Session 1 : Primary English Curriculum

Short Questions

(a) What is subject based competencies?

In general, the term competency means a standardized requirement for an individual
to properly perform a specific job. Hence, the educational competency purports
achieving of special capabilities of human being. It is a combination of knowledge,
skills and attitudes (KSA). It is expected that the competency of knowledge, skills and
attitude of the students would be reflected on the reading, writing, account keeping,
thinking, analyzing, listening, presenting, directing, assessing, comparing, applying
abilities. There are 9 subject-based competencies in English curriculum.

(b) What is subject based competencies for listening ?

Here are the subject-based competencies for listening skills :

1. Understanding simple conversations, instructions, events and descriptions, conforming to the socio-
cultural conventions of the English speech.

2. Demonstrating of understanding and appreciating rhymes and poems, films, cartoons, comics and
digital contents.

(c) What is subject based competencies for speaking ?

Subject-based competencies for speaking is ‘’Participating in simple conversations confidently, fluently and
accurately in the classroom and day-to-day life in a variety of contexts, conforming to the socio-cultural
conventions of the English speech.’’

(d) What is subject based competencies for reading ?

Subject-based competencies for reading are :

1. Reading aloud texts with proper sounds, stress, intonation and punctuation.

2. Reading silently for understanding, comprehending and appreciating a variety of simple and
appropriate texts, e.g. informative, imaginative and argumentative texts.

3. Understanding and appreciating rhymes, poems, films, cartoons, comics and digital contents

(e) What is subject based competencies for writing ?

Describing in writing facts and information, and expressing feelings, experiences and opinions in clear, organized,
well edited sentences and compositions for a variety of purposes and audiences.

(f) What is class-wise attainable competencies ?

 Class-wise attainable competencies in the context of Bangladesh's primary education refer
to the specific skills and abilities that students are expected to achieve at each grade level.
These competencies are carefully structured to ensure that students develop progressively
more complex knowledge and skills as they advance through the grades.

Session 2/3 : Teaching Listening skills

Short Questions
(a) What is the important of listening for learning ?
Listening is crucial for learning because it enhances understanding, improves comprehension, and aids in
retaining information. It fosters critical thinking, effective communication, and collaboration, while also
building empathy and emotional intelligence. Good listening skills help students stay focused, actively
participate in discussions, and develop better relationships with peers and teachers. Overall, listening is
essential for academic success and lifelong learning.

(b) What kind of listening activities are used in EfTs?

The activities are :

➢ Look and listen ➢ Listen and repeat ➢ Look, listen and repeat ➢ Look, listen and say ➢
Look, listen, repeat and say ➢ Listen and say in pairs ➢ Listen and say the missing words ➢
Listen and repeat ➢ Recite in pairs ➢ Listen and sing ➢ Say the missing numbers ➢ Listen,
say and read ➢ Listen, say and point to the right picture ➢ Look and say ➢ Ask and answer
➢ Listen say and read, etc.

(c) How many stages are there for developing listening skills ?

Pre-listening, while-listening, and post-listening are stages in a structured approach to developing listening
skills, especially in language learning and educational settings. Each stage serves a specific purpose to enhance
comprehension and retention.

1. Pre-Listening

 Purpose: This stage prepares the listener for what they are about to hear. It activates prior knowledge,
sets the context, and helps the listener anticipate the content.
 Activities:
o Discussing the topic or related vocabulary.
o Predicting content based on titles, pictures, or key words.
o Setting listening objectives (e.g., listening for specific information).

2. While-Listening
  Purpose: During this stage, the listener actively engages with the content, focusing on understanding
and processing the information as it is presented.
 Activities:
o Listening for the main idea or specific details.
o Answering questions or filling out worksheets while listening.
o Taking notes on key points or summarizing information.

3. Post-Listening

 Purpose: This stage involves reflecting on and applying what has been heard. It helps reinforce
understanding, clarify any confusion, and extend the learning experience.
 Activities:
o Discussing or summarizing the content.
o Completing follow-up tasks such as writing a response, answering comprehension questions, or
engaging in related activities.
o Connecting the content to broader concepts or personal experiences.

