ইংরেজি বিষয়ের শিক্ষক / প্রশিক্ষক হলে এই লেখাটি আপনার জন্য: - জানতে চাই, জানাতে চাই || Want to know, want to inform

ইংরেজি বিষয়ের শিক্ষক / প্রশিক্ষক হলে এই লেখাটি আপনার জন্য:



প্রিয় পাঠক, আপনি যদি প্রাথমিক বিদ্যালয়ের ইংরেজি বিষয়ের শিক্ষক/প্রশিক্ষক হয়ে থাকেন, তাহলে আশা করি এই লেখাটি আপনাকে আপনার পেশাগত দক্ষতা উন্নয়নে সহায়তা করবে। আপনাদের উপকারে লাগলে আমার পরিশ্রম সার্থক হবে।

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Subject-based teacher’s training contents:


Days

Sessions

Topics

First

1

Introductions, Objectives, Group Rules and pre-opinions towards teaching English.

2

The developmental Nature of Language Learning.

3

Related EfT contents with the competency.

4

CLT, IPT and MWTL.

Second

1

Classroom management ( Physical Aspects and teacher’s potentiality & Participation of every individual irrespective of their difference).

2

Classroom languages for techniques and activities.

3

Teaching Vocabulary.

4

Teaching Grammar.

Third

1

Listening and Speaking Skills.

2

Listening Skills.

3

Speaking Skills.

4

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

Fourth

1

Teaching English Large Classes.

2

Early Reading and Writing.

3

Introducing Reading.

4

Writing Skills.

Fifth

1

Scafolding learners to be communicative users of language.

2

IPT linked Lesson Planning.

3

Developing MCQ & CRQ Items According to Competency.

4

Teacher’s Professional Development.

Sixth

1

Constructing Competency Based Test Items.

2

Practice Teaching.

3

Closing of the training programme.



Terminal Competencies:

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.


Instructional language on some specific works:

For whole class works(WCW):
1.Every body listen to me. 2. Take your English book. 3 Listen and say after me. 4. Take your book. 5. Read after me. 6. Write in your exercise book. 7. Present your work to the whole class.
For Small Group works(SGW):
1.Each 5 make a group. 2. Each bench make a group. 3 Each two benches sit face to face. 4. Discuss in group. 5. Count 1,2,3,4,--all1’s sit together and make a group, all 2’s sit together and make a group and so on. 6. You are ----(A), All “A”s make one group. 7. You join with group C. 8. You 4/5 make a group. 9. Discuss among yourselves. 10. Students of every bench make a group.
For Pair works(PW):
1.Make a pair with the person next to you. 2. You two make a pair. 3. Turn your face. 4. Sit face to face. 5. Talk to the person next to you. 6. Ask your partner.7. Discuss it in pair. 8. Change your role. You two sit together. 9. Discuss it in pairs. 10. Make decision.
Monitoring Language:
1.Carry on. 2. Try/write/say it again. 3 .Say/read loudly. 4. Do it now. 5. Keep going. 6. Any help?7. Participate actively. 8. Share ideas with pairs/groups.9. Help each other.10. Any problem?11. Check the spelling.12. Avoid overwriting.13. Rearrange it.14. Make it clear. 15. Is it clear?16. Be aware of punctuation.17. Think more/alone.18. Be nice to each other. 19. Respect other’s opinion.
Controlling Language:
1.Don’t make a noise. 2. Avoid side talk. 3 Be attentive. 4. Be quite.5. Keep silent 6. Don’t talk/disturb/domonate7. Listen to him/her 8. Respect othersopinion. 9. Don’t shout.10. Attention please.11. Be nice to each other.
Assessing Language:
1.Good/very good/nice/excellent/fine/well done/that’s good/marvelous. 2. Incomplete/irrelevant/not clear/try again not bad/not so good/that’s right.3. Spell it.4. What is the meaning of it?5. Read it/write it/draw a --- 6. Say true/false.7. Fill in the blanks.8. What is it?
Language for Setting an activity:
1.Listen to me. 2. Do it like me/this. 3. You are going to--- .4. Are you ready? 5. Now start/do it now.6. Ask and answer.7. Listen and do.8. Follow me. 9. Copy it. 10. First say, then write.11. Answer it/me.
Language for Checking instructions:
1.Is it clear to you? 2. Do you se what I mean? 3. Who can say? 4. Tell me what you are going to do now? 5. Are you ready? 6. Raise your hand.7. Put your finger under the line.

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 wtiting 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, Se you next/tomorrow, Take care, Have a good time, Goodbye.

How can we teach vocabulary?
Teachers can use different teachniques to teach vocabulary. The most important
teachniques are-
1.Showing Real Objects. 2. Showing Pictures or models, drawing pictures. 3. Mime, action and gesture. 4. Definition and Explanation. 5. Translaltion.6. Using words with similar or opposite meaning.
Some Suplementary Activities:
1.Bingo game. 2. Preposition game. 3 Hunt the pencil game. 4. Mime game. 5. Guessing game 6. Information 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. Ten questions game. 15. Snap game.

Lesson Plan Table.
Steps
Activities
Classroom Languages
Techniques & Materials
Time.
Input




Practice




Task





Observation Check List:
Serial No
Questions
Answers
01
What activities did the teacher use to give information/present the input?

02
What activities (practice activities) led the students for clear understanding of the input?

03
Did the teacher use the materials appropriately? Give reasons in favour of your answer.

04
What languages did the teacher use to set an activity in the class?

05
What monitoring languages did the teacher use in the class?

06
What assessing languages did the teacher use in the class?

07
What are the Learning Outcomes?

08
Areas for development with suggestions?

09
Others (if any).


Observation Format for Micro Teaching:
Name of the teacher (student):
Class:
Session:
Learning Outcomes:
Skill/activity to be demonstrated:
Strengths:
Areas for development:
Notes for feedback:

Acronyms:
AC- Attainable Competency.
CLT- Communicative Language Teaching.
CRQ- Constructive 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 and Learning.
NCTB- National Curriculum and Textbook Board.
PCK- Pedagogical Content Knowledge.
PERC-Primary English Resource centre.
PW- Pair Work.
SAs-Supplementary Activities.
SGW- Small Group Work.
SK-Subject Knowledge.
SS- Students.
TC- Terminal Competency.
VIPP- Visualization in Participatory Practice.
WCW- Whole Class Work.


  সুপ্রিয় পাঠক,নিচ থেকে ইংলিশ ইন একশনের উপর নির্মিত চমৎকার একটি ভিডিও -
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 References:
1.Subject-based teachers’ Training Mannual (Published by DPE, June, 2013).
2.Primary Curriculum-2013.

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