‘a’s have the same sound but in each word in column Y, the
sound represented by the letter ‘a’ is different. Demonstrate the words if necessary.
5. Now can you say-
§ Here, what is subject knowledge?
§ What is Pedagogical knowledge?
58
Activity-2: Identifying subject knowledge and pedagogical knowledge required for an English
teacher of Primary school 30 mins
1. Organise the participants into 4 groups. Name the 4 groups according to 4 skills.
2. Give each group worksheet-19 respective terminal competencies.
3. Ask them to identify what sorts of subject knowledge and pedagogical knowledge is
required to teach respective skill in the primary school. Give them 20 minutes to do the
activity.
4. After 20 minutes when the groups are ready, ask one person from each group to present
the group work. Give positive feedback.
Activity-3: Ways of teacher’s professional development Time: 20 minutes
1. Tell the participants that in the previous activity you have determined both the SK and PK
required to teach English in class 1-5.
2. Draw the following table on the board and ask the participants to copy it in their exercise
books
Area of SK & PK Required to acquire Way to acquire Knowledge
knowledge
3. Ask the participants to complete the grid individually. Tell them to write the ways to
acquire knowledge other than training. Give them 10 minutes to complete the table.
4. Now make 3 groups. Ask to discuss what individual needs is and how she/he want to
develop himself/herself.
5. Tell them to give suggestions each of the group members through discussion on what
one already has written. Walk around the room and help as required.
6. Tell them how they could develop their professionalism in accordance with the Resource
Paper-41.
Activity-3: Micro teaching & Peer observation and giving feedback 25 minutes
1. Tell the participants that most effective way of pedagogical development in the training
is micro-teaching and in school is peer observation. In peer observation presenter and
observer both are colleagues. They observe each others’ lesson for mutual interest of
professional development. Before the observation, they both discuss what he/she will
observe. After the presentation they both sit together to discuss strength and weakness
of the lesson with suggestion for further development (feedback).
2. Ask the participants to work in the same group to prepare a lesson plan for class 1-5
3. Ask one group to present their lesson/Micro Teaching.
4. Tell 4 participants to observe the lesson using the observation checklist.
5. After the presentation arrange a feedback session.
Reflection:
a) Did you able to motivate them towards teaching profession?
b) Did you arise interest to study continuously for professional development?
c) Are they motivated that they have to learn a lot to teach English?
d) Did they realize that micro-teaching & peer observation is fruitful ways of pedagogical
development?
59
DAY- 6
Session-1
Constructing Competency Based Test Items
Introduction
In the 5th day of session-3 participants have learnt how to construct competency based test
items. In this session they will construct both MCQ and CRQ items for assessing students’
achievement. This practise session will help the teachers to construction items in their classroom
practices.
Objectives: By the end of the session participants will be able to-

· Construct MCQ & CRQ items for a particular lesson/learning outcome.
Strategies: Group work, demonstration, plenary discussion.
Materials: English for today book of class 5, Marker, Poster paper/A4 paper(if visualizer is
available),
Time: 90 minutes.
Activity-1: Warm up: 15 mins

I’m a little teapot
1. Draw a teapot on the board – don’t worry if your drawing is not perfect. Your trainees
will enjoy the drawing!
2. Elicit the words ‘handle’ and ‘spout’.
3. Tell trainees to stand up.
4. Sing or say the rhyme ‘I’m a little teapot’ from Class 2, Unit 1, Lesson 5.
5. Encourage the group to do the actions, and to sing loudly.
Instructor notes: for warm up activity

Words:
I am a little tea-pot, short and stout.
This is my handle, and this is my spout.
When the water’s boiling, just hear me shout,
“Just lift me up, and pour me out.”
Actions:
I am a little tea-pot, short and stout. [participants/students move down to illustrate ‘short’]
This is my handle, and this is my spout.[One arm makes a handle; one arm makes a spout]
When the water’s boiling, just hear me shout, [Moving around as the water boils]
“Just lift me up, and pour me out.” [Tipping over to one side – towards the arm that is
making the spout]
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Activity-2: Constructing MCQ and CRQ test items 75 minutes
1. Organise the participants into 5 groups. Ask them to choose their group name. Give 3
groups 3 different texts from English for Today Book of Class 5 and another 2 groups
work on text that is not in the book. Supply them the format that is used item writing
from the session-3 of day-5
2. Ask them to construct 9 MCQ items (3 Knowledge, 3 understanding, 3 inference/
application items) and 6 CRQ items (2 knowledge, 2 understanding and 2 inference/
application items). Tell them they will get 30 minutes to do the group activity.
3. After 30 minutes arrange a plenary session. Request each group to show and explain
their items in the plenary. Invite other groups to take part in plenary discussion and give
their opinions if the items are developed in accordance with the domain and
competencies. Provide feedback to make the items reasonably good. (You can use
Resource paper-42 for giving feedback for the group 2)
Develop MCQ and CRQ test items on the following lesson or given text
Group 1: Class 5, Lesson 7: Eat Healthy Live Healthy

Group 2: Class 5, Lesson 8: Write to me soon
Group 3: Class 5, Lesson 21: Life is Beautiful
Group 4: Text-1
Group 5: Text-2
Text-1:
Anina was lying on her bed. She heard a strange noise like a quiet hissing coming from a pile of
newspapers and they started to fall over. Anina could not believe her eyes as she watched a
grunting and snorting crocodile come out from under the newspapers. Anina was frozen to the
spot. Her eyes wide as saucers she watched the crocodile crawl completely out of the
newspapers and slowly look around the room. It seemed to have just come out of the water
because its whole body was dripping wet.
The crocodile moved its head back and forth letting out a hissing sound. Anina swallowed hard,
looking at the crocodile’s snout with its terrible long row of teeth. It swung its tail slowly back
and forth.
When Anina bent down and picked up the newspapers the crocodile whipped his tail so hard
that he cracked the big vase of flowers on to the floor and they scattered everywhere. With a
quick jump Anina ran out of the room and slammed the door shut and put a chair against the
door.
Suddenly there was another loud crack and the door splintered. Anina ran out of the house
screaming. Then…………..
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Text-2: The Three Hungry Goats
Once upon a time three goats lived near a mountain. There was lots of fresh, tasty green grass. Every
spring they left their shed and travelled to the mountains for them to find grass to eat. They had to cross
a river to go there.
There was only one wooden bridge across it. A terrible giant lived in the river under the bridge He never
let anyone cross his bridge without his permission. He always ate them for his breakfast.
The smallest goat was the first to get to the bridge. Trip-trap, trip-trap went his hooves as he walked
across the bridge.
"Who's that going over my bridge?" shouted the giant. "Goat," the little goat replied. "I'm going to the
mountain to eat the tasty green grass."
"Oh no you're not. I'm going to eat you for my breakfast," laughed the giant.
The little goat said, "I'm just the smallest goat. I'm much too small for you to eat. Why don't you wait
for my older brother? He's much bigger and better than I."
"Bigger and better?" asked the giant. "All right, you can cross the bridge."
So the smallest goat crossed the bridge and started to eat the fresh, tasty green grass on the mountain.
Then the next goat came across the bridge. Clip-clop, clip-clop went his hooves as he walked across the
bridge.
"Who's that going over my bridge?" shouted the giant. "Goat," the second goat replied. "I'm going to
the mountain to eat the tasty green grass."
"Oh no, you're not!" smiled the giant, "I'm going to eat you for my breakfast."
"I'm much too small for you to eat. Why don't you wait for my older brother? He's much bigger than I
and would make an even bigger breakfast." said the second goat.
"Even bigger?" asked the giant. "Oh all right, you can cross the bridge."
So, the second goat crossed the bridge and started to eat the fresh, tasty green grass on the mountain.
At last, the third goat came across the bridge. Tromp-tromp, tromp-tromp went his hooves as he walked
across the bridge.
"Who's that going over my bridge?" shouted the giant.
"Goat," the biggest goat replied. "I'm going to the mountain to eat the tasty green grass."
"At last!" shouted the giant, "Now I'm going to eat you for my breakfast."
"Oh no, you won't!" the biggest goat shouted and he hit the giant with his long horns. He hit him right
over the bridge. So, the third goat joined his two brothers on the mountain where they ate fresh, tasty
green grass all summer long. And the stupid old giant never disturbed them again.
62
DAY- 6
Session-2 & 3
Practice Teaching
Introduction
In previous day session-3 participants have learnt how to design a lesson plans and today’s
previous session they also developed materials for the lessons of class 1-5 .Thy have already
practiced two lessons for class 1 & 2 which focused on listening and speaking skills but lessons of
class 3-5 focused on four language skills. In this session, participants will practice lessons of class
3-5 focusing on four language skills using prepared lesson plans.
Objectives: By the end of the session participants will be able to
· conduct lessons/classes on their prepared lesson plans.
· give supportive feedback using observation check list.
Strategies : IW, WCW, SGW, demonstration, plenary discussion.

Materials : White board, Marker, Poster paper, VIPP Card, Observation check list, Grade 3-5 EfT
books etc.
Time: 90 minutes.
Activity 1: Conducting lessons/classes on the prepared lesson plans: 30 minutes
1. Organize trainees into 6 groups. Distribute group work. Ask them to plan a lesson
following the IPT framework on the assigned topic/lesson. Give them 20 minutes for
preparation. Tell them every one of each group (or 2 persons from each group) has to
present a part of the planned lesson. Also tell them the lesson will be recorded by video.
2. Tell each group to select who is going to present which part of the lesson. Tell when one
member of a group presents the part of a lesson, the other 1 or 2 will have to make notes
about how the activity is presented, how it was planned, why it was done differently(if
presented differently. Tell the participants to act as students of the respective class and
select 4 observers each time to observe the lesson using the observation check list
(Worksheet-20).
Group planning a lesson on:

A Class 5, Lesson 21: Teaching Vocabulary
B Class 5, Lesson 21: Reading
C Class 4, lesson 22: Listening
D Class 4, Lesson 23: Writing
E Class 4, lesson 26: 4 skills
F Class 5, lesson 3: Rhyme
63
Activity-3: Plenary session: 60 minutes
1. Arrange a plenary session after each simulation.
2. Invite observers to discuss the strengths and areas of development of the lesson and give
feedback.
3. Finally give your expert opinion.
Reflection: While conducting the session consider:

a) Do you think all the participants understand how to observe a class using
observation check list?
b) Can all the participants take classes efficiently now?
64
Day-6
Session-4
Closing of the Training Program
Introduction
The subject based Training on English is organized by Directorate of Primary Education with
some specific purposes- how to present the contents of the text book in the classroom practices,
how to assess students learning, how to teach skills and so on. Four sessions were conducted in
each of the days. How effective the course was, all of the expectations of the participants were
fulfilled, need to know. This session will focus on those points
Learning outcomes: By the end of the session, the facilitators will be able to
· identify the participant’s attitude after 6 days training on English.
· identify the content area of the training that required improvement and revision.
· identify the professional development area of the facilitators.
Strategies: Individual work
Materials: Opinions sheet, Course evaluation sheet, usual classroom materials.
Time: 90 minutes
Activity-1: Identifying the participant’s attitude after 6 days training on English. 15 minutes
1. Distribute the opinion sheet (worksheet-21) to each participant. Ask them to give their
opinions about teaching English in the primary classes. Give them 5 minutes to write
their opinions.
2. Collect the opinion sheets.
3. Compare these opinions with the beginning day’s opinions and see how far the attitudes
have changed among the participants.
Activity-2: identify the content area that required improvement and revision. 30 minutes
1. Give the training evaluation sheet (Worksheet-22) to each participant. Ask them to write
their comments or put tick marks where necessary. Give them 30 minutes to write their
opinions.
2. Collect the evaluation sheets.
3. Analyse the comments and find out which contents need revision.
4. Look at the trainers/ facilitators evaluation section.
5. Analyse it and find out who needs professional development and which area.
Activity-3: Expressing participants and facilitator’s views 45 minutes
1. Ask 3-4 participants to express their personal opinions.
2. Note down the opinions and write a report incorporating the suggestions.
3. Express your overall feeling about the training.
4. Close the training saying thanks to all.
65
References:
Alyousuf, H. S. (2005). Teaching reading comprehension to ESL/EFL learners. The Reading

Matrix, 5(2), 143 – 154.
Brewster, Ellis and Girard (2007). Penguin English, Harlow, UK.
C-in-Ed English: published by Directorate of Primary Education, Dhaka, April 2002
Doff, A. (1992). Teach English: a training course for teachers (trainers’ handbook).
DPEd English book, Published by National Academy for Primary Education (NAPE), 2013
DPEd ENGLISH: Published by National Academy for Primary Education, Mymensingh.
English For Today Books Classes 1-5, Published by National curriculum and text Book Board,
Dhaka, 2013
Gower, R. Phillips, D. Walters, S. Teaching Practice Handbook, 1983, Heinemann