These stages help learners approach listening tasks in a structured way, making the listening process more
effective and meaningful.

(d) What is observation checklist ?

An observation checklist is a tool used to systematically record and assess specific behaviors,
skills, or characteristics observed in an individual or group. It typically consists of a list of
criteria or items that an observer checks off as they are observed, allowing for consistent and
objective evaluation.

Broad Questions

(a) What are the stages for listening skills for text and word? As a teacher how you will
develop the listening skill of the students by using the stages for listening skills ?

To develop listening skills for understanding texts and words, teachers can utilize a structured approach that
includes stages designed to enhance comprehension and retention. Here’s how you can implement each stage in
a classroom setting:

1. Pre-Listening

 Purpose: Prepare students for what they will hear and activate prior knowledge.
 Activities:
o Introduce the Topic: Provide background information or context about the text or words they
will hear.
o Set Objectives: Share what students should listen for, such as main ideas, specific details, or key
vocabulary.
o Pre-Teach Vocabulary: Introduce new or challenging words that will appear in the listening
material.
2. While-Listening

 Purpose: Focus on actively processing and understanding the information as it is presented.

 Activities:
o Guided Listening: Play the audio or read the text aloud while students follow along. Use
techniques like pausing to ask questions or discuss key points.
o Listening Tasks: Provide tasks such as filling in missing words, answering comprehension
questions, or noting key information.
o Interactive Exercises: Engage students with activities like group discussions or role-plays based
on the listening material.

3. Post-Listening

 Purpose: Reinforce and reflect on what was heard to deepen understanding and integrate learning.
 Activities:
o Review and Discuss: Go over the main points and details with the class. Encourage students to
share their thoughts and interpretations.
o Follow-Up Activities: Assign related tasks such as writing summaries, creating presentations, or
engaging in projects that build on the listening content.
o Feedback: Provide constructive feedback on students' performance and understanding,
addressing any difficulties they encountered.

Example Implementation for a Text or Word Listening Activity:

1. Pre-Listening:
o Introduce a story or article and discuss its main themes.
o Teach key vocabulary that will appear in the text.
o Ask students to predict what the text will be about based on the title or topic.
2. While-Listening:
o Read the text aloud or play an audio recording while students listen and follow along.
o Ask students to complete a cloze activity (fill-in-the-blanks) or identify specific details as they
listen.
o Pause occasionally to discuss important points and answer any questions.
3. Post-Listening:
o Have a class discussion about the text’s main ideas and key details.
o Ask students to write a summary or a reflection on the text.
o Engage in a related activity, such as a debate or creative project, that connects to the listening
material.

By following these stages, you help students develop their listening skills in a structured way, improving their
ability to understand and engage with both spoken and written texts.

(b) For developing the listening skills how you will make lesson plan by using the
stages for listening skills ?

(Make it according to your own choice using the resource paper, session 3 )

Session 4/5 : Teaching Speaking Skills

 Short Questions

(a) What is the importance of speaking for learning English language ?

The importance of speaking for learning English language are :
➢ Children who speak English will be able to communicate with people from all over the world. ➢
Children who speak English can access a wider range of information and resources using online platforms.
➢ Children who speak English will have access to different cultures. ➢ Children who speak English will
have access to understand English movies, dramas, news etc. ➢ Children who speak English will have
access to learn new vocabulary and improve their listening comprehension. ➢ Children who speak English
will have to understand how English is used in real life. ➢ Speaking helps the students to develop
listening, reading and writing skills. ➢ Speaking can make students feel that English is an interesting
subject that they want to learn. ➢ Speaking English may be very useful in students’ future lives.

(b) What kind of speaking activities are used in EfTs?

