5.

1 Teaching Reading Skill

Time: 3 hours 30 mins.

Learning outcomes:

By the end of the session, pps will be able to -

raise awareness about different types of reading

collect and discuss the participants experiences about reading

give emphasis on silent reading

introduce EFT based reading activities

demonstrate an EFT based reading class and analysis of different stages

Materials:

Handout: 5.1.1(work sheet 1)

Handout: 5.1.2

Handout: 5.1.3(work sheet 2)

Handout: 5.1.4(worksheet -3)

Handout: 5.2.1

Handout: 5.2.2 (Lesson plan 2)

Section A: warmer (10 mins)

1. Divide the trainees into groups of three.

2. Distribute handout: 5.1.1 worksheet 1 among them.

3. Tell them to discuss the statements written in the worksheet and decide whether they read
those aloud or silently and to write their answer.

Suggested answers:

1. Aloud 2. Silently 3.silently 4.silently 5.silently/aloud 6.silently 7.aloud 8.silently

9.silently 10.aloud

Briefly explain that in our real life we read silently most of the time.
Section B: Teachers current experience on teaching reading (20 mins)

1. Put trainees into groups of three and then write the following questions on the board.

Do you teach reading in the class?

If yes, how do you teach?

Do you ask your student to read the text silently or aloud? Why?

2. Tell trainees to discuss the questions in groups. Tell them to be honest in their discussion.
They should tell what they actually do, not what they should do.

3. Monitor and take notes of any important points, which may help you for further
discussion.

4. Elicit their responses. Dont make any comment in this stage, accept any response.

Section C: Brief note on different ways of silent reading (40 mins)

1. Provide the ppts idea about the following:

In real life we read in two ways: silently & aloud. When we want somebody to listen to
our reading we read aloud but if we read for our own understanding, we usually read
silently. So silent reading practice helps us in our daily life.

There are different ways of silent reading. These ways are called reading sub skills The various
sub skills are:

Skimming: It is a kind of rapid reading to get a general idea of the passage. The teacher can
develop students skimming ability by asking them to quickly find out the topic of a paragraph.

Scanning: We scan a text to get particular information. Students develop scanning using pre
-reading questions. To encourage students some teachers may make it a game like asking, Who
can say where Samira lives?

Inferring meaning from the context: Here the readers make use of contextual clue to guess
meaning of the word. Teachers can help students infer meaning from the context by drawing their
attention to the context.

Different activities are followed for reading practice. Here we have described some of those
texts which are used in English for Today Book VI, VII and VIII.

English for Today book used for reading skills can be divided into two broad categories:-

Activities Directly Based on Reading Passage:

Guiding Question: These types of questions are intended to focus on the purpose of reading.
These can also be used to develop scanning. Another type is Talk about the picturewhere
students must look at a picture and describe it.

Comprehension Question: This intends to check students understanding of the text. There are
three types of comprehension questions.

Open-ended: These types of questions do not provide any answer. Students have to write
answers on the basis of their reading.

True/false: These are not questions, but statements. Students must say whether these are true or
false.

Multiple choice questions: These are questions accompanied by 3 or more possible answers, out
of which one is correct.

Give out HO 5.1.2. Tell the participants to read it carefullyit may be helpful in future.

Section D: Warmer Spot the odd one (20 Mins)

1. Distribute worksheet 5.1.3 among the participants. (See worksheet 2).Spot the odd one.

2. They will write four sentences following the example.

Suggested answers:

Potatoes are very expensive.

Kazi Nazrul Islam is our National Poet.

The boy was reading a book.

The four skills should be practised in a CLT class.

Section E: Focus on Different types of reading activities used in EFT (30 mins.)

1. Distribute worksheet 3 (HO 5.1.4) among the trainees. Tell them to discuss with their
partners and match the definition with the given phrase.

Suggested answers:

Multiple choices

Information transfer

Cloze passage with clues

 Guiding question

True / False

Re ordering sentences

Cloze passage without clues

Open ended question

2. Inform the trainees that these are the different activities dealt with in EFT book they use
in the class.

3. Now ask them to find out at least two examples of each activity from the EFT book.

4. Tell the participants that in every lesson, after completing one Unit, the teacher must
make more exercises following the question pattern of JSC first paper, and practice with
the students.
HO: 5.1.1

Worksheet: 1

Write either aloud or silently beside each sentence.