House, S., An Introduction to Teaching English to Children, 1997, p. 21- 23.
PERC Project Lead Trainer UK Training documents, 1999, IELE, Lancaster University, U.K.
Practical tips for teaching large classes – A teacher’s guide (UNESCO publication)
Scrivener, J(Ed)(2005), Memillan Book for Teachers’ Learning, Teaching: The Essential Guide to
English Language teaching, Mcmillan.
Secondary Teachers’ Training B.Ed Teaching English, Bangladesh open University, Dhaka (2009)
Seligson, P. Helping Students to Speak, 1997, Richmond Publishing.
Teaching Languages to Young Learners. Cameron
Ellis and Girard (2007). The Primary English Teacher’s Guide, Brewster, Penguin English, Harlow,
UK.
http://www.teachingenglish.org.uk/articles/pronunciation
http://www2.unescobkk.org/elib/publications/095/Teaching_Large_Classes.pdf
http://www.teachingenglish.org.uk/sites/teacheng/files/ELT-16-screen.pdf
http://www.onestopenglish.com/children/skills/beginning-vocabulary
The Nine Types of Intelligence. By Howard Gardner. skyview.vansd.org/.../The Nine Type of

Intelligence
66
Worksheet and Resource papers
67
Day-1, Session-1
Worksheet-1
Questions for interview:

1. What is your name?
2. What school do you teach at?
3. How do you spend your leisure time?
4. How many members are there in your family?
5. Is your family a happy family? Why?
Worksheet-2
Think about these statements and ü the box that represents your opinion.
Sl. I believe that Strongly Agree Disagree Strongly
No. Agree disagree
1 Language should be taught as a set of
grammatical structures.
2 Students should be corrected
immediately when they make
mistakes.
3 English classes should always be
taught in English.
4 Students should be encouraged to
work in groups and pairs in class.
5 Using Bangla in an English class is an
effective technique to check
understanding.
6 The teacher should maintain a quiet
atmosphere in class.
7 A good language lesson is one in
which the teacher lectures well on
the topic.
8 The teacher is the main provider of
knowledge in the class.
9 Students must have excellent and
correct pronunciation.
10 Feedback to the students on their
work should be positive.
68
Resource paper-1
Objectives of the Training :

Therefore, the main objectives for this English training are:
1. To help teachers to understand lessons in EFT in light of,
a) Communicative language teaching.
b) The developmental nature of language learning.
c) The organization of lessons into Input-Practice-Task.
2. To give teachers practice planning lessons those reflect the philosophies of Input,
Practice, Task (IPT),Communicative Language Teaching (CLT) and Multiple Way of
Teaching and Learning (MWTL).
3. To help teachers to understand and use effective techniques for teaching the four
basic language skills, Listening, Speaking, Reading and Writing.
4. To help teachers to prepare Assessment Tools for Primary School Certificate (PSC)
& Terminal Examination.
5. To give teachers practice speaking English in the classroom situation.
6. To use the techniques for teaching large classes.
7. To help teachers how to teach grammar items informally
8. To enable them to find out the ways to develop their continuous professional
development.
9.
Resource paper-2
Training House Rules

Ø Be on time.
Ø Respect each other’s opinions.
Ø Raise your hands to say something.
Ø Be nice to each other.
Ø Avoid side-talking.
Ø Let others speak.
Ø Ask if you do not understand.
Ø Do not interrupt when someone is speaking.
Ø Participate actively.
Ø Keep mobiles silent/off.
Ø Have fun!
Ø ………….
69
Day-1, Session-2
Resource Paper-3:
Q. In what order do children learn reading, writing, listening and speaking?
Children learn listening and speaking first and then reading and writing (the order of
reading and writing may differ) but it is important to a language teacher to know that
language teaching begins with listening and speaking. Teaching reading and writing comes
later.
What language skills are mainly taught in Class 1-5?
In classes 1-2 the language focus is on listening and speaking; very little reading
(recognition of alphabet and number 1-30 and some familiar words) and writing
(alphabet and number1-30) are included. In classes 3-5 all four skills are used: some
lessons start with `Look, Listen and Say’ and other lessons start with à text to read and
an oral activity after it’. It is obvious that the EfT texts are written to support the
developmental nature of language learning: oral skills are developed before written
skills. At the upper primary level, all four skills are used. Teachers should follow this
pattern when introducing new concepts, even at the upper primary level- build written
language on spoken language. This makes learning easier for children.
70
Day-1, Session-3
Worksheet-3
Listening
1. to recognize basic English sound differences, stress and intonation.
2. to understand simple commands, instructions and requests and carry them out.
3. to understand simple questions and statements.
4. to listen to, understand and enjoy simple rhymes, poems and stories.
Speaking
1. to use English sounds, stress and intonation appropriately .
2. to exchange greetings and farewells and to make introductions.
3. to ask and answer questions .
4. to recite rhymes and poems.
5. to say the names of the days of the week and the months, and to tell the time.
6. to talk about simple things and actions.
7. to give instructions, commands and to make requests.
8. to take part in conversations on topics related to students’ daily life.
Reading
1. to read aloud texts with proper pronunciation, stress and intonation.
2. to recognize and read both cardinal and ordinal numbers.
3. to read the names of the days of the week, the months and the time.
4. to read aloud poems with proper stress and intonation.
5. to read silently with understanding paragraphs, stories and other text materials.
6. to read instructions and carry them out.
7. to recognize punctuation marks and read accordingly.
Writing
1. to write non-cursive and cursive letters both capital and small.
2. to write cardinal and ordinal numbers.
3. to write words, phrases and sentences using non-cursive and cursive letters both capital
and small.
4. to write figures for words and words for figures.
5. to use punctuation marks.
6. to use capital letters.
7. to write the names of the days of the week and the months, and to write the time.
8. to write words, phrases and sentences correctly.
9. to take dictation.
10. to write short and simple compositions.
11. to write simple personal letters.
12 to fill in simple forms.
71
Worksheet-4
Write the name of class that you are working on.
Questions Listening Speaking Reading Writing
a) How many terminal competencies of Listening,

speaking, reading and writing skill will be
practised by the learners in class.......?
b) Which terminal competencies will not be

practised in class.......? Put tick mark in the
appropriate box.
c) How many contents are included in class.....to

achieve each skill? Write an example lesson
number against each box, for example, if the
lesson 2 focuses on Reading, write L2 under the
column Reading.
d) Do you think the learning outcomes, attainable

competencies and terminal competencies are
well organized? Justify your opinion (not more
than 5 reasons).
72
Day-1, Session-4
Worksheet- 5:
Match the features on the left with a correct definition on the right
Terms Definitions
a) Communicative 1. An activity used to get students prepared at the beginning

competence of the lesson
b) Warm- up 2. Teacher moves round the class and checks if students are
doing what they are instructed to do.
c) Monitor 3. To succeed in getting information or a reaction from
someone, especially when this is difficult
d) Elicit 4. Also called learner-centred, a way of teaching that centres
on the goals, needs, interests and existing knowledge of the
students. Students actively participate in such classes and
may even be involved in setting learning outcomes.
e) Student-centred 5. The role of CLT is to achieve it. The ability to communicate in
English. It has four parts – listening, speaking, reading and
writing.
73
Resource paper-4
Input, Practice and Task

Input: Input is something given to the learner by the teacher which is the basis of a lesson. It may be
written (unit of a lesson, text) or spoken (a story, a dialogue, a song). It can be any part of a lesson unit,
a picture, text, chart, diagram, map or an idea of the teacher not taken from the textbook. It is closely
related to the learning outcomes of the lesson because all practice is based on it. It is usually used for
presentation.
Practice: Practice refers to different types of activities that are done by the students either with the
help of the teacher or other students. These are based on the input. The practice activities lead the
students to a better understanding of the input. This can be practising language points (grammar) or
checking understanding of information from the input.
Activities for practice may be supplied by the teacher or taken directly from the textbook. Example of
practice activities are: look and say, listen and do, gap filling, answering questions, chain drills, making
sentences from substitution tables and so on.
There are three different types of practice activity. Some activities lead students to better
understanding of the content of the input. Other activities help students to develop psychomotor skills
such as handwriting and pronunciation.
There are also activities, which focus on helping students to learn and practice language points.
Task: Task refers to further activities in which the students create or produce something new with the
language they have. The task needs to be input related but not identical to the input. Tasks are
interactive because they require students/trainee teachers to talk and listen to each other. Tasks are
communicative because students/trainee teachers also discuss topics for a reason. Tasks are also
creative for the students/trainee teachers because they allow them to express their own ideas and use
their experience to discuss problems. Tasks often involve problem-solving or information gaps. For
example: listing, ranking, brainstorming, analysis of lessons, matching, poster making etc. The task has 4
characteristics as-
a) Creative : The output of a task is not just an imitation of the input. The students use language in
the classroom as well as outside the classroom. It helps learners to express their ideas and also
their imagination. So the task needs to integrate students' new language with the language they
already know or learnt.
b) Communicative: A task needs to have a purpose and an intended audience. Here audience
means all students and teacher of that class and/or could be the students and teachers of other
classes. The output of the task needs to be shared in front of them as they can comments or get
information.
c) Interactive: The process of doing the task requires students/trainee teachers to talk and listen
to each other either in pairs or in small groups.
d) Personalized: A task allows students/trainee teachers to express their own ideas, experiences
and use skills and knowledge.
74
Resource paper-5
Dr. Howard Gardner, a psychologist and professor of neuroscience from Harvard University, developed
the theory of Multiple Intelligences (MI) in 1983. The theory challenged traditional beliefs in the fields of
education and cognitive science. Unlike the established understanding of intelligence -- people are born
with a uniform cognitive capacity that can be easily measured by short-answer tests -- MI reconsiders our
educational practice of the last century and provides an alternative.
According to Howard Gardner, human beings have nine different kinds of intelligence that reflect
different ways of interacting with the world. Each person has a unique combination, or profile. Although
we each have all nine intelligences, no two individuals have them in the same exact configuration --
similar to our fingerprints.
For Gardner, intelligence is:
· the ability to create an effective product or offer a service that is valued in a culture;
· a set of skills that make it possible for a person to solve problems in life;
· the potential for finding or creating solutions for problems, which involves gathering new
knowledge.
HOWARD GARDNER'S NINE MULTIPLE INTELLIGENCES:
1. Linguistic Intelligence: the capacity to use language to express what's on your mind and to understand
other people. Any kind of writer, orator, speaker, lawyer, or other person for whom language is an
important stock in trade has great linguistic intelligence.
2. Logical/Mathematical Intelligence: the capacity to understand the underlying principles of some kind
of causal system, the way a scientist or a logician does; or to manipulate numbers, quantities, and
operations, the way a mathematician does.
3. Musical Rhythmic Intelligence: the capacity to think in music; to be able to hear patterns, recognize
them, and perhaps manipulate them. People who have strong musical intelligence don't just remember
music easily, they can't get it out of their minds, it's so omnipresent.
4. Bodily/Kinesthetic Intelligence: the capacity to use your whole body or parts of your body (your
hands, your fingers, your arms) to solve a problem, make something, or put on some kind of production.
The most evident examples are people in athletics or the performing arts, particularly dancing or acting.
5. Spatial Intelligence: the ability to represent the spatial world internally in your mind -- the way a sailor
or airplane pilot navigates the large spatial world, or the way a chess player or sculptor represents a more
circumscribed spatial world. Spatial intelligence can be used in the arts or in the sciences.
6. Naturalist Intelligence: the ability to discriminate among living things (plants, animals) and sensitivity
to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our
evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist
or chef.
7. Intrapersonal Intelligence: having an understanding of yourself; knowing who you are, what you can
do, what you want to do, how you react to things, which things to avoid, and which things to gravitate
toward. We are drawn to people who have a good understanding of themselves. They tend to know what
they can and can't do, and to know where to go if they need help.
8. Interpersonal Intelligence: the ability to understand other people. It's an ability we all need, but is
especially important for teachers, clinicians, salespersons, or politicians -- anybody who deals with other
people.
9. Existential Intelligence: the ability and proclivity to pose (and ponder) questions about life, death, and
ultimate realities.
75
Day-2, Session-1
Resource paper-6
Physical aspects of classroom management:

· Number of students
· Seating arrangement
· Size of classroom
· Light
· Ventilation
· Sanitation
· Drinking water
· Teaching/learning materials
· Well decorated classroom
· Black board/White board
· Push pin board
· Display board
· Benches
Does your class have all the facilities mentioned above adequately? If not, how do
you manage to teach without them?
Resource paper-7
Teacher’s potentiality to effective management of an English class
· Well prepared lesson plan

· Well preparation- Does a teacher need to take preparation? why?
· Proper use of teaching aids
· Teachers’ voice- Why is it important?
· Clear instruction- How does it help to manage a class successfully?
· Time management
· Arrange group work, pair work- It’s time consuming and chaotic , isn’t it?
· Monitoring,
· Ensure learning by doing
· Eye contract with students- What’s its benefits?
· Assessment- How does it help to plan a lesson further?
· Giving feedback- Positive feedback scaffold students to reach ZPD. Do you agree?
· Proper use of board,
· Rapport- What is it and why is it necessary?
76
Resource paper-8
Some general trips to keep in mind:
· Stand up when you are directing an activity.