Speaking Activities in EfT are :

➢ Look, listen and repeat ➢ Say in pairs ➢ Look, listen and say ➢ Look, listen, repeat and say
➢ Listen and say in pairs ➢ Listen and say the missing words ➢ Listen and repeat ➢ Count and
say ➢ Repeat after your teacher in pairs ➢ Recite in pairs ➢ Listen and sing ➢ Listen, say and
read ➢ Recite and act out the rhyme ➢ Listen, say and point to the right picture ➢ Ask and
answer in pairs ➢ Look and say ➢ Make a dialogue ➢ Describe the picture ➢ Say about your
family ➢ Listen, say and read.

Broad Questions

(a) Make a lesson plan for developing speaking skills in your classroom and what
kind of techniques you will apply in your class-room ?

(Make it according to your own choice using the resource paper, session 5 )

Session 6 : Teaching Reading skills

Short Questions
(a) What are the three phases of Child learning ?

Learning to read and write (literacy) is probably the most important part of any child’s education. All children
need to pass through three important phases along the road to literacy:

• The pre-alphabet phase: what children need to learn before they are ready to start learning the letters of the
alphabet.
• The alphabet phase: how children learn to link written letters to spoken sounds in English

• The sight word phase: how children begin to read whole words and progress to full literacy.
Session 7 : Micro-teaching - Teaching Reading skills
(a) What is Micro-teaching ?
The meaning of micro teaching is that it is an innovative method of training wherein the
teacher trainee or a student-teacher conducts a class for a small group of students for
a small time. This is intended to enhance the skills of teachers. By focusing on a
specific skill at one time, this approach has proved to be beneficial. It is important to
have micro teachng skills.
(b) Make a lesson plan for teaching reading skills.
(Make it according to your own choice using the resource paper, session 7 )

(c) What are the stages of reading skills ?

There are three stages of reading skills which are: Pre-reading, While-reading and Post reading.

1. Pre-Reading

 Purpose: Prepare learners for the reading task, build background knowledge, and set the context for
understanding the text.
 Activities:
o Preview the Text: Look at titles, headings, illustrations, and any text features to make
predictions about the content.
o Activate Prior Knowledge: Discuss related topics or personal experiences to connect with the
text.
o Set a Purpose: Define specific goals for reading, such as identifying key themes or
understanding a particular concept.
o Introduce Vocabulary: Teach key terms or phrases that will appear in the text to aid
comprehension.

2. While-Reading

 Purpose: Engage with the text actively to improve comprehension and retention of information.
 Activities:
o Annotate or Highlight: Mark important information, unfamiliar words, or key ideas in the text.
o Take Notes: Jot down main points, summaries of paragraphs, or questions that arise while
reading.
o Make Predictions: Continuously predict what might happen next or how the text will develop
based on the information read so far.
o Monitor Comprehension: Check understanding periodically by summarizing sections or
clarifying confusing parts.

3. Post-Reading

 Purpose: Reflect on the text, consolidate understanding, and apply insights gained from reading.
 Activities:
 o Summarize: Write a summary of the main ideas and key details of the text.
o Discuss: Engage in discussions or group activities to explore themes, character development, or
overall messages of the text.
o Answer Questions: Respond to questions about the text to assess comprehension and critical
thinking.
o Connect: Relate the content to personal experiences, other texts, or broader concepts to deepen
understanding.

Each stage is designed to enhance different aspects of the reading process, from preparing students to engage
with the text to consolidating and reflecting on what has been learned.

(b) Make a lesson plan for teaching Reading skills.

(Make it according to your own choice using the resource paper )

Session 8/9 : Teaching Writing skills

Short Questions
(a) What is the importance of writing for learning English language ?
Writing is an essential skill. It brings about a lot of advantages. It helps to- ➢ express one’s
personality ➢ develop thinking skill ➢ organize one’s ideas ➢ develop communication skills ➢ give a
person a chance to reflect later on his or her ideas ➢ provide and receive feedback ➢ prepare for
academic success ➢ increase the level of confidence, and more.
(b) What kind of writing activities are used in EfTs?
Writing activities are :
➢ Trace and write ➢ Write ➢ Write the missing letter to make a word ➢ Say, trace and write ➢
Count and write the numbers ➢ Write the first letter of the word for each picture ➢ Write the
capital letter for each picture ➢ Say and write ➢ Copy the sentences in your exercise book ➢ Write
the word under the picture ➢ Write the missing numbers ➢ Write the next numbers ➢ Write the
correct word ➢ Correct the sententces and write them in your exercise book ➢ Write the question
word from the box ➢ Write ‘T’ for true and ‘F’ for false ➢ Write the questions and answers in your
exercise book.
(c) What is controlled writings?