Example

We read news to collect information - silently.

Exercise

1. We read news to disseminate information. ..

2. We read the editorial of a newspaper to be able to analyze the news _________.

3. We read letters/applications________ to know other peoples intentions.

4. I read the story/novel________ before falling asleep.

5. We read poems___________.

6. We read features_____________.

7. We read announcements out_________ inform others of any message.

8. We read instructions before starting work_________.

9. We read reports___________ to judge the quality of work done.

10. We read the dialogue to act out a play________.

HO: 5.1.2

In real life we read in two ways --- silently and aloud.

When we want somebody to listen to our reading, we read aloud but if we read for our own
understanding, we always read silently.

So practice of silent reading is more likely to be real life.

There are different ways of silent reading. These ways are called reading sub skills. The various
sub skills are:

Skimming: It is a type of rapid reading to get the general idea of a passage. The teacher can
develop students skimming ability by asking them to quickly find out the topic of a paragraph.

Scanning: We scan a text to get particular information. Students develop scanning using pre
reading questions. To encourage students some teachers may make it a game like asking, Who
can say where Lucy lives?

Inferring meaning from the context: Here the readers make use of contextual clue to guess the
meaning of the word. Teachers can help students to infer meaning from the context by drawing
their attention to the contextual clue.

Different activities are followed for reading practice. Here we have described some of those
which are used in English for Today Book VI, VII and VIII1

English for Today book based reading skills can be divided into two broad categories:-

1. Activities Directly Based on Reading Passage :

Guiding question: These types of question are intended to focus on the purpose of
reading. These can also be used to develop scanning. These questions contain ques which
guide the students to the portion of the text which needs to be read and understood to
answer the question. Another type is Talk about the picture---where students must look
at a picture and describe it.

Comprehension question: This intends to check students understanding of the text.

There are three types of comprehension questions.

a) Open ended: These types of questions do not provide any straight forward answer.

Students have to write the answer on the basis of their reading.

b) True false: These are not questions, but statements. Students must say whether these
are true or false.

c) Multiple choices: These are questions accompanied by 3 or more choices as answers,

out of which only one is correct.
Activities Indirectly Based on Reading:

Information Transfer Task: Here students are required to make sentences using the
information they have read. It can be presented in the form of a table, paragraph or text.

Other Types of Task: The following two types of tasks are primarily concerned with
developing writing skills.

a) Cloze passage: Cloze passage is reading a passages with blank spaces in which
student must write the appropriate words. Sometimes, the particular word is given and the
students have to select the right form, sometimes a list of words is given and sometimes
no words are given at all.

b) Rearranging sentences: Students have to arrange a series of sentences so that they

are in the correct order. Note that this is primarily reading task, not writing one. The
writing involved is simply copying and is not an essential part of the task.
HO: 5.1.3 Worksheet 2

Spot the odd one

Read the passage carefully and underline the odd sentences (You have to underline only
four sentences).

Reading helps to improve language proficiency as well as knowledge. People read

different things for different reasons. Some read to get a general idea of the text and some
read to get particular information from it. Potatoes are very expensive.

Those who only want to know about a book skim through it and those only want to solve
a particular problem, scan the text. Some hesitate to start a reading thinking that they
might be unable to understand it since their vocabulary stock is poor. Kazi Nazrul Islam
is our national poet. It is not necessary to know all the word meanings to understand a
passage when you read. The boy was reading a book. You can use the contextual clue as
reference to guess the meaning of a word. The four skills should be practiced in a CLT
class. Thus you can improve your stock of words. It should be acknowledged that only
reading can improve ones reading skills
HO: 5.1.4 Worksheet 3

Section A: Read the following phrases:

1. Information Transfer

2. Cloze Passage with Clue

3. Multiple Choice Questions

4. Open Ended Questions

5. Re-arranging Sentences

6. Cloze Passage without Clue

7. Guiding Questions

8. True/False

Discuss with your partner the probable definition of the above phrases from the following:

Section B:

Write the proper phrase which matches with the definition in the blank space.