· Don’t commentate when students are working.
· Don’t be afraid of silence and noise.
· Use group/pair work to increase student’s talking time.
· Consult with students and encourage peer correction/support.
· Demonstrate rather than explain especially new activities and giving instruction for
IW, PW and GW.
· Monitor their activities.
· Adopt a positive attitude towards the learners.
· Motivate the learners who are de-motivated.
·
Some strategies for ensuring individual participation
· Chain and chorus drill in case of pronunciation, rhymes, Vocabulary teaching

· Small group work- ensure interaction and ideas
· Pair work- ensure each individual’s participation 100%
· Provide games and fun- children love games and fun most
· Role play- builds learners’ confidence.
· Questioning- Open questions promotes everyone’s thinking
· Students’ lives based task- helps to evaluate language learning
·
77
Day-2, Session-2
Worksheet-6
Activities Technique used Classroom language used
Showing picture
Pronunciation drilling
Teacher’s reading aloud
Student’s reading in
front of the class
Student’s reading
standing in his/her place
Reading to benches
together
Peer reading
Filling gap
Writing on the board by

a student
Reading text aloud by a

student
Reading in chain
78
Resource Paper-9
Teachers set different types of activities in order to bring variety to the classroom, which helps the
students to be involved actively and to remove boredom. To manage these activities teachers use a
variety of techniques : whole class work, group work, pair work and drills are among them.
What is Whole Class Work (WCW) ?

When all the students work together (not individually) on the same activity and pay attention to the
person (teacher/students) who is talking in open class, then we call this Whole Class Work. This is used
for presentation and giving instructions to the class. For example - Eliciting, giving instructions,
explanation, moving the lesson forward i.e. the teacher is going to start the next stages of the lesson,
establishing basic understanding of the input i.e. to help the students to have a clear idea what is mainly
discussed in the input.
What is Small Group Work (SGW)/Pair Work?

When students are divided into groups or pairs and work on the same or different activities, this is
known as Small Group Work. In small groups the teacher can take part, monitor or remain apart. It
increases co-operation among the students and sharing of ideas through active participation.
Example : discussion, question & answer, poster making, information gap, role play, ranking etc.
What are the benefits of using group work and pair work?
The benefits of doing these interactive activities are as follows -
d) It reduces teachers’ talking taking time and changes the teachers’ role to that of a co-ordinator,
facilitator or adviser.
e) Students can help each other, suggest and share ideas and work at their own pace.
f) Most of all it allows them to do things that they cannot or are afraid to do in whole class work
by reducing shyness and developing confidence.
g) Students have to take more responsibility for their own learning as well as gaining experience of
how to work together with students.
h) Adds variety to a lesson i.e. it provides students opportunity to practise various types of games
and activities like, bingo, songs and rhymes. The teacher can also use lot of teaching aids like
flash cards, models etc.
When to use which :
Whole class work : It is used when the teacher is -

· Trying to establish basic understanding of the input.
· Providing controlled practice for a new language structure.
· Giving explanations and instructions
· Moving the lesson forward i.e. the teacher is going to start the next stage of the lesson.
Group work/pair work: It provides students with the opportunity to talk each other when -
· Practising any skills or activities
· Comparing their answers to tasks
· Correcting each other’s work as well as activity set for pair work and group work like dialogue,
information gap, role-play etc.
In conclusion, it can be said that a single activity may start with whole class work, move to small
group work and end with whole class work.
79
Resource Paper-10
Instructional Language for Whole Instructional Language for Instructional Language for pair
Class Work (WCW): Group work (SGW) work (PW)
· Everybody listen to me · Each 5 make a group · Make a pair with the
· Take your English book · Each bench make a group person next to you
· Listen and say after me · Each two benches sit face · You two make a pair
· Take your book to face · Turn your face
· Read after me · Discuss in groups · Sit face to face
· Write in your exercise book · Count 1, 2, 3 , 4, 5, -- all 1’s · Talk to the person next to
· Present your work to the sit together and make a you
whole class. group, all 2’s sit together · Ask your partner
and make a group and so on. · Discuss it in pair
· You are…..(A), All ‘ A’s · Change your role
make one group, · You two sit together
· You join with group C, · Discuss it in pairs
· You 4/5 make a group, · Make decision
· Discuss among yourselves,
· Students of every bench
make a group.
Monitoring Language Controlling Language Assessing Language
Carry on Don`t make a noise Good/Very
Try/write/say it again Avoid side talk good/Nice/Excellent/ Fine/
Say/read loudly Be attentive Well done/ That`s good/
Do it now Be quite Marvelous
Keep going Keep silent Incomplete/Irrelevant/
Any help? Don`t talk/ disturb/dominate Not clear/ Try again Not
Participate actively Listen to him/her bad/Not so good/That`s right
Share ideas with pairs/groups Respect others opinion Spell it
Help each other Don`t shout What is the meaning of it ?
Any problem? Attention please Read it/Write it/Draw a……….
Check the spelling Be nice to each other Say true / false
Avoid overwriting Language for Setting an Fill in the blanks
Rearrange it activity What is it?
Make it clear Listen to me Language for Checking
Is it clear? Do it like me/this instructions
Be aware of punctuation You are going to …. Is it clear to you?
Think more/alone Are you ready? Do you see what I mean?
Be nice to each other Now start/Do it now Who can say ?
Respect others` opinion Ask and answer Tell me what you are going
Listen and do to do now?
Follow me Are you ready?
Copy it Raise your hand
First say, then write Put your finger under the
Answer it/me line.
80
Classroom language on some specific areas
Greetings
Good morning/ afternoon students/ How are you? Are you alright? Sit down please.
Getting attention
Listen to me, Look at me, Attention please, Listen carefully.
Starting the lesson
Open at page.., Turn to page, Read this to me, Go to next page, Copy me, Follow me, Start here.
Starting an activity
We are going to…, Listen carefully, Do it like this, Say it with me, Are you ready?, Do it now, Read it now,
Face down your book, Write this in your note book/khata, Do the writing on page….
Finishing an activity
Have you finished?, Has everyone finished?, Stop writing please, Close your book, It is time to stop, It is
time for next activity, Time is over
Blackboard use
Come to the blackboard, Write it on the board, Draw a…, Rub it off, Clean it, Now you can go, Go to your
seat, You can sit down now, Nice, Thank you.
Showing Teaching Aids
Look at the picture/….. Think about it, What can you see in the picture?, What else can you see? Who
can say? Raise your hand, Excellent.
Ending the lesson/class
Stop, we are finishing now, Do it at home, Give it to me tomorrow, The bell has gone, See you
next/tomorrow, Take care, Have a good time, Goodbye.
81
Observation Checklist
Class: Date:
Unit: Lesson: Activity:
Name of the teacher:
Name of the observer:
Learnnig outcomes of the activity:
Name of Activities Used techniques Used instructional and classroom

(WCW,SGW,PW,IW) languages
82
DAY-2, Session-3
Worksheet-7
Here are five different stages that a teacher can use to teach vocabulary in the primary
classroom. However, the stages are in the wrong order. Read the stages and decide which
stage comes first, and write the number 1 next to it, Then decide which comes second and
write the number 2 next to it – and so on.
Practising and memorising a new word. For example, labelling a picture of a

person with different parts of the body.
Understanding and learning the meaning of a new word. For example,

understanding the meaning of the word ‘hair’.
Helping students to pronounce the words. For example, saying the words with
understandable pronunciation.
Learning the spelling of a new word. For example, learning how to write it (It is
essential for upper primary learners i.e class 3-5).
Using the words in sentences either in written or spoken form.
83
Resource Paper-11
Importance of stages in teaching and learning vocabulary

Look again at the different stages of vocabulary learning. Why is each stage important? Discuss with
your partner and make notes.
1. Understanding and learning the meaning of a new word.
For example, understanding the meaning of the word ‘firefighter’. It is important for students to
understand what a new word means right at the beginning. If they are repeating and using words
without knowing what they mean, then it will be difficult for students to remember and use them.
2.Pronunciation
Learning how to pronounce/say the new words. If a word is pronounced differently it meaning may be
changed and communicate wrongly, for example: if bun is pronounced bon/ban it meaning will be
changed. For this reason, teacher needs to say words clearly as a model, and give students plenty of
opportunity to practise pronunciation. As you know, sounds and letters in English don’t always
correspond exactly.
3. Spelling
Learning the spelling of a new word. Students need to know how to spell and write a word. In case of
writing, the students have to write the words correctly or lose its meaning. Teacher needs to provide
varieties of ways to copying the words in their exercise books.
4. Practice
Using the words in sentences either in written or spoken form. We learn language to use them in our
real-life situations. Teachers should provide ample opportunity to use the language in the classroom
using role-play, conversation, or writing sentences using the learnt words.
5. Remembering:
Children need to listen to and to practise saying and writing new words as much as possible. This
helps them to remember the words. It is a good idea to do this in lots of different ways. Teacher can
play games like: guessing game, cross-words puzzle, dominoes, family game, Bingo, memory game
etc for practising amd memorising the new words as a revision. Teacher should provide such revision
activity in an interval and or regularly. For example, teacher could start some lesson with a game
using words from earlier lessons.
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Resource Paper-12
How can we teach vocabulary?

Teachers can use different techniques to teach vocabulary. The most important techniques are:
1. Showing Real Objects: One way of presenting new words is by showing real objects in the
classroom, words like book, pencil, fan, window, door etc. can be presented in this way. It is
especially helpful for classes 1 and 2.
2. Showing Pictures or models, drawing pictures: Pictures can be used to teach vocabulary. A
teacher can show pictures, charts, flashcards and magazines or s/he can draw pictures on the
blackboard. This is very valuable for young learners because it is visual, bright, interesting and
motivating. It also makes teaching and learning more enjoyable.
3. Mime, action and gesture
Some words can be taught by using mimes, actions and gestures. Here mime means doing action
without talking e.g. teachers can mime the actions of eating, sleeping, writing, running etc. So that
students understand the meaning of an action word. Gesture refers to the use of facial expansions
to indicate meaning, e.g. happiness, sadness, anger, fear etc. as well as the use of the hands to
indicate actions or different types of jobs.
4. Definition and Explanation
A teacher may explain the meaning of a difficult word by using simple language. For example-
beautiful means nice to look at.
5. Translation
To explain abstract and difficult words which students may not understand by explanation or words
relating to quality are also difficult to explain. In such cases the teachers may give Bangla meanings
e.g. beauty, sincerity, honesty etc. Sometimes it saves time and gives students a clear and easier
understanding.
6. Using words with similar or opposite meaning
A teacher can present the meaning of a word by contrasting it with another word. For example -
‘bad’ can be presented by contrasting it with ‘good’.
Teachers can also present the meaning of a word by comparing with a similar word e.g. ‘little’
means ‘small’.
This is more applicable for students of class 4-5, as they have learnt a greater number of English
words. But with simple adjectives it will also work well with students of classes 1-3.
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Day-2, Session-4
Worksheet-8: Different approaches to teaching grammar
Read what three different teachers think about teaching grammar to primary-aged children.
Which teacher do you think is the most effective at helping their students use new
structures? Why?
Teacher A: Young children don’t understand grammar rules so I never teach grammar to my
students. I just ignore it. I think that they will use structures if they hear them often enough-
after all, that’s what happens when children learn Bangla, isn’t it?
Teacher B: I think it’s really important for students to learn grammar properly. I always teach
grammar to my students. I write grammar rules on the board and then I ask students to copy
them and to repeat the rules. Most of my students memorise the rules, and they can say
them when I ask them.
Teacher C: I know that young children find it difficult to understand grammar rules, so i don’t
give students rules to copy. But I think it’s important for students to practise new structures.
When I teach grammar, I provide various activities to practise new structures in the class,
and students practise them either in pairs or groups. Older students also write the new
structures.
Worksheet-9: Identifying the stages to teaching grammar

Teacher C (from Section A) taught Class 2, Unit 4, Lesson 3. She decided to use this
lesson to teach the structures: Do you like? Yes, I do/No, I don’t.
Here are the activities from her lesson plan – but they are in the wrong order. Read them,
and put them in the right order. Write number 1 next to the part that you think is first, and
so on.
Point to a drawing of leaves and ask one student: Do you like leaves?
If student shakes their head, help student to say: No, I don’t.
Ask all students to repeat the phrase: No, I don’t.
Organise students into groups/pairs. Students take it in turns to ask everyone of the
group/each other questions using the drawings on the board: Do you like…(+one of the
words)? Yes, I do/No, I don’t.
Point to the drawing of an apple and ask one student: Do you like apples?
If student nods, help student to say: Yes, I do.
Ask all students to repeat the phrase: Yes, I do.
Ask two students to stand up. Tell the first student to ask the other: Do you like…?
The second student should answer: Yes, I do OR No, I don’t.
Tell the first student to sit down, and ask a third student to stand up. Tell the second
student to ask the third student: Do you like…?
The third student should answer: Yes, I do OR No, I don’t.
Tell the second student to sit down, and ask a fourth student to stand up.
Repeat with five or six students.
This technique is called a chain drill.
Draw these words on the board: bananas, apples, pineapples, oranges, leaves.
Ask five or six students in the class: Do you like….? Point to a different drawing each
time. Help students to say the phrase correctly: Yes, I do/No, I don’t
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Day-3, Session-1
Resource Paper-13
Importance of Listening Importance of speaking
· It is easier for young children to listen to · It is motivating for children to learn to say
English than to read and write it. Children will words and phrases in English. When they can
often understand much more than they can say new words and phrases, they feel that they
say or write. are making progress.
· If students listen to a lot of English, they will · When you are learning something, you need to
be able to pick up more words and phrases. do it. So children need to practise speaking
English if they are going to learn to speak it.
· Some children learn better when they hear
information, rather than seeing it. · If students have lots of opportunities to speak
English in the classroom, they will develop
· Listening to a foreign language is difficult. If
confidence in speaking English.
children listen to a lot of English, then they will
get better at listening to English. · Young children are often very good at imitating
and playing with spoken language. By
· It helps students with pronunciation and
practising oral skills such as listening and
speaking. If students hear words, then they
speaking, teachers are working with the
know how to pronounce them. Children need
strengths of their students.
to hear English before they can speak it.
· Speaking is essential to help students to learn
· Children in Bangladesh often don’t get many
English properly. Improving their speaking will
opportunities to listen to English outside the
also improve their reading and writing, and so
classroom. For some children, the classroom
help them in the exams.
may be the only place where they can listen to
English. · The speaking parts of the lessons are often the
· Listening is one of the four skills of the English most enjoyable parts. They can make students
Primary Curriculum in Bangladesh. One of the feel that English is an interesting subject that
main objectives of Classes 1-5 is for students they want to learn.
to understand simple commands/instructions/
requests in English and carry them out. · Speaking English may be very useful in
Another objective is for students to students’ future lives.
understand simple English, such as simple · Children in Bangladesh often don’t get many
questions and statements. opportunities to speak English outside the
classroom. For some children, the classroom
may be the only place where they can speak
English.
· Speaking is one of the four skills of the English
Primary Curriculum in Bangladesh. One of the
main objectives of Classes 1-5 is for students to
use spoken English in a number of situations
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Resource Paper-14: Speaking and listening activity types
Possible Activity
5. Look, listen, say/do
6. Reading aloud
7. Memory games
8. Dialogue practice
9. Answering questions (for example around pictures, reading or listening texts)
10. Open questions and answers (for example students asking each other about
families)
11. Role play (for example, acting out dialogues and plays)
12. Rhymes, and songs
13. Stories
14. Guessing games
15. Describing pictures
16. Talking about a picture
17. Exchanging personal information
18. Social talk in the classroom (for example, about holidays or festivals)
19. Taking interviews
20. Debate
21. Audio recordings
22. Teacher/students talk
Resource Paper-15: Stages of listening and speaking
For recognizing words:

Pre-listening/speaking
· Help students to guess the meaning of unknown words using context.
While-Listening/speaking
· Present the words/numbers orally as the child listens.
· Then ask the children to reproduce the words/numbers orally as the child speaks.
· Do some activities like: listen and show/ matching.
Post-listening/speaking
· Provide feedback on the strengths and area of improvement. Use activities like: look
and say/point and say
For text presentation:
Pre-listening/speaking
· Discussing the topic or type of conversation with the learners.
· Helping the learners to develop their vocabulary related to the topic.
While-Listening/speaking
· Ask learners to read and understand the questions/fill in the blanks/True-False.
· Tell them to listen to the text and answer the question (teacher will read the text aloud).
· Let students listen to the text again and do the task while listening (if necessary).
Post-listening/speaking
· Give feedback, and consolidate what they have learnt.
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Day – 3, Session – 2
Resource paper-16: Some techniques for listening and speaking
· Repeating words/phrases, text, rhymes – making sure that students hear them more than once
· Relating the texts to the students lives , for example, by getting them interested in the topic, or
finding out what they know about the topic
· Using pictures or drawings
· Teaching words and phrases that students don’t know; or helping them to find out what they mean
· Breaking up long texts into short pieces.
· Telling students that they need to practise listening to English. The more they listen, the easier it
will get.
· Telling students not to worry if they don’t understand every word.
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Resource Paper- 17: Techniques used in speaking
· Teaching Vocabulary
· Chorus drilling
· Chain drilling
· Open pair work (Demonstrate how to do it)
· Pair practice
· Open group work (Demonstrate how to do it in group)
· Group Practice
Resource paper-18
When and how to correct speaking:

1. Finding the mistakes during pair/group work: When students are working in pairs or
groups, the teacher can walk around and listen to as many students as possible. He/she
can make notes about common mistakes.
2. Controlled practice (chorus drill, chain drill/pronunciation practice):
The teacher can arrange a controlled activity after the pair/group activity without
mentioning which pair/group made the mistakes. It helps them avoid making similar
mistakes next time they use the language, and in this way helps them improve their
English.
Resource paper-19
How and when to assess speaking

Here are some suggestions for assessing speaking skills. You may have more ideas- add
them to the list:
· Teachers can regularly ask questions of all students in the class. At the end of the
lesson, teachers make notes on the students’ performance. Teachers can do this
over time – for example, they can ask 6 different students each time, making sure
that they ask all students in the class eventually (and not always the same students,
for example, the students having roll no. first, middle, last or the more confident
students).
· When students are working in pairs or groups, teachers can walk around the room
and listen and make notes. It will usually be impossible for teachers to monitor each
pair or group for every activity. Teachers can assess 3 or 4 different groups each
time.
· Teachers can give oral tests to individuals or small groups of students. Teachers can
give oral tests to pairs over a period of time – when other students are doing pair
work.
·
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Worksheet- 10:
Rewrite the text using capital letters and punctuation marks where necessary.
yes i know laila she was born on January 15 2002 well how are you they are kind polite
and caring can i ask you something rina rina says i am not feeling well sohel
`Why are they used there?` answer the question.
Resource paper-20
Punctuation:
a) Use of Capital letters
c) Every sentence begins with a capital letter. For example--- It is a beautiful spring day.
d) The name of a person or a place begins with a capital letter. For example---- Babul is a
student of class five. His father had a small grocery shop in Dublar Char.
b) Use of Full stop
e) A sentence that tells something or gives a statement or gives a mild command, ends
with a full stop. For example--- He is a good boy. Come to the board.
c) Use of Question mark

f) A sentence that asks something ends with a question mark. For example------ What
game do you want to play?
d) Use of Comma
g) We use comma to separate yes, no and words such as oh, well, etc. from the rest of
the sentence. For example------Yes, I like to play football. Well, I like swimming too.
h) We also use comma to separate three or more items in a series. We put comma after
each item except the last. For example—They are kind, polite and caring.
i) We also use comma after or before we address somebody. For example—Tanim,
listen to the song.
j) Look at these words I’ve, He’ll….. . The mark (‘) used here is an apostrophe, not a
comma. For example----- I’ve visited Bhutan.
k) We use comma between the day of the month and year. For example—He was born
on January 15, 2002.
e) Use of Exclamation mark

l) We use exclamation mark after statements that express strong feelings. For example--
- Hurrah! We won the game! This is a beautiful place!
Use of Quotation mark
m) We use quotation marks (“____”) to show that we are copying words that someone
else said or wrote. When we write down the words of others exactly as they said
them, we use quotation marks at the beginning and at the end of the words of others.
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We use comma before or after the quotation marks. We also start the first word inside
the quotation marks with capital letter. For example------ Neel says, “I`m not feeling
well, Amal. I want to go home. Can we read it later?” “Yes, Teacher, The Eskimos live
in the igloo. It is a house built of snow”, answer the student.
f) Use of hyphen
n) We put a hyphen when this helps to make the meaning clear. It is much shorter than a
dash. It is used to separate parts of words or to join words together. For example--- I
love home-made cakes. Kite-flying is a kind of hobby. There are fifty –five students in
the class.
o) We also use a hyphen to divide a word at the end of a line. For example— Babul
has already taken the vocabu-lary test.
Resource paper-21: a) The phonemic chart:
Good pronunciation is important for speaking it is important for students to learn sounds in
order to express themselves in speech, to a level of pronunciation which is acceptable. Spelling is
not an accurate guide to pronunciation in English. A dictionary is very essential to have good
pronunciation. So we should consult with the dictionaries which contain the phonetic
transcription.
92
Resource paper_ b) Pronunciation teaching methods
Pronunciation is an important part of speaking, somebody may speak English fluently and
accurately, but if his or her pronunciation is very poor, then people can’t understand what he or
she is saying.
Here are some ways that teachers can help students improve their pronunciation. Think about
your classroom experience. Can you add any others to the list?
· When you introduce new words and phrases, make sure students hear a clear example of
the word or phrase
· Make sure students get opportunities to practise saying new words and phrases
· Get students to repeat dialogues – as a whole group, in large groups and in pairs
· Teach students to join in rhymes, songs and poems
· Listen to students when they do pair work and make a note of any pronunciation mistakes,
then discuss these with the class after the activity
· Use the pronunciation lessons in English for Today
Techniques of teaching pronunciation

To teach pronunciation to the students in the classroom, the following techniques may be applied:
· For sounds, minimal pair exercises distinguish between and practice difficult sounds. For
example, bin/pin, hot/hat, share/chair, ship/sheep. Finding good examples is important, as is
regular drilling, both individually and chorally.
· For stress, drilling is also important. As we have seen, stressed syllables and stressed words can
be shown clearly on the board.
· Drilling needs to be clear and sharp, so the teacher can make use of hand gestures to make
everyone start and finish at the same time.
· Getting the class to clap or tap the table can also help keep the rhythm of words and sentences.
· With intonation, drilling is essential. Using hands while speaking, and arrows on the board, can
help make things visual as well as depending on having a good ear.
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Resource Paper-22
Word Stress
Some syllables are pronounced with more strength than others. Stress can indicated with an apostophe
(`) before the stressed syllable or word, or a mark above it. Stress is of two types: word stress and
sentence stress. For example —be`gin, a`bout, edu`cation, `garden, in`structor. There are a few rules
describing where the stress in a word is likely to be, but it’s not a good idea to try and use these at
Primary level. It’s best just to give an accurate stress model for every new word, and get the class to
practise it.
Sentence stress
Certain words are stressed within a sentence. Usually the most important nouns, verbs and adjectives are
stressed while the other word (articles, pronouns, prepositions etc.) are stressed less.
I’m going to the market tomorrow.
Additional stress can change the meaning of a sentence. Compare:

However, this is not typically taught in detail at Primary level.
Intonation
Different types of sentence have different intonation patterns. For example, questions often have a rise
in intonation near the end. Intonation can also show the emotion of the speaker or whether something is
serious or a joke etc. It’s possible to use diagrams with arrows and explanation of rules to help teach
intonation (as in EfT Class 4 Lesson 14, for example), but the main way is just to give accurate intonation
models often, and get the class to practise them.
Can you swim? It’s very hot today.
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Day-4, Session-1
Resource paper-23 (a)
Challenges of teaching large classes
· To maintain discipline
· Lots of shouts and noise during speaking, chorus drilling
· Correcting and assessing student’s work
· Paying attention to each student, group/ pair
· Dealing different level of students- fast, average and weak learners
· Space for pair and group work
· Remember the name of students
· Teachers voice- teacher have to shout during WCW
· ...........
95
Resource paper-23(b)
Challenges of large classes Possible solutions
It is difficult to keep The teacher will make house rules for the students to follow. They are :
discipline in a class of 50 or
more students. For · raise your hand when you want to speak.
example-Some students · listen to others
talk among themselves at · respect others opinion
the back and are not paying · do not interrupt when some one is speaking.
attention to the teachers The teacher will monitor at random around the room. As a result he/she
while the teacher is talking will keep eye contact with the students, not by turns. So the students will
in front of whole class. not get the chance to misbehave and the class will remain orderly.
Other teachers complain Make sure other teachers – and your head teacher – understand that the
about the noise noise is because students are actively working. Tell
when we do speaking them that children need to speak English to learn it. Perhaps it is possible
activities – or sing to move classrooms, or move outside for some
songs and rhymes activities (for example, songs and rhymes).
It’s hard to control all of the Make sure you do pair work often so that students get used to it. Make it
students when they are part of a routine – for example, when you clap they get into pairs. Give
playing a game or doing clear time limits for pair work activities. Make them short! Explain rules of
pair work classroom behavior to students so that they understand what is
acceptable and what is not. Use gestures/signals to make students quiet –
or to look at you. For example, children must stop talking when you raise
your hand. Move students around from time to time. Students could sit in
a different place each term.
The students are all Identify the students who need your help and plan how you can help
different levels – some are them. They could sit at the front of the class. Put students of different
really good at English, some abilities together from time to time so students can help each other.
have problems Encourage students to ask for help. Monitor your students so that you can
see who is having problems.
Pair work is difficult – there Perhaps you can move furniture. Students could use space outdoors. Ask
isn’t very much space students for suggestions.
I don’t know what all of the Establish classroom rules – make it clear to students when they should be
students are doing in pair speaking in they are practising English. In group work, make one student
work – it’s hard to check an ‘English policeman’. They have to make sure that students are
that speaking English. Walk around the room if it is possible. Use eye contact.
Keep activities short, and use time limits.
It’s hard to assess all of the Assess some of the students some of the time (for example, assess three
students different pairs for each speaking activity). Keep notes. In case of control
writing, write the answers on the board and ask the students to check
their answers themselves or ask the students to change their exercise
books to each other and to check. In case of guided and free writing,
check the advance learners writing during monitoring and the rest at
interval times. Make sure that you assess each student each term, or over
the school year.
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Day-4, Session-2
Worksheet-11
Read in pair and fill in the gaps for the stages of early reading and writing
Activity 1: Learning to read
Below are eight stages in the process of learning to read English for most children. These stages don’t
necessarily happen in exactly this order, and many of them happen at the same time. However, it is a
useful guide. Complete the sentences with suitable example words.
1. The child learns the most common sounds for the letters of the alphabet. For example, the letter
sounds in ‘cat’ and ‘hen’.
2. He/she learns to put these together to form simple words such as ‘hand’, ____ and ______.
3. He/she learns how pairs of consonants work together to make new sounds. For example, ‘she’,
__________ and __________.
4. He/she learns how pairs of vowels work together to make new sounds. For example, ‘good’, ‘rain’,
__________ and __________.
5. He/she learns how r and consonant + e can change the sound of the vowel that goes before. For
example, ‘short’, ‘time’, __________ and __________.
6. He/she learns the less common sounds of some letters, such as the c in ‘ice’ and
__________ , the s in ‘nose’ and __________.
7. He/she learns to build longer, more complex words such as ‘grandmother’, __ and _____
8. He/she learns unusual and irregular spellings such as ‘high’, ‘beautiful’, ____ and _____.
Activity 2: Learning to write