Controlled writing is a teaching method used to help learners practice and improve their writing skills through
structured and guided activities. It involves providing specific guidelines or constraints to guide the writing
process, making it easier for learners to focus on particular aspects of writing.

Characteristics of Controlled Writings :

• Students have no freedom to use words. They can only write a particular word or phrase or sentence. •
Mainly focus on repeated practice for accuracy. • Guide students in using the form of target language. •
Teacher can scaffold.
Key Features of Controlled Writing:

1. Structured Activities:
o Templates and Prompts: Learners are given templates or prompts that outline the structure or
content of the writing task. For example, they might be asked to fill in blanks in a partially
completed text or respond to specific questions.
2. Focus on Specific Skills:
o Grammar and Vocabulary: Controlled writing often targets specific grammatical structures or
vocabulary. For example, students might practice using past tense verbs in a series of sentences
or writing a paragraph using newly learned vocabulary.
3. Limited Freedom:
o Guided Practice: The activities are designed to limit the scope of creativity to help learners
focus on mastering particular writing skills or rules. This can include sentence construction,
punctuation, or coherence.
4. Feedback and Correction:
o Immediate Feedback: Teachers often provide immediate feedback on controlled writing
exercises to help learners understand and correct mistakes. This can involve correcting errors in
grammar, spelling, or usage.

Examples of Controlled Writing Activities:

 Gap-Fill Exercises: Learners fill in missing words or phrases in a given text to practice specific
vocabulary or grammatical structures.
 Sentence Transformation: Learners rewrite sentences according to given rules, such as changing active
sentences to passive voice.
 Cloze Passages: A passage with missing words is provided, and learners fill in the blanks using context
clues or specific vocabulary.
 Guided Composition: Learners write a short text based on a set of prompts or a provided outline,
focusing on using particular language features.

Controlled writing helps build foundational writing skills by providing a clear structure and focus, allowing
learners to practice and master specific elements of writing before moving on to more open-ended or creative
writing tasks.

(a) What is guided writing?

Guided writing is a teaching approach that provides learners with structured support to help them develop their
writing skills. Unlike controlled writing, which focuses on specific language rules or structures, guided writing
involves more open-ended activities where students are given guidance and support throughout the writing
process. The goal is to help students build their writing abilities while still allowing for some degree of
creativity and personal expression.

Characteristics of Guided Writings

• Focuses on both accuracy and fluency. • The teacher provides the language partly. • Students have a little
choice to create something over the language and content.

Key Features of Guided Writing:

 1. Structured Support:
o Scaffolding: Teachers provide step-by-step guidance, including outlines, prompts, and
examples, to help students through the writing process.
o Modeling: Teachers demonstrate writing techniques and strategies, showing how to plan, draft,
revise, and edit a piece of writing.
2. Interactive Process:
o Feedback: Teachers give feedback during the writing process, helping students make
improvements and address specific issues.
o Collaboration: Students may work in pairs or small groups to discuss ideas, provide feedback to
each other, and collaboratively solve writing problems.
3. Focus on Writing Skills:
o Writing Strategies: Guided writing emphasizes specific strategies for organizing thoughts,
developing arguments, and improving clarity and coherence.
o Language Features: It helps students practice and apply various language features, such as
sentence structure, paragraph organization, and vocabulary usage.
4. Personalization:
o Choice and Creativity: While students receive guidance, they have some flexibility in choosing
topics or styles of writing, allowing them to express their ideas and interests.