01. These are questions accompanied by 3 or more possible answers, out of which one is correct.

02. Here students are required to make sentences using the information they have read. It can be
presented in the form of a table, paragraph or text.

03.It is a reading passage with blank space in which students must write appropriate words
selecting from a given word list.

04. These types of questions are intended to focus on the purpose of reading. These can also be
used to develop scanning.

-----------------------------------------------------------------------------

05. These are not questions, but statements. Students must say whether these are true or false.
06. Students have to arrange a series of sentences so that they are in the correct order.

07. It is a reading passage with blank spaces in which students must write appropriate words
based either on their previous reading or on their imagination.

-----------------------------------------------------------------------------------------------

08. These types of questions do not have any fixed or definite answer. Students have to write the
answer on the basis of interpretation of their reading.

Section F: Demonstration (Reading)

1. Tell the trainees that you will take a demonstration class on Unit: 5, Lesson: 1 from English for
Today 7.
2. The purpose of the demonstration is to show only how a class based on that particular lesson
can be presented. Also tell them that it is an example class rather than a model class.
3. The trainees will be turned as SS here.
5.2 Demonstration (50mins.)

Materials:

HO 5.2.1, 5.2.2, 5.2.3, 5.2.4, 5.2.5, 5.2.6, 5.2.7, 5.2.8, 5.2.9

Conduct the class following the given guidelines.

English for Today Book VII

Unit: 5, Lesson: 1

Begum Rokeya (1)

Step 1 Section (A&B):

1. Enter the classroom and exchange greetings to the SS. For setting the scene, teacher will
tell the SS to think of a famous person. Allow them to ask Yes/ No questions to find out
from the teacher.

For example:

Is your famous person a boy?

Is your famous person a poet?

Is your person a social worker?

Elicit from SS that Begum Rokeya, a famous person, was born in our country and todays
our topic is Begum Rokeya.

2. Tell SS to open their books EfT-7, U-5, L-1, page No-42. Look at the picture very
carefully. Elicit a description of the picture by asking question like What can you see in
the picture?

3. Introduce the new vocabulary: right, landlord, magistrate etc.

Suggested answers:

Right: correct in your opinion or judgment

Landlord: owner of the properties

Magistrate: an official who acts as a judge in the lowest courts of law

4. Tell SS to look at the two pre-reading questions. Check their understanding of the
meaning of the question. If they do not understand, explain the meaning.
5. Now ask one or two students to read the text aloud. This loud reading will help the other
students check their pronunciation.

6. Then tell them to read the passage in order to discover the answers (If the students are not
able to read and understand themselves, read it and give the meaning of each sentence).

7. Elicit the answers of the pre-reading questions from different students round the class.

Suggested answers:

1. Begum Rokeya.

2. Answers may vary SS to SS

Step 2 (Section C)

1. Ask SS to go through the Section C and tick the appropriate answer. Make sure that SS
understand the instruction for the comprehension exercise. (If necessary, make the
instruction clear. You may use an example for the particular exercise).

2. SS will do the work in pairs and read the multiple choice questions and ask their partners
why they choose the appropriate one.

3. Check the answers round the class in chain drill.

Suggested answers:

1. c. Womens right

2. a. village

3. b. Bangla

4. c Urdu

5. c. Bihar

Step 3 (Section D)

1. Ask SS to complete the chart regarding the information of the text.

2. SS will read the passage and try to complete the given chart

3. Elicit the answer in plenary

 Suggested answers:

Begum Rokeya

Occupation Born in Married in Family Language

Writer and Pairabondh 1896 Father: Bangla and

Social Jahiruddin English
Worker Muhammad
Abu Ali Haider,
Brother:Ibrahim
and
Husband:Khan
Bahadur
Sakhwat
Hussain

Step 4 (Section E)

1. Tell SS to read the questions first. Then ask them to answer the questions in their exercise
book. While they are writing, go round the class quickly and help the SS if they face any
problem.