Learning to write is a long process. Do you know which English for Today Class book introduces each of
the following for the first time? Guess the answers and see if you are right!
1. Drawing lines and shapes. Class __
2. Make the shapes of single letters by copying examples. Class __
3. Make the shapes of single letters from memory. Class __
4. Write single words by copying examples. Class __
5. Write single words from memory. Class __
6. Write short sentences by copying examples. Class __
7. Write short new sentences (without examples to copy). Class __
8. Write longer new sentences. Class __
9. Write a short paragraph. Class __
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Worksheet-12:
Discuss the given question below and write the answer
1. The teacher refers to the letters by the sounds rather than the names of letters (for example ‘g’ is
called ‘guh’ rather than ‘jee’). Why is it best to refer to letters by their sounds at this level?
2. Why did the teacher always put the words into a sentence? (For example ‘It’s an apple.’)
3. The teacher pointed to letters on the board, and the class had to say if the letter or word the teacher
said matched the letters on the board. Why is this much better than just pointing at letters and
asking students to repeat them?
4. Why is it a good idea to add listening/speaking activities whenever you see an opportunity to do so?
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Resource Paper-24: Introducing the stages of early reading and writing
Activity 1: Learning to read
Below are eight stages in the process of learning to read English for most children. These stages don’t
necessarily happen in exactly this order, and many of them happen at the same time. However, it is a
useful guide. Complete the sentences with suitable example words.
1. The child learns the most common sounds for the letters of the alphabet. For example, the letter
sounds in ‘cat’ and ‘hen’.
2. He/she learns to put these together to form simple words such as ‘hand’, cat, red, stop and help
3. He/she learns how pairs of consonants work together to make new sounds. For example, ‘she’, with,
shop, chicken and elephant
4. He/she learns how pairs of vowels work together to make new sounds. For example, ‘good’, ‘rain’,
please, sleep, boat and ground
5. He/she learns how r and consonant + e can change the sound of the vowel that goes before. For
example, ‘short’, ‘time’, shirt, car, like and stone
6. He/she learns the less common sounds of some letters, such as the c in ‘ice’ and
nice, race and the s in ‘nose’, please, days
7. He/she learns to build longer, more complex words such as ‘grandmother’, Saturday, another,
excellent, and railway
8. He/she learns unusual and irregular spellings such as ‘high’, ‘beautiful’, people, laugh, Wednesday
and receipt
Activity 2: Learning to write
Learning to write is a long process. Do you know which English for Today Class book introduces each of
the following for the first time? Guess the answers and see if you are right!
1. Drawing lines and shapes. Class 1
2. Make the shapes of single letters by copying examples. Class 1
3. Make the shapes of single letters from memory. Class 1
4. Write single words by copying examples. Class 2
5. Write single words from memory. Class 2
6. Write short sentences by copying examples. Class 3
7. Write short new sentences (without examples to copy). Class 3
8. Write longer new sentences. Class 3
9. Write a short paragraph. Class 3
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Resource paper-25:
In English for Today Class 1 and 2, a lot of time is given to teaching the letters of the alphabet and the
sounds they represent. It is important for children to learn about the relationship between the letters
and the sound of the words. For example, they need to know that usually r sounds like the r in ‘red’,
but sometimes it combines with another letter to make a new vowel sound, as in ‘car’ or ‘bird’. (Note:
This approach is called phonics.) It is not enough for students to copy the letters and learn their
names; they must use them actively, and that includes using them to build words. You are going to
watch – or experience – some activities for teaching the letters.
Resource Paper-26
1. It is the sounds of the letters, not their names, that are used for building words. The names of some
letters are very different to the sounds they make. This could cause confusion, so it’s better only to
refer to letters by their sound at this level. The names of the letters can be covered later.
2. As you have learned, children at this age are very good at picking up language by listening to it.
Even at this very low level, it’s a good idea to give them examples of sentences as well as single words.
Some students will begin to say the sentences.
3. It makes the students ‘read’ the letters and think about the sounds they make, rather than just
copying the teacher.
4. As you have learned, listening and speaking are very important skills, especially for children in this
age group. The examples given in this section also make the students use what they have just learnt in
a more active and challenging way.
Note: In Class 1 students learn the letters of the alphabet. They will need a lot of practice to learn
the letters. It is a good idea to include as many different activities as you can over the whole year so
that students hear, see and write the letters as much as possible.
Resource paper-27:
Q1. What techniques did the teacher use to check that everybody understood the meanings of the
words?
Answer: She gave clear examples, such as making a ‘miaow’ sound to check ‘cat’, holding up an
example to check ‘bag’ and miming opening a ‘can’ of drink.
Q2. What is the purpose of the activity?
Answer: This activity has three purposes:
· It helps students think about how letters are put together to make words. It helps them to
develop reading and writing skills.
· It checks the meanings of some words.
It gives extra practice in listening, speaking and pronunciation.
100
Resource paper-28:
Early reading and writing activities
Here are some activities teachers can use in the classroom to help students to develop early reading
and writing. They can be used for any of the letters or words in the lessons from English for Today, Class
1 and Class 2. Choose two or three of the activities and practise them in your groups.
Teaching single letters (Note: Teachers should use both capital and lower case letters)
· Teacher writes five letters on the board. Teacher points to a letter and says the letter (or
the sound). Students shout ‘Yes’ if the teacher says the right letter, or ‘No!’ if the teacher
says a different letter (for example, teacher points to the letter ‘m’ and says ‘f’).
· Teacher dictates some sounds/letters. Students write them down.

Teacher stands with their back to the class. Teacher mimes painting a letter (or a word)
as if using a big paintbrush. Students guess the letter or word.
· Teacher puts students into pairs. Student A uses his/her finger to write a letter of the
alphabet on Student B’s back/palm. Student B must guess the letter.
· Teacher writes some words on the board (eg Bangladesh). Teacher asks students to
find a certain letter (for example, point to the letter ‘a’).
Combining letters to make words
· Teacher writes a letter on the board. Students must say a word beginning with the letter.
· Teacher divides class into two teams. Teaches writes a letter on the board (eg A).
Teacher asks Team A for a word that includes a. Teacher then asks Team B, and so on.
Continue until nobody in a team can think of another word. At this point, the other team
is the winner. Play with letters or combinations of letters eg:
e I o u ai ee oo ar sh th
· Teacher starts writing a word on the board slowly for example: a…p…p…. Students
must guess the word.
· Teacher writes some letters on the board (egsh). Everybody must stand. Teacher says a
word from the current and previous lessons. If it contains sh, the students must sit down,
if not, they remain standing.
· Students look at a lesson from English for Today Class 1 and 2 – books are open in front
of them. Teacher says a word. Students shout ‘Yes’ if the word is on the page, or ‘No’ if
the word is not on the page.
· Teacher writes letters t-c-a on the board. Students have to write them in the correct
order: cat
· Teacher writes words on the board, and gives students time to remember them. Teacher
rubs words out, students write the words from memory.
· Teacher writes a pair of letters on the board (egth). In pairs or groups, In small groups,
students write as many words as they know using the letters. Teacher gives a time limit
(eg two minutes). This activity is useful for practising pairs of letters that make a new
sound. For example, ai, oo, ee, ou, ar, or, ay, ow, sh, th, ch, wh, ph.
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Day-4, Session-3
Worksheet-13
Read the following 3 cases and identifying the ways to teach reading
Case study
Teacher A thinks that the purpose of a reading lesson is to help students to read a text aloud. He
starts the lesson by reading the passage aloud himself so that he can provide his students with a good
model of pronunciation. He then asks different students to read the passage aloud – usually one or
two sentences each.
For him, correcting errors in pronunciation or getting students to practise saying new or difficult
words are the most important parts of a good reading lesson.
Teacher B believes that reading is a silent activity. She believes her role as a teacher is to provide
students with activities that will help them to practise different reading skills themselves. She sees
reading as a way of getting information and wants to help her students develop the skills that they
need to get this information easily.
She plans tasks that help her students to understand a variety of texts. She never asks them to read
aloud as she thinks that pronunciation should be something different.
Teacher C believes that his job is to help students understand information in the passage so that they
will have no difficulty in answering comprehension questions. So he spends a lot of time explaining
the content of the text. He also teaches the meanings of all the new words before students read the
passage because he wants to make sure students don’t miss details as a result of meeting unfamiliar
words in the text.
He thinks that reading passages are useful as they give students the chance to learn a wide range of
new words and structures.
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Worksheet-14: Identify the activities used in simulation
Stage Activity Purpose
2. To share ideas and create

interest in the topic.
3. To prepare students for
reading by helping them to
predict content.
4. To check the meaning of
Pre-reading key vocabulary
1. To give students a
reason for reading.
2. To build confidence and
develop skills.
3. To facilitate students’
understanding of the
While-reading passage.
1. To personalize the topic.

2. To integrate the four skills.
3. To consolidate grammar
and vocabulary learnt in
the text.
Post-reading
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Resource Paper _29 : Identifying the ways to teach reading
Possible answers
1.
Teacher A is only using reading to improve students’ pronunciation. It is difficult to read aloud and
understand a text at the same time. Pronunciation can be improved through oral fluency practice and
dialogue work. He is not likely to be effective in developing his students' reading skills because he gives
them no support in understanding the text.
Teacher B is concerned with helping students to understand the text. She gives them tasks that they
can complete by reading the text silently. She wants them to develop the skills that can enable them
to read any text effectively.
Teacher C only sees texts as an opportunity to teach new words and structures to his students. He is
worried about unfamiliar vocabulary, so he explains everything to them before they read. This does
not help their reading skills as it makes them feel that they can’t understand a new text without
understanding every word. Part of the skill of reading is to guess unfamiliar words in context. He is
only partly effective in developing his students’ reading skills.
2.
However, these are mostly relevant for the upper primary classes. In the lower primary classes, the
main purpose of teaching reading is to raise children’ phonological awareness. It is done in two ways:
· Familiarizing Phonics: Teaching the pronunciation of letters, sounds and the
association of letters to make words; and
· Look and Say: It helps the students to say the words with comprehension.
This method stresses the meaning of words.
Resource paper-30: Stages of reading
1. Pre-reading : In this stage teacher may do any or some of the following activities
· showing text pictures and ask to describe the picture
· showing title and then ask questions about what the text will be
· teaching new words which help understanding the text
2. While reading : Before students start reading, teachers may give any one of the
following activities.
· Fill in the gaps- Keep the students attentive in reading and check understanding.
· Identify True or false- Keep the students attentive in reading.
· Exact meaning questions- Teacher can check the understanding of the text.
3. After reading : Teachers may provide some inferred meaning questions or questions
related to students’ own experience or students’ lives . Students have to use their own
words to answer these types of questions. These questions involve thinking about the
text and understanding the links between ideas.
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Day-4, Session-4
Worksheet-15:
Read the following questions in group and find out what are the characteristics of free writing?
In English for Today, there are examples of controlled, guided writing activities and also free writing
activities. Look at this example of a free writing activity form Class 3, Unit 10, Lesson 2. Then answer
the questions below.
1. What are the characteristics of free writing practice? Think about what you know about free
speaking activities. They have some of the same characteristics.
2. English for Today has both controlled, guided and free writing activities. Why is it important to
include controlled, guided AND free writing activities in the primary classroom?
3. Look again at the example of a free writing activity from Class 3 above. Imagine that you are
teaching this lesson to Class 3. What problems do you think you might have? Think about any
experience you have had or seen.
Resource paper _31: Characteristics of controlled and guided writings
Controlled and guided writing activities have the following characteristics:

· Students have a lot of support with the language.
· The language is controlled by the teacher. Students have no choice in controlled
writings but have a little choice in guided one.
· The focus of the activity is on accuracy.
· Mistakes should be corrected.
Resource Paper-32: Characteristics of free writing