Examples of Guided Writing Activities:

 Writing Prompts: Students are given prompts or starter sentences and guided through brainstorming,
drafting, and revising their responses.
 Shared Writing: The teacher and students collaboratively write a text, with the teacher modeling
writing techniques and making decisions about content and structure.
 Writing Frames: Students use pre-designed templates or frames that provide a structure for their
writing, helping them organize their ideas and focus on content.
 Drafting and Revising: Students draft their writing with teacher support and then revise their work
based on feedback, focusing on improving content, organization, and language use.

Guided writing helps students develop their writing skills through a combination of structured support and
opportunities for personal expression, making it a valuable approach for building confidence and competence in
writing.

(a) What is free hand writing?

Freehand writing, often referred to as free writing, is a writing approach that emphasizes creativity and self-
expression without the constraints of formal rules or guidelines. It allows writers to explore their thoughts and
ideas spontaneously, focusing on generating content rather than adhering to specific structures or grammatical
conventions.

Characteristics of free writing

• It allows students to use whatever language they wish to complete a task. • Teacher doesn’t control the
language that students use. • Focus on fluency. • Give students practice in recalling and joining together the
language they know and giving them opportunities to try to interact and communicate

Key Features of Freehand Writing:

 1. Unstructured Approach:
o No Preset Limits: Writers have no predefined structure or constraints, allowing for complete
freedom in how they approach the writing task.
o Flexible Format: Writers can choose any format, style, or genre that suits their purpose, whether
it’s a personal journal, creative story, or stream-of-consciousness.
2. Focus on Expression:
o Creativity and Flow: The primary goal is to express thoughts and ideas freely, often resulting in
more authentic and original content.
o Minimal Editing: Writers are encouraged to write continuously without worrying about
spelling, grammar, or punctuation errors during the initial phase.
3. Exploratory Writing:
o Idea Generation: Freehand writing is often used as a tool for brainstorming and generating new
ideas, as it encourages free-flowing thoughts and creativity.
o Self-Discovery: It allows writers to explore their inner thoughts and feelings, often leading to
personal insights and self-discovery.

Examples of Freehand Writing Activities:

 Stream-of-Consciousness Writing: Writers jot down their thoughts as they come, without editing or
organizing them, to capture their immediate mental state.
 Journaling: Keeping a personal journal where individuals write freely about their daily experiences,
thoughts, and reflections.
 Creative Writing Prompts: Responding to open-ended prompts without strict adherence to specific
guidelines or structures, allowing for imaginative and spontaneous writing.
 Mind Mapping: Creating a visual map of ideas and connections related to a topic, then expanding on
those ideas through free writing.

Freehand writing helps develop creativity and fluency by allowing writers to focus on expression and
exploration, making it a useful tool for overcoming writer’s block, generating ideas, and enhancing personal
writing styles.

Session 10/11 : Integration of Skills

What is integration of skills ?

The integration of skills in learning English involves combining various language skills—listening, speaking,
reading, and writing—into a cohesive learning process. This approach reflects how language is used in real life,
where these skills often overlap and support each other.

Session 12/13 : Teaching Vocabulary and Grammer

(a) Write down the techniques for teaching new word.

Techniques for Teaching New Word
a) Showing real objects b) Showing models or pictures or drawing pictures c) Using
mimes or gestures d) Giving examples e) Giving definition or explanation f) Translating in
mother language g) Using words with similar or opposite meaning
 (b) How to teach grammar ?

Teaching grammar to primary students can be made engaging and effective through the following approaches:

1. Use Simple Language: Explain grammar rules in clear, age-appropriate terms.

2. Incorporate Games and Activities: Use interactive games, puzzles, and songs to make learning
grammar fun.
3. Provide Visual Aids: Use charts, diagrams, and flashcards to illustrate grammar concepts.
4. Practice in Context: Integrate grammar lessons into reading and writing activities, showing how rules
apply in real sentences.
5. Model and Practice: Demonstrate correct grammar usage and provide plenty of practice opportunities
through exercises and writing tasks.
6. Encourage Peer Learning: Have students work in pairs or groups to practice and discuss grammar
concepts.
7. Use Repetition and Review: Regularly review grammar rules and practice them in different contexts to
reinforce learning.