2. Finally ask SS to exchange their exercise books with their partners to check the answers.

Suggested Answers:

1. Begum Rokeya believed that women should have not only the same rights but also the
same opportunities as men have in the society.

2. She fought for the establishment of womens rights.

3. She came from an educated landlord family.

4. Many upper class Muslims learnt Arabic and Persian for the sake of education and
communication.

5. Begum Rokeya learnt Bangla and English to communicate with others.

Section H: Analysis of the Demonstration (50 mins.)

1. Ask the trainees whether they could remember what the teacher did first at the
demonstration class.
 2. Elicit the information from their memory.

3. Then ask what students did during the time and also discuss the purpose of the step.

4. Distribute HO 5.2.1, 5.2.2, 5.2.3, 5.2.4

5. Ask them to complete the grids.

6. Allocate sufficient time for the activity.

7. When most of the pps have finished completing the grids, ask them to compare their
answers in pairs.

Section J: Closing (5 mins)

1. Thank the trainees for their cooperation in the session.

2. Distribute the photocopy of the Demonstrations Analysis HO among them so that they can
look into it in future.

HO 5.2.1 Demonstration Analysis HO (Day: 5) Step 1 (Section A &B)

Sl Teachers activities Students activities Purpose

01.

02.

03.

04.

05.

06.
07.

HO 5.2.2 Demonstration Analysis HO (Day: 5) Step 2 (Section C)

Sl Teachers activities Students activities Purpose

01.

02.

03.

HO 5.2.3 Demonstrations Analysis HO (Day: 5) Step 3 (Section D)

Sl Teachers activities Students activities Purpose

01.

02.

HO 5.2.4 Demonstrations Analysis HO (Day: 5) Step 4 (Section E)

Sl Teachers activities Students activities Purpose

01
02

HO 5.2.5 Demonstration Analysis HO (Day: 5) Step 1 (Section A &B)

Sl Teachers activities Students activities Purpose

01. The teacher discussed with the students Students participated It is a kind of warmer.
about famous person. in the discussion. It will draw the
attention of the
students to the
particular lesson.
02. The teacher asked his students to see the Students looked at the Picture reading is a
picture and to describe it. picture and described speaking activity and
it. helps develop
speaking skill. At the
same time it also
develops students
skimming capacity.
03. The teacher presented new words. Students took notes Vocabulary is an
and learnt the important item to
pronunciation of the present in the class. It
new words. helps students
increase their
vocabulary stock,
pronunciation and
thus improves their
reading.
04. The teacher told the students to look at the Students read the Checking the
pre-reading questions and try to guess the questions to know the understanding of the
meaning of the questions. meaning of it questions
05. The teacher told the students to read the 1/2 students read It helps the students
passage aloud. aloud. check their
pronunciation.
06. The teacher told them to read the passage Students read the It is a reading activity
in order to discover the answers. passage to get the called scanning. It
answers. helps students learn
how to get particulars
from the passage.
07. The teacher elicited answers to the pre- Students answered. The purpose is to
reading questions from the students. check their
understanding. (The
teacher should not
give away the answers
but encourage
students to say the
answer.)

HO 5.2.6 Demonstration Analysis HO (Day: 5) Step 2 (Section C)

Sl Teachers activities Students activities Purpose

01. The teacher explained the instructions to Students listened The teacher checks
do the exercise. carefully and asked if whether students have
anything was understood the
ambiguous. instructions of the
exercise.
02. The teacher instructed the students to work Students worked in Here they will have
in pairs. pairs. an opportunity to
practise speaking
skills and also it
exchanges their
understanding. Pair
work involves all the
students in speaking
activities. So pair
work is very much
encouraged to
practise in the class.
03. Teacher checked the answers round the Students worked in Here the teacher
class in chain drill. chain drill. checks students
understanding.

HO 5.2.7 Demonstrations Analysis HO (Day: 5) Step 3 (Section D)

Sl Teachers activities Students activities Purpose

01. Teacher told the SS to complete the Students tried to get the conception of
chart. complete the chart Begum Rokeyas life
02. The teacher collected the answer Students answered Check SS
maintaining Chain drill. the chart in chain understanding of the
drill passage
HO 5.2.8 Demonstrations Analysis HO (Day: 5) Step 4 (Section E)

Sl Teachers activities Students activities Purpose

01 The Teacher instructed SS to answer the Students did the It is a writing

questions. work individually. exercise. It makes the
SS to practise their
writing capability.