1. Free writing activities have the following characteristics:
· Students have less support with the language.
· Some language may be controlled by the teacher. Students have some – or a lot of –
choice over the language that they use.
· The focus of the activity is on fluency, creativity, and the message of the text.
2. It is important to include a variety of writing activities in the primary classroom:
· One of the main objectives of the English Primary Curriculum is to enable students to
write the alphabet, words, numbers, simple sentences, passages, paragraphs, informal
letters and numbers according to their age group and level.
· Children need to practise controlled, guided and free writing accurately and fluently.
· If children have lots of practice of different kinds of writing activities, they will develop
skills in writing, and this will help them with exams and in their future lives.
· It is a good idea to give students some choice when they are writing. Creative writing is
more motivating and meaningful.
3. Teachers might have the following problems:
· Students may not have many ideas for writing the paragraph.
· Students may not have enough language (for example, vocabulary) for writing the paragraph.
· There are many students in the class. It is difficult to help all of the students.
· Students will probably make many mistakes in this kind of writing.
· There are many students in the class. It is difficult to correct and grade all of the paragraphs.
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Resource paper-33: Challenges and Possible solutions for free writing activity
Challenges for free writing activity Possible solutions
Students may not have many ideas Talk about the topic before students start for free writing.
Give or elicit some ideas (for example, ask students what kind
of information they would include in a paragraph about their
mother. This can be in Bangla.)
Students may not have enough Give or elicit words and phrases that students could use.
language (for example, vocabulary) for Write them on the board. Ask them to read the text, model
free writing. paragraph, letter, dialogue in the content.
Some teachers need to write an example paragraph on the

board that students can use as a model.
It is difficult to help all of the students. Write words, phrases or a model on the board. Weaker
students can use them; stronger students can use their own
language. Walk around the room, and help students who are
struggling.
Students will probably make many Write words, phrases or a model on the board. Understand
mistakes in this kind of writing. that it is difficult to write creatively in another language, and
students will make mistakes. Only correct key language, and
ignore less important mistakes. Students will learn from their
mistakes.
It is difficult to correct and grade all of Walk around the room and correct as many students’ work as
the written work. you can. Take in written work from some of the students each
time. Give grades and keep records. Just mark a few students’
work each time.
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Day-5, Session-1
Resources Paper -34
Some supplementary activities:
1. Bingo game: The teacher asks students to write 3/4 words out of 7-10 in their exercise.
Then teacher either tell or show words at random. If the students have written one of
the words ask them to circle/cross it out. When a student’s has crossed off all his words,
tell him/her to shout ‘’bingo’’ and he/ she will be the winner. It is suitable for revising for
alphabet, number, short-long form, present-past tenses, vocabulary etc.
2. Preposition game: Vocabulary used: NOUNS table, pen, book, bag, window, floor,
apple, wall, ball, bed, box, calendar, chair, cup, doll, door, fan, glass, picture, pillow, shelf,
shoe, corner.
PREPOSITIONS: in, near, under, in front of, on, above, into, with.
a) The children look at the picture and ask each other, ‘’Where is the…………….?’’
b) One child look at the picture, the other says, ‘’I have lost my………….Is it/Are they
in/on/near/etc. the……………….…?’’ The first child then says where the object can be
found.
3. Hunt the pencil game: One child goes out of the room or covers his/her eyes.
Another child places a pencil/…. somewhere in the room. The first child has to find the
pencil by asking questions to the other children in the class. This is also a good game for
practicing nouns and prepositions. Is it………..? Yes, it is. Or no, it is not.
4. Mime game: One child mimes an action. The other says or writes, ‘’ she/he is…….ing.’’
Can also be played in pairs or in groups.
5. Guessing game: A child thinks of an object in the room and says its initial letter. The
other child or children guess what the object is by looking round for things beginning
with that letter. A child thinks of a number and the other(s) ask yes/no questions. For
example- ‘’ Is it an odd number? Is it an even number? Is it bigger than 20? Is it less
than…..? ’’ to guess the number.
6. Information gap: A gap in information between two or more people which means
they have to communicate with each other and asks questions to fill up the gap and to
find out all the required information. For example- Student ‘A’ is given a part of the
information and student ‘B’ is given the other part. They must not show each other their
sheets, but must ask each other questions to find out the missing information to
complete their sheet.e.g.
Student A: How many kites have you got? Student B: I have got 5.
Cat 7 Cat
Kite Kite 5
HereMango 4
is a sample demonstration of bingo game. Mango
Egg Egg 8 107
Bat 9 Bat
Materials: Words written on cards/ on the black board.
Method: Write 8-10 words on the black board or cards that you have taught now or
would like to review. Tell the students to choose any 5-6 of them and write them down in
their exercise books. Read out the words one by one and in any order. If the students
have written down any of the words you have said, they cross it out. When they have
crossed of all their 5-6 words they tell you by shouting ‘bingo’. Keep a record of what you
say in order to be able to check that the students really have heard all their words the
students who could cross out as per instruction win the game.
7. Kim’s game
8. Memory game
9. Noughts & crosses
10. Family game
11. Domino game
12. Cross word puzzle
13. Word square
14. 10 questions game
15. Snap game
Supplementary activity
It is anything extra to what is in the text i.e. activities which are not in the lesson but
closely related to the learning outcomes, that are easily achievable for the students
either in pairs or groups and have potential for interesting activity based learning are
called supplementary activities.
The importance of supplementary activity help students in language learning is---
· To ensure learning by doing.
· To extend thinking.
· To increase eagerness to learn new things.
· To build up vocabulary.
· To grow confidence.
· To develop creativity.
· To arouse interest an involvement.
· To make learning easy and enjoyable.
· To make a bridge to reach the goal.
· To construct new knowledge integrating with previous knowledge.
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DAY 5, Session-2
Worksheet-16
Lesson Plan
Class: Four Lesson : 3, Page 6, 7 ( Activity-A, B, B1, B2) Time: 40 minutes.
Learning outcomes: At the end of the lesson, the students will be able to
· read the text correctly.
· ask questions and answer them with the help of text information.
· ask questions and answer them with the help of individual’s information.
Techniques &
Steps Activities Classroom Languages Time
Materials
· Greetings Good…. How are you, SS? WCW 2 mins
1. Lesson declaration: I’ll ask Look and listen to me. Text book,
the SS to open page 6. Then How many people are there? Board WCW,
point on the picture of A, I What is their relationship?
instruct them as mentioned Discuss in pairs.
Tell me the answers.
in the activity A. After taking
Thanks.
the answers of the
questions, I’ll declare the
today’s lesson and write it on
the board.
2. I’ll show the picture of the Dear students, look at the
activity B, and ask the SS to see, picture of B. Think about it.
Now discuss in pairs. What can WCW, PW, Text
discuss and tell me.
you see in the pictures/----? Picture
Tell. ……….
3. Introducing new words: I’ll Listen to me. Look at the word. WCW, 15
Input teach some new words: Spell it. Who can say the mins
businessman, banker, retired, Word card/
meaning? Fine.
officer, government (sound, writing words
spelling, meaning). on board.
4. Teacher’s reading: I’ll read Take your book. Open at page

the text and ask ss to look & 6. I read you listen only. Put
listen attentively. Then I’ll your finger under the lines and
WCW,
read the text 2 to 3 times words.
using spotting mistakes EfT Book
look and listen carefully, the
techniques. word I missed, you shout for
that.
5. Explaining in Bangla: I’ll tell Look at the text. Listen to me. WCW,
the gist of the text in Bangla.
EfT Book
109
1. Students’ group reading: 4 or 5 ss make a group.
I’ll divide the ss into groups SGW,
Read in groups. One student
and ask them to read in
will read by turn and others
groups. I’ll demonstrate by EfT Book
will listen. Help him/her. Do it
the SS if require. in turn.
2. SS’ pair and individual SS, make pair. One will read PW-IW-WCW,
reading: I’ll put the SS into and other will help. Do it in
pair and ask to read in turn. turn. EfT Book
I’ll demonstrate by a pair if
required.
3. Silent reading followed by Read the questions first. Then
questions B1 (exact read the text alone and write
meaning): I’ll ask the ss to answer in short.
Look how to write- IW,
read the questions and text 15
Practice a) Where is Abeer from? Bogra
and write answer them in mins
Now read silently. You’ll get 5 Q-Chart,
short in the book/note book.
minutes.
I’ll do the first one for them. (after 5 minutes) text book
I’ll walk around the room and Who can answer b, c and so
monitor and help if required. on?
After 5 minutes I’ll collect the Good job.
answer onto the board.
4. Question and answer of B1. SS, work in the same pair. One PW,
I’ll ask the SS to work in the will ask the questions of B1
same pair. I’ll demonstrate by and other will answer by turn. text book
a pair how to do the activity.
5. Speaking activity for B2. I’ll SS, work in the same pair. One IW-PW,
demonstrate by a pair how to will ask the questions of B2
do the activity. and other will answer by turn. text book
6. Ask to do the activity B3. SS, Now write the answer of

questions B3 in sentences one
I’ll walk around the room and after another.
monitor and help if required. Finished. Check spelling. Good. 10
Task IW-SGW--WCW
Now give a title. mins
Avoid overwriting.
Read out your writing.
Nice.
N. B. I will ask 2/1 students to tell in Bangla to check whether they understand or not after every
instruction. This lesson plan is not rigid, you may change (replace or add) some activities to bring variety.
You can write Bangla for English in the activity column but the classroom Language column must be in
English for classroom language.
110
RESOURCE PAPER-35 : IPT linked lesson planning
The framework of an IPT linked lesson plan
Almost all lesson plan has 5 basic components namely: Lesson title, learning outcomes
Input activities, practice activities, Task/Checking learning activities.
The IPT linked lesson planning has three different but clear stages :
The first one is the input (or presentation) stage. In this stage the teacher provides the text,
model language or vocabulary to the students.
The second one is the practice stage. The students do different types of activities (controlled,
guided, and free- (see unit 3 for detail) in this stage either with the help of their classmates or
teachers for better understanding of the input.
The third one is the ‘Task (Production)’ stage. In this stage students get the opportunity to do
something which could be writing, discussion or making something (e.g. poster) in order to use
their new knowledge and language they have learnt in the previous stages (input, practice) and
also the previous lessons or classes . It helps them to build up confidence in using English and
they start to become communicative users of English.
Writing learning outcomes

Identifying learning outcomes is very important for planning a lesson because all activities are based on it.
In the curriculum, terminal competencies, class-wise attainable competencies and learning outcomes of a
lesson are written. To identify learning outcomes, teachers have to go through the lesson carefully and
consider the new vocabulary, grammar points and skills. Remember, for each learning outcome it is
must to provide at least one activity in your lesson.
According to Mager, the ideal learning outcome has 3 parts:
· a measurable verb (for example ‘answer’);

· the important condition (if any) under which the performance is to occur (‘verbally’ ‘simple
questions about likes and dislikes’)
· and the criterion of acceptable performance (‘using short sentences’),
Frequently you will not see the criterion or the condition specified if they are obvious. However,
sometimes adding the condition(s) and/or the criterion give more clarity to a learning outcome.
The following verbs should not be used in writing learning outcomes as these are not
measurable verbs: Believe, understand, know, appreciate, feel, enjoy, learn, think.
Learning outcomes describe the measurable skills, abilities, knowledge, or values that students should be
able to do or demonstrate as a result of a completing a program of study, a course, or lesson.
Learning outcomes are student-centered rather than teacher-centered, in that they describe what the
students will do, not what the instructor will teach. Learning outcomes are not standalone statements.
They must all relate to each other and to the title of the unit and avoid repetition.
111
Learning outcomes need to be SMART:
· Specific - The learning outcome should be well defined and clear. It states exactly what will be
accomplished.
· Measurable - The learning outcome should provide a benchmark or target so that the teacher
can determine when the target has been reached, by how much it has been exceeded or by how
much it has fallen short.
· Achievable – The learning outcomes should be achievable by the learners within the given time
and should be according to their cognitive level.
· Realistic - Learning outcomes should be reasonable given the available resources. Learning
outcomes should neither be easy nor impossible to attain, but somewhere in between.
Time-framed - A learning outcome should include a specific time or date by which it will be
completed. It is important to allow enough time to successfully implement the steps needed to
achieve the objective.
The role of a lesson plan
Each piece of work needs a plan to achieve its goal. Nothing can be achieved without a good
plan. The plan could be written or well organised in the mind. The written one is preferable for
the following reasons.
q It’s a working document

q It leads the teacher systematically through the stages of the lesson.
q It focuses on teaching aids and supplementary activities.
q Specific techniques and activities are mentioned in a lesson plan.
q It gives opportunities to think about the possible problems of the lesson in advance.
q It helps teachers to manage the class successfully
q Clear stages for objectives, inputs, practice and task will help to achieve the learning
outcomes.
112
DAY 5, Session-3
Resource paper-36:
Types of test
a) Oral test: Teacher asks questions orally and the learners also answer orally.
b) Written test: Learners write the answer of the questions in the answer paper.
Written test are two types
i) Constructed Response Questions- short answer type, descriptive types

ii) Objective types items: They are 5 types- answer in a word, MCQ, Matching, fill in the
gaps, true-false.
Advantages of constructed response questions
· can measure learner’s subject knowledge, understanding, analyzing, synthesizing and evaluating
skills
· learners can express opinions and attitude in their own style.
· can measure learner’s literary knowledge, sentence construction ability and ability of writing
style
· can measure learner’s thinking and imagination power.
· Learners acquire the skill of writing in an organized way
Disadvantages of constructed response questions
· Marking is varied a lot by marker to marker.

