Anonna Upoma Asha report 2.docx

Teaching Strategies: A Comparison between