02 The teacher told SS to exchange their Everybody checked By checking others

exercise books and crossed check. his / her partners work, their own
writing. writing becomes
improved. It
minimizes teachers
load.

HO 5.2.9

Steps to be involved in teaching reading

Pre-reading stage

First step: Students will read focus questions.

Second step: Students will read the text silently and try to find out the answers to the questions/
get the general idea of the text/ Students will try to infer meaning from the text.

Third step: Teacher will present vocabulary according to students need.

Fourth step: All students will read the text silently.

Fifth step: Students will find out the answer to the focus questions/ general idea of the text.

While reading stage

Sixth step: Students will read the text again.

Seventh step: Students will do the exercises involved with while reading.

Post reading stage

Eighth step: Students will read the text again.

Ninth step: Students will do the exercise involved with post reading.

Final step: Teacher will practise more exercises based on the reading passage of the lesson.
TN: 5.3 & 5.4 Micro Teaching: Reading

Time: 2 hours 45 mins.

Learning outcome:

To allow trainees to practise teaching reading skill;

Materials:

Micro-teaching plan 1

Micro-teaching plan 2

Section A: Teaching Preparation (55mins)

1. Divide the trainees into two groups. Name them Group A and Group B.

2. Tell Group A to open EFT: 7, Unit: 09, Lesson: 03 (The greenhouse effect) and the

Group B EFT: 8, Unit: 02, Lesson: 01 (Good food).

3. Ask them to read the lesson.

4. After completion of reading, they will discuss among the group how to teach the lesson

effectively in the classroom.

5. Now distribute HO 5.3.1 (Micro-teaching plan 1) to group A and HO 5.3.2 (Micro

teaching plan 2) to group B.

6. They will look at the plan and each of them will prepare themselves for teaching the
lessons. Dont disclose the procedure earlier as a large portion of them may be reluctant to
take preparation.

7. They will keep the Micro-teaching plan on the table and use it while taking the class.

8. Trainers can choose lessons given for the pps to prepare for Micro-teaching: Reading
(EFT 6, Lesson 25-We live in a global village; EFT 7, Unit 3, Lesson 1-Prize giving day at
Madrasah; EFT 8, Unit 1, Lesson 5-Bangladeshi cuisine; EFT 8, Unit 3, Lesson 8-Making a
class committee; EFT 8, Unit 6, Lesson 1-At the airport)

Section B: Presentation of Group A (55 mins)

1. EFT: 7, Unit: 09, Lesson: 03 have 4 sections (Section A, B, C and D). Select 4 teachers
from Group A for teaching demonstration of Unit: 09, Lesson: 03. One teacher will
demonstrate one section.
2. Tell other trainees that during the demonstration they have to pretend to be class 7
students.

8. Tell them that after the demonstration there will be an analysis of the sections
demonstrated previously. So, everybody should pay attention and give feedback after the
session.

9. After demonstration of four teachers, divide the board into two parts. Write the good
points on the top of one part and suggestions on the other.

10. Elicit the good points of the teachers while demonstrating and make a list on the board as
many as good points as you can.

11. Then tell the trainees that the teachers who did the demonstrations are obviously very
good teachers but we can give some suggestions to improve their teaching. Ask the other
trainees who observed to tell what else could be done to teach the four sections
effectively and make the list on the proper place.

12. Help the trainees to give good points or suggestions.

13. After the analysis give the four teachers a big hand and end the session.

Section C: Presentation of Group B (55 mins)

1. EFT 8, Unit 2, Lesson 1 have three sections. Call three teachers who are confident enough
from group B to demonstrate (each teacher should do only one section).