· can’t compare students intellectuality and achievement.
·
113
Worksheet-17
A word used to describe a noun is called an-

a) verb
b) Pronoun
c) Adjective
d) Conjunction
An adjective qualifies-
a) noun & Pronoun
b) Interjection
c) preposition
d) Conjunction
114
Key of worksheet-17
A word used to describe a noun is called an- A word used to describe a noun is called -
a) verb a) A verb
b) Pronoun b) A Pronoun
c) Adjective c) An Adjective
d) Conjunction d) A Conjunction
An adjective qualifies- An adverb qualifies-
a) noun & Pronoun a) noun & Pronoun
b) Interjection b) Interjection
c) preposition c) preposition
d) Conjunction d) verb
115
Worksheet-18
116
Key of Worksheet-18:
×
×
×
×
ü
ü
×
117
Resource paper-37
MCQ
MCQ
STEM
(Alternatives or options) Key
Distracter
Which one is semi colon STEM
e) !
OPTIONS b) : DISTRACTER
c) :-
d) ; KEY
best answer (alternatives

Stem
(clue)
·
·
· ‘good- sounding’
·
· Homogeneous
118
Resource Paper-38
Brief Constructed Response item-BCR)

Extended Constructed Response item-ECR)
119
Resource paper-39
Concept of Learning Domain
(Mastery Learning) Learning domain )

1. Cognitive Domain.
2. Affective Domain
3. Psychomotor Domain
Cognitive Domain.
Affective Domain
Psychomotor
Domain
Learning Domain Cognitive Domain
Achievement) Paper pencil test
Affective Domain Psychomotor Domain Performance Paper Pencil
test Assess Domain Assess
School Based Assessment
Cognitive Domain
Old Version New Version
· Knowledge -
· Comprehension -
· Application -
· Analysis -
· Synthesis -
· Evaluation-
120
Cognitive Domain Item Distracter
Knowledge Level Item Average, Define,

Descrive, Identity, match
R 3.2 To read the clock, hours and minutes
English for Today Lesson 4 (
· Which clock shows 10:55 ? (

(Knowledge Level)
10:30 09:30 10:55 11:00
Cognitive Domain
Classify, Discus, Explain, Express, Rewrite, Infer R
3.2
· Tick the clock that shows the time of 07:45.

(Comprehension Level)
Cognitive Domain
Apply, Discover, Practice, Solve, Produce. R 3.2
121
· Shamim is a student of grade 5 at Ulipur Model Govt Primary school. The
School starts at 9.15 in the morning. She/he goes to school on foot. It takes
35 minutes to get into the school.
Select the clock that shows the time when Shamim starts for school:
(Application Level)
08:40 09:15 09:35 08:50
Cognitive Domain
Analyze, Breakdown, Contest,
Examine, Illustrate, Point out
Assemble, Compose, Create, Design, Formulate
Cognitive Domain
Rate, Justify, Assess, Argue
Concept of Learning domain
122
Resource Paper-40
Developed MCQ & CRQ items (SAMPLE)

Read the text and develop test items both MCQ and Constructed Response Questions.
It was a hot summer. A man was passing though a village. He sold caps to the villagers. He walked for
miles and felt very tired. He sat under a big tree to take a rest. He put his basket of caps beside him. He
then fell asleep. There were monkeys in the tree. The monkeys came down from the tree and took away
the caps.
TERMINAL ATTAINABLE LEARNING Type of Domain Items

COMPETENCIES: COMPETENCIES OUTCOMES items
Reading
5. to read 5.1 to read Students will be MCQ Knowledge 9. What was the season?
silently with aloud and able to : a) Autumn
understandin silently b) Winter
c) Summer
g short longer sets 5.1 read aloud
and silently d) Late Autumn
stories, text of
materials etc. sentences, longer sets
of Understan 2. The day was-
paragraph
sentences, ding a) foggy
and stories
paragraphs b) dewy
from the
and stories c) sunny
textbook.
from the d) cloudy
5.2 to read textbook.
Inference 3. Why did the man take a rest
silently with
under a big tree?
understandi 5.2 read with
understan a) To be in the shade
ng simple
ding simple b) To sleep
informal
informal c) To put away the basket for a
letters.
letters and moment
dialogues. d) To sell the caps
Knowledge 4. What did the man sell?

Questions
Constructed response
Understan 5. Why do you think the monkeys

ding took the caps away?
6. The first sentence says “It was a

hot summer.” Write three
Inference other things from the story
that also tells us it was hot.
123
DAY 5, Session-4
Worksheet-19
Terminal Competencies: Required Subject knowledge Required pedagogical knowledge
Listening
1. to recognize basic English

sound differences, stress
and intonation.
2. to understand simple
commands, instructions
and requests and carry
them out.
3. to understand simple
questions and statements.
4. to listen to, understand and
enjoy simple rhymes, poems and
stories.

Speaking
1. to use English sounds, stress
and intonation appropriately
2. to exchange greetings and
farewells and to make
introductions.
3. to ask and answer questions .
4. to recite rhymes and poems.
5. to say the names of the days
of the week and the months,
and to tell the time.
6. to talk about simple things
and actions.
7. to give instructions,
commands and to make
requests.
8. to take part in conversations
on topics related to students’
daily life.
124
Reading
1. to read aloud texts with

proper pronunciation, stress
and intonation.
2. to recognize and read both

cardinal and ordinal
numbers.
3. to read the names of the
days of the week, the
months and the time.
4. to read aloud poems with

proper stress and intonation.
5. to read silently with

understanding paragraphs,
stories and other text
materials.
6. to read instructions and

carry them out.
7. to recognize punctuation
marks and read accordingly.
125
Writing
1. to write non-cursive and

cursive letters both capital
and small.
2. to write cardinal and ordinal

numbers.
3. to write words, phrases and

sentences using non-
cursive and cursive letters
both capital and small.
4. to write figures for words

and words for figures.
5. to use punctuation marks.
6. to use capital letters.
7. to write the names of the

days of the week and the
months, and to write the
time.
8. to write words, phrases and

sentences correctly.
9. to take dictation.
10. to write short and simple

compositions.
11. to write simple personal

letters.
12 to fill in simple forms.
126
Resource Paper-41
a) Elements of SK &SK:
Subject Knowledge: Pedagogical Knowledge:
· Have a strong background in subject 7. Developmental theory of learning

area 8. Understand how learning occurs
· Subject area content knowledge 9. How social group works
· Understand major concept, 10. Diverse cultural environment
assumption, debate, content or 11. Methods and techniques
subject knowledge that they teach 12. Effective classroom management
· Linkage with curriculum 13. Effective teaching practice
· Sequence of contents they teach 14. Effective assessment
· Subject specific technology 15. Curriculum alignment
16. Diversification of instruction
17. Technological skill.
18.
b) Resources for development of SK & PK:
§ News paper
§ Magazine
§ Weekly magazine
§ Internet/websites
§ Journals
§ English books
§ English reference books
§ English program on TV or Radio
§ English movies
§ Dictionary
§
127
(Observation Format)
Class:
Lesson:
· Lesson/Part of the Lesson Observed:

· Taught/performed/simulated/demonstrated area:
· Name of the teacher/performer/simulator/demonstrator:
· Name of the observer:
· Date:
§ Describe how the “teacher” has shown the indicators of the pre-determined area.
§ How do the peers (the students who play the role of primary school students) respond to
each activity?
§ Write your remarks on the observed part of the lesson for the pre-determined area.
Supportive feedback
Sit together, give feedback and encourage rather than noticing faults.
1. Invite the “teacher” to express her/his feelings/reflection]; and note it down.
2.State the satisfactory indicators of the area that was demonstrated.
3.Identify through discussion with the “teacher” the areas of their performance which they could
develop and agree on how she/how could do this.
128
DAY 6, Session-1
Resource Paper-42:
Raka is at home. She didn’t go to school. She has a cough, a sore throat and a fever. The doctor says that
she has got influenza. Influenza is caused by a virus. He has prescribed Raka some medicines. At the same
time he has written down a list of things to do to help her get well soon. Here is the list of things she
should do:
· Eat some food to give your body energy. Try to eat even if you don’t feel hungry.
· Take plenty of rest. Stay at home.
· Drink a lot of liquids
· Cover your mouth and nose with a tissue or handkerchief when you cough or sneeze. Be
careful to use your own glass and plate. You don’t want to spread the virus to others.
Terminal Class wise Learning Items Domain key

Competency Attainable outcomes
of English Competency
5. to read 5.1 to read Students will 1. Raka has got- K b

silently with silently with be able a) typhoid
understanding understanding to b) influenza
paragraphs, c) chicken pox
stories and paragraphs, 5.1.1 read
stories, silently with d) headache
other text
materials dialogues, understandin 2. Who has said she should “Stay at K c
personal g paragraph . home”?
a) Raka’s friend
letters and 5.1.2 read b) Raka’s father
others texts silently with c) Raka’s doctor
materials. understandin
d) Raka’s teacher
g stories.
3. Influenza is caused by- K c
5.1.3 read a) bacteria
silently with b) fungus
understandin c) virus
g dialogues. d) nematode
4. What is this story about? U d
5.1.4 read
silently with a) Raka’s school
understandin b) Staying at home
g personal c) Raka’s friends
letters and d) Doctor’s advice
other texts 5. Raka is forced to stay at home U c
materials. because
a) she got a punishment at school
b) the school is closed
c) she is not well
d) she fell down
6. `Drink a lot of liquids’. Here `liquids’ U a
mean
a) water and juice
b) soft food
d) fruits
d) sweets
129
7. The doctor told Raka to “ Cover your A/I b
mouth and nose with a tissue or
handkerchief when you cough or
sneeze” to
a) prevent Raka getting worse
b) prevent other people getting
influenza
c) show good manners
c) keep herself clean
8. When someone has influenza they A/I a
a) are always thirsty
b) want to eat a lot of food
c) carry on as usual
d) sleep all the time
9. The doctor told Raka to take plenty A/I d
of rest because she
a) worked very hard and needed a rest
b) was weak and would not be able to
walk
c) was tired and needed to sleep
d) would get better more quickly
10. Why did the doctor tell Raka to “Be A/I c
careful to use your own glass and
plate.”?
a) so that she could wash them herself
b) to prevent her plate and glass being
given to others
c) to prevent her virus being given to
others
d) other people might break them
3. Answer each of the following questions in a sentence:
a) Which infection does Raka have? (K)

b) Who prescribed Raka some medicines?(K)
c) Why is Raka at home? (K)
d) How do we get influenza (U)
e) How can reduce our chances of getting influenza? (A/I)
f) What should we do if we get influenza? (A/I)
g) Why should we stay at home when we get influenza?(U)
h) Why should we drink a lot of liquid when we get influenza? (U)
4. Write 3 three sentences explaining what we can do to avoid spreading influenza to others. (A)
130
DAY 6, Session-2 & 3
Worksheet-20:
OBSERVATION CHECK LIST
Serial
Questions Answers
No.
What activities did the

teacher use to give
1
information/ present the
input?
What activities (practice

activities) led the
2 students for clear
understanding of the
input?
Did the teacher use the

materials appropriately?
3
Give reasons in favour of
your answer.
What languages did the

4 teacher use to set an
activity in the class?
What monitoring
5 languages did the teacher
use in the class?
What assessing languages

6 did the teacher use in the
class?
What are the Learning

7 Outcomes?
Areas for development

8
with suggestions
Others( if any )
8
131
Observation format for micro teaching
Name of the teacher (student): Class:
Session:
Learning Outcome:
Skill/activity to be demonstrated:
Strengths:
Areas for development:
Notes for feedback:
132
DAY 6, Session-4
Worksheet-21
Think about these statements and ü the box that represents your opinion.
Sl. I believe that Strongly Agree Disagree Strongly
No. Agree disagree
1 Language should be taught as a set of
grammatical structures.
2 Students should be corrected
immediately when they make
mistakes.
3 English classes should always be
taught in English.
4 Students should be encouraged to
work in groups and pairs in class.
5 Using Bangla in an English class is an
effective technique to check
understanding.
6 The teacher should maintain a quiet
atmosphere in class.
7 A good language lesson is one in
which the teacher lectures well on
the topic.
8 The teacher is the main provider of
knowledge in the class.
9 Students must have excellent and
correct pronunciation.
10 Feedback to the students on their
work should be positive.
133
Worksheet-22
Course Evaluation
(You can write comments in Bangla, if you want. Put a tick mark where applicable)
1. Time schedule
a) What do you think of the length of the course?
· far too long
· too long
· just right
· too short
· far too short
Comments:
b) In this training course you worked for 6 days, from 09.15 until 17.15 with breaks for tea and
lunch. What is your opinion about this time-schedule?
· far too long
· too long
· just right
· too short
· far too short
Comments:
c) How do you think the time was distributed among the different ways of working in this course?
Far too much Too much Just right Too little Far too little
Lectures, plenary
Group work
Pair work
Individual work
Comments:
134
2. Course contents
a) What do you think of the balance between theory and practice:

· too much theory
· just right
· too much practice
b) Expectations
Please try to remember what you expected at the beginning of this course. How are your
expectations met?
· Completely
· Largely
· Partly
· To some degree
· Not at all
c) What is your reflection about the topics?
Topics Satisfactory needs minor needs major not Remarks

improvement improvement necessary
at all
The developmental nature of
Language Learning
Competencies
IPT, CLT, MWTL
Listening skills
Speaking skills
Reading skills
Writing skills
Teaching Vocabulary
Teaching grammar
Constructing competency
based questions
Classroom languages
Pronunciation, Punctuation,
stress and intonation
Classroom management
Comments:
135
d) Usefulness of the course
Consider the specific requirements of your own job. How useful do you think the course has been?
· very useful
· useful
· of some use
· of limited use
· not useful
e) In your opinion, do you need more training on English subject?
· No
· I do not know
· Yes, similar to this
· Yes, but different from this
Comments:
3. Do you have any suggestion for improving the English subject based training course or the
way it is organised?
4. Write the most important things that you have learnt in this subject based training.
5. Write the most important things that you have liked in this training.
6. Write the challenges that you still have.
7. When and how will you implement what you have learnt?
Thank you !
136
137
Essential Learning Continua
Subject: English
(Classes 1-V)
Terminal Class-wise attainable competencies