Session 14/15 : Teaching Rhyme

(a) Write down the importance of Teaching rhyme.

Importance of Teaching Rhyme

1. Rhyming helps develop phonemic awareness. 2. Rhyming activities draw attention to these sounds,
helping children develop the ability to hear and isolate individual sounds in words. 3. Rhyming enhances
vocabulary development. 4. Rhyming exposes children to new words in a fun and memorable way. 5. The
repetition and rhythm of rhymes help children retain new vocabulary, expanding their linguistic repertoire.
6. Rhyming promotes literacy skills. Rhyming activities encourage young children to play with language,
experimenting with sounds and patterns. This playful interaction with language lays a foundation for later
literacy skills, such as reading and writing. 7. Rhyming fosters cognitive development. Rhyming activities
engage the brain's auditory and memory systems, stimulating cognitive development. Children learn to
make connections between sounds and words, enhancing their ability to process and understand language.
8. Rhyming cultivates a love of language. Rhyming activities make learning fun and engaging, fostering a
positive association with language. Children develop a sense of joy and playfulness with language, which
can motivate them to continue learning. 9. Rhyming provides a rich source of exposure to rhyming
patterns and vocabulary.
8. How to teach rhyme in the classroom?
In the classroom :
1. Questioning students about their personal experiences or stories related to the rhyme 2. Asking
relevant questions 3. Analyzing the pictures 4. Recite the rhyme/song with clear pronunciation,
rhythm, rhyme, and gestures 5. Recite the rhyme with lyrics (text from textbook) 6. Reciting the rhyme
several times (Use clap or tap to keep the beat, or sway while reciting the rhyme) 7. Recite the rhyme
focusing on a particular verb/vocabulary/aspect of grammar 8. Recite the rhyme along with the
teacher: in whole class, in groups, in pairs, and individually 8. Asking questions related to the rhym
 Session 16/17 : Teaching Pronounciation
(a) What is sound symbols ?
Sound symbols are visual representations used to indicate or represent sounds in spoken language. They are
integral to the study of phonetics and phonology, helping learners connect written symbols with their
corresponding spoken sounds.
(b) What is word stress ?
Stress: Stress is the emphasis on a particular syllable or word. Some syllables or words
are pronounced with more strength than others. Stress is commonly known as an
accent. It is put on a syllable or word, which is said with more force than the
surrounding syllables or words. Stress is indicated with a vertical line (‘) or bubble (0)
above the stressed syllable or word. Stress is of two types: word stress and sentence
stress.
(c) What is intonation ?
Intonation: The rise and fall in the pitch of the voice in speech is intonation. It is very
close to sentence stress. In normal English speech, there are two major intonation
patterns. These are the falling intonation or ‘glide down’ and the rising intonation or
‘glide up’. The rising intonation usually indicates questions and the falling intonation
indicates a statement or an answer. Besides, there are variations depending on the
meaning of the utterances.

Session 18 : Assessment of English Textbook

(a) What kinds of techniques are used for assessment of listening Skills in the English
book ?
Techniques for Assessing Students' Listening Skills :
a) Testing listening comprehension with mcq
b) Testing individual sounds
c) Stress and intonation
d) Visual material test
c) Testing with Diagrams
(b) What kinds of techniques are used for assessment of speaking Skills in the English
book ?
Techniques for assessing students' speaking skills :
a) Situation test
b) Testing through Situations
c) Testing with the help of pictures, maps and diagrams
(c) What kinds of techniques are used for assessment of writing Skills in the English
book ?
Techniques for assessing students' reading skills :
a) Word Matching Test:
b) Sentence Matching Test:
c) Matching Pictures with Sentences Cards test
d) True/False Test
e) Multiple Choice Item Test
f) Completion Item Test:
g) Open-End Item Test
(d) What kinds of techniques are used for assessment of reading Skills in the English
book ?
Techniques for assessing students' writing skills :
a) Testing Punctuation :
b) Testing spelling
c) Testing by setting a composition
d) Writing composition following guided questions
e) Free Writing Activity.