2. The rest of the procedure will remain the same (like section B).
HO: 5.3.1: Lesson plan 1 on Reading

EFT 7, Unit 09, Lesson 03

The greenhouse effect

Learning outcomes:

By the end of the lesson SS will be able to

develop reading skill

answer the questions based on the reading

fill up gaps by using clues

change the degree in the sentences

say about greenhouse effect

Materials: English for Today for class 7, Exercise book, picture of Solar system, chalk, duster

Section Notes for teachers Time Technique

A 1. Ask the SS to talk about the pictures 15 Pair work
2. Ask SS to read the passage silently
and share their ideas what is happening
in the pictures
3. Elicit the pictures by asking some
related questions.
4. Present the following vocabulary:
Trap-to catch or keep something in a
place and prevent from escaping
Planet- show the picture of Solar
System & indicate the earth as a planet
Escape- to get away from a place where
you have been kept.
Release- to let somebody/ something
come out of a place (explain other
words students have difficulty with)

B 1. Ask SS to read the questions and 10 Individual Work &

find out answer by reading Pair work
passage individually.
2. Ask them to share with partner.
3. Elicit the answer in plenary and
write on the board.
 Suggested Answer:

1. It is a kind of house which is made of

glass. It receives heat from the sun
and reserves inside which keeps it
warm even at night during winter that
helps people grow vegetables.
2. Carbon dioxide gas receives heat,
works like the wall & the roof of
greenhouse and keeps the earth warm
as greenhouse keeps it warm.
3. The excessive use of oil, gas and coal
which emit carbon that trap the heat
in the atmosphere and do not allow
the earth to cool down (Some of the
answers may be slightly different).
T will check SS understanding.

C 1. Ask SS to read the passage with gaps 12 Chain drill

in Section-C and complete it. Give
them chance to share with their partners.
2. Finally elicit by chain drill.
Suggested answers: 2. machines, fuels,
3.energy 4.Carbon dioxide 5. heat, 6.
greenhouse 7.climate
D 1. Draw two lines A and B on the board. 13 Chain drill
one is small another will be big and tell
them that you are going to write the
following sentences:
A is..than B(smaller/bigger)
B is ..than A
2.Ask them to fill up the gaps using the
words given in the brackets
3. Now ask SS to read the sentences and
change the underlined words according
to the degree of comparison following
the example.
4. Elicit the answers through chain drill.
Suggested Answers:
(2) Worst, (3) Warmer, (4) more
powerful, (5) more polluted, (6)
earlier
5. Conclude the class by giving thanks.
HO: 5.3.2 Ready lesson plan 2 on reading

EFT 8, Unit 2, Lesson 1

Good Food

Learning outcomes:

By the end of the lesson, SS will be able to

develop reading skill

answer the questions based on the reading

complete the sentences to develop the writing skill

Materials: English for Today for class 8, Exercise book, chart of food items, chalk, and duster.

Section Notes for teachers Time Technique

A 1.Ask the SS to look at the picture & think about 10 Individual
it.
2.Ask them the following questions:
a. How many people have you seen in the picture?
b. How many boys and girls are there in the
picture?
c. What are they doing?
d. Who is she? (pointing to the teacher) Chain drill
e. What is the picture about?
f. What more things can you see in the picture?
2. Ask SS to read the passage silently and try to
identify the unknown words
3. Elicit the words and present it on the basis of
their needs.
Suggested Vocabulary:
Nutritious: containing many of the things
helping the body to grow.
Substance: a type of solid, liquid or gas that has
particular qualities
Physical Structure: frame of body

B 1. Ask SS to read the questions very 10 Pair work

carefully then read the passage again which
turns to answering the questions.
2. Ask them to share their writings in pair
3. Clarify the answers in right way and write
it on the board.
Suggested answers:
1. Ms Rehana is talking about food.
 2. We eat food because we can not live without it.
3. The right kind of food which is good for health
4. According to the need of body a certain amount
of food is necessary for a person in a day.
5. No we do not. As it depends on everyones
growth and physical structure we do not need the
same amount of food.

C 1. Ask SS to complete the prescribed sentences. If 10 Pair work

necessary they will again read the passage.
2. SS can do the work in pair
3. T will elicit the answers (Answers may vary)
Suggested Answer:
1. to keep our body fit
2. necessity
3. good for health
4. right kind of food Chain drill

4. T set home work to write a paragraph about

food and close the session giving thanks.