Competencies
Class I Class II Class III Class IV Class V
Listening
1. to recognize 1.1 to become 1.1 to become 1.1 to recognize English 1.1 to recognize sound 1.1 to recognize sound
basic English familiar with familiar with sound differences in the differences in the differences in the
sound English English sounds context of words. context of words. context of words.
differences, sounds by by listening to
stress and listening to common English 1.2 to recognize which 1.2 to recognize which 1.2 to recognize which
intonation. common words. syllable in a word is syllable in a word is syllable in a word is
English stressed. stressed. stressed.
words. 1.3 to recognize which 1.3 to recognize which
1.3 to recognize which words in a sentence words in a sentence
words in a sentence are are stressed. are stressed.
stressed 1.4 to recognize and use 1.4 to recognize and use
intonation patterns intonation patterns
for Wh- and Yes/No for Wh- and Yes/No
questions, greetings questions, greetings
and statements. and statements.
138
2. to 2.1 to follow 2.1 to follow simple 2.1 to carry out simple 2.1
to carry out simple 2.1 to carry out simple
understand simple commands and commands and commands and commands and
simple commands instructions. instructions. instructions. instructions.
commands, and e.g. Open ......, Close 2.2 ------- 2.2
to carry out a set of 2.2 to carry out a set of
instructions instructions. ....., commands and commands and
and requests e.g.. Stand up. Sit Repeat ........., etc. instructions. instructions.
and carry down. Come to respond to requests. 2.3 to comply with
2.3 2.3 to comply with
them out. here. Go e.g.
Can you….? requests. requests.
there. e.g. Can you……? e.g. Can you……?
Could/Would Could/Would you…..?
you…..?
3. to understand 3.1 to 3.1 to understand 3.1 to understand simple 3.1 to understand 3.1 to understand
simple understand simple questions about questions asked questions about the
questions and simple questions, family, the students and about the students. students.
statements. questions statements friends.
asked by the about the 3.2 to understand 3.2 to understand 3.2 to understand
teacher about students and questions about familiar questions about questions about
the students familiar things objects. family, friends and family, friends and
and a few around them. 3.3 to understand neighbors of community of
familiar statements. students. students.
objects, 3.3 to understand 3.3 to understand
questions about questions about
e.g. What's your objects around objects around them.
name? What's them.
this? 3.4 to understand 3.4 to understand
statements made by statements made by
the teacher and the teacher and
students. students.
139
4. to listen to, 4.1 to enjoy the 4.1 to enjoy the 4.1 to enjoy simple 4.1 — 4.1 —
understand and rhythm and rhythm and rhymes.
enjoy simple music of music of simple
rhymes, poems simple rhymes.
and stories. rhymes. 4.2 to enjoy simple 4.2 to enjoy and 4.2 to enjoy and 4.2 to enjoy and
stories. understand simple understand understand simple
stories. simple stories. stories.
4.3 to enjoy and 4.3 to enjoy and 4.3 to enjoy and
understand simple understand simple understand simple
poems. poems. poems.

Competencies
Speaking
1. to use English 1.1 to repeat after the 1.1 to repeat after the 1.1 to repeat after the 1.1 to say words, 1.1 to say words,
sounds, stress teacher and say teacher and say teacher and say phrases and phrases and
and intonation simple words and simple words, words, phrases sentences with sentences with
appropriately . phrases and sing phrases with and sentences proper sounds, proper sounds,
the Alphabet Song. proper sounds, with proper stress and stress and
stress and sounds, stress and intonation. intonation.
intonation. intonation.
2. to exchange 2.1 to say Good 2.1 to say Good 2.1 to exchange 2.1 to exchange 2.1 to exchange
greetings and morning, Hello! Hi! morning ! Hello! greetings and greetings, farewells greetings, farewells
farewells and to Bye-bye! Good- Hi ! and ask "How farewells and and make simple and make
make bye! are you"? and make simple self – self-introductions/ introductions.
introductions. I’m your English reply by saying " I introductions introductions.
teacher. am fine, thank Good morning! How do you do? How do you do?
My name is……………… you", etc. Hello, Hi, Bye, See Nice to meet you.
you, etc . etc.
140
3. to ask and 3.1 to ask and answer 3.1 to ask and answer 3.1 to ask and answer 3.1 to ask and answer 3.1 to ask and answer
answer questions about questions about simple Wh and Wh and Yes/No Wh and Yes/No
questions. the students and a the students and Yes/No questions. questions. questions.
few familiar familiar objects.
objects.
4. to recite rhymes 4.1 to repeat rhymes 4.1 to repeat rhymes 4.1 to repeat rhymes 4.1 to recite poems . 4.1 to recite poems.
and poems. after the teacher. after the teacher and simple poems
and recite. after the teacher
and recite.
5. to say the 5.1 ---------- 5.1 to say the names 5.1 to say the names 5.1 to tell the 5.1 to tell the time
names of the of the days of of the months. time(hours only) (hours and minutes)
days of the week the week. and mention and mention
and the months a.m./p.m. a.m./p.m.
and to tell the
time.
6. to talk about 6.1 ------- 6.1 -------- 6.1 to say what the 6.1 to say what the 6.1 to say what the
simple things and speaker is doing speaker is doing and speaker is doing and
actions. and others are others are doing. others are doing.
doing.
6.2 ------- 6.2 -------- 6.2 to talk about 6.2 to talk about people, 6.2 to talk about
people and objects, events, etc people, objects,
objects . events, etc.
141
7. to give 7.1 to give simple 7.1 to give simple 7.1 to give simple 7.1 to give instructions 7.1 to give instructions
instructions, instructions and instructions and instructions and and commands. and commands.
commands and commands. commands. commands
to make 7.2 to make requests 7.2 to make requests 7.2
to make requests
requests. and to respond. and to respond. and to respond.
Can you…?Yes, sure. Could you…? Yes, sure.
Giving short answers
No, No, Could you…? Yes, sure.
Sorry. Sorry, thanks. You are No,
welcome, etc. Sorry, thanks. You are
welcome. No problem.
That’s ok, etc.
8. to take part in 8.1 -------- 8.1 to ask and answer 8.1 to take part in 8.1 to take part in 8.1 to take part in
conversations simple questions simple conversations on conversations on
on topics about everyday life. conversations( simple appropriate topics.
related to exchanging topics(likes/dislikes,
students’ daily personal hobbies, holidays,
life. information) family, friends, etc.)

Competencies
Writing
1. to write non- 1.1 to practice letter 1.1 to write non- 1.1 to write cursive 1.1 to write non- 1.1 ---------
cursive and shapes/ simple cursive capital capital letters. cursive and cursive
cursive letters writing patterns, letters. capital letters.
both capital etc.
and small.
1.2 to write non- 1.2 to write non- 1.2 to write cursive 1.2 to write non- cursive 1.2 ----------
cursive capital cursive small small letters. and cursive small
letters. letters. letters.
142
2. to write 2.1 to write cardinal 2.1 to write cardinal 2.1 to write cardinal 2.1 to write cardinal 2.1 to write cardinal
cardinal and numbers numbers up to 30 numbers up to 100 numbers 101 to 500 numbers 1 to 500 in
ordinal up to10 in figures. in figures. in figures . in figures. figures.
numbers.
2.2 to write ordinal 2.2 to write ordinal
numbers up to 10th. numbers up to 20th.
3. to write words, 3.1 ------ 3.1 to write words 3.1 to write words , 3.1 to write sentences 3.1 to write sentences
phrases and and phrases using phrases using non cursive using non cursive
sentences non-cursive capital and simple sentences and cursive capital and cursive capital
using non- and small letters. using non-cursive and small letters. and small letters.
cursive and capital and small
cursive letters letters.
both capital
and small.
4. to write figures 4.1 ------- 4.1 to copy and write 4.1 to copy and write 4.1 to copy and write 4.1 to write cardinal
for words and cardinal numbers cardinal numbers up cardinal numbers up numbers up to 100
words for up to 10 both in to 30 both in figures to 50 both in figures both in figures and
figures. figures and in and in words. and in words. in words.
words.
4.2 to write ordinal

numbers up to 10th 4.2 to write ordinal
both in figures and numbers up to 20th
in words. both in figures and
in words.
5. to use 5.1 ------- 5.1 ------- 5.1 to use full stop, 5.1 to use full stop, 5.1 to use full stop,
punctuation comma and comma, question comma, question
marks. question mark. mark and mark and
exclamation mark. exclamation mark.
143
Competencies
Writing
6. to use 6.1 ---------- 6.1 ---------- 6.1 to use capital 6.1 to use capital letters 6.1 to use capital letters
capital letters for sentence for sentence for sentence
letters. beginnings and beginnings, proper beginnings, proper
proper nouns. nouns and for nouns and for
beginnings within beginnings within
quotation marks. quotation marks.
7. to write the 7.1 ----------- 7.1 ------------ 7.1 to write names of 7.1 to write names of 7.1 ----------
names of the the days of the the days of the week
days of the week. and months.
week and the 7.2 to write the time 7.2 to write the time
months, and (hours only) and (hours and minutes)
to write the mention a.m./p. m. and
time. mention a.m./p. m,
half past, quarter
past,
quarter to, etc.
8. to write 8.1 ---------- 8.1 ---------- 8.1 to write words, 8.1 to make sentences 8.1 to make sentences
words, phrases and using words and using words and
phrases and sentences from the phrases, following phrases, following
sentences textbook or model instructions. instructions.
correctly. presented by the
teacher .
9. to take 9.1 --------- 9.1 ---------- 9.1 to take dictation of 9.1 to take dictation of 9.1 to take dictation of
dictation. words and phrases words, phrases and short and simple
only. sentences. paragraphs.
144
10. to write 10.1 ---------- 10.1 ---------- 10.1 to write a short 10.1 to write a short 10.1 to write a short piece
short and and simple paragraph by of composition by
simple paragraph by answering a set of answering a set of
compositions. answering a set of questions. questions.
questions. 10.2 to write a short 10.2 to write short
composition about compositions on
oneself, friends, familiar objects,
family and other people, places,
familiar topics. events , etc.
11. to write 11.1 ------- 11.1 -------- 11.1 --------- 11.1 to write simple 11.1 to write simple
simple letters to friends. letters to friends and
personal relatives.
letters.
12. to fill in 12.1 ---------- 12.1 ---------- 12.1 ------------ 12.1 ------------ 12.1 to fill in simple
simple forms.
forms.
145

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FOR PRIMARY SCHOOL TEACHERS

SUBJECT BASED TRAINING MANUAL

PRIMARY EDUCATION DEVELOPMENT PROGRAMME-3

Shamal Kanti Gosh

Avoid pointless repetition

Questions for interview:

Activity-5: Journal Writing 15 mins

1. What have you learnt?

The Developmental Nature of Language Learning

a) What is a language teacher to consider in teaching skills? Why?

Reflection for Session leader:

While conducting the session consider the issues:

· Do you think the participants have an understanding of ‘The Development Nature of

Relating EfT contents with the Competency

Assessment: Question-Answer, Group production, Discussion, Assignment

Description of the Presentation

After conducting the session, ask yourself the following questions

CLT, IPT and MWTL

Strategies: Discussion, pair work, group work

Input Practice Task

Activity-4: Stating Multiple Intelligence Teaching learning techniques 15 mins

· Greetings Good…. How are you, SS?

Activity-5: Assessment 10 mins

Activity-2: Identifying the physical aspects of classroom management 15 mins

Activity-4: Use the strategies for ensuring individual participation. 35 mins

2. Draw the following table on the board.

· Why classroom management is important for effective teaching- learning?

While conducting the session consider-

· Do you think all the participants actively participate?

Classroom languages for techniques and activities

Activity-3: Instruction for activities. (Instructional languages) 55 mins

Activity-1: Explaining the stages of teaching vocabulary 20 mins

5. Thank participants for their active participation

· describe the effectiveness of different approaches to teaching grammar to primary

Activity-2: Describing the stages of teaching grammar 15 mins

Listening and Speaking Skills

Description of the Presentation:

3. Give several instructions quickly, for example:

Class 3, Unit 3 Lesson 1, Activity A: listen and do Name of the activity:

Ask the following questions and assess your session:

While conducting the session consider:

· Instruction list for demonstration

Description of the Presentation

Activity-2: Demonstration of a listening and speaking lesson 20 mins

Rhyme group: Class 1 Unit 4 Lesson 8: One, two, buckle my shoe.

2. Monitor and mentor the group work.

Assessment: Question and Answer 5 mins

While conducting the session remember-

· Are all participants able to demonstrate understanding about teaching speaking

Activity-1: Warm up: A memory game 5 mins

Applying punctuation, pronunciation, stress and intonation in accordance with EfTs.

Rewrite the text using capital letters and Key

Activity-3: Introduction to pronunciation 15 mins

rise (z) cocks (s)

Activity-5: Stress 15 mins

Activity-6: Intonation and rhythm 15 mins

4. Now ask the participants to repeat after you.

Reflection for instructors

Teaching English to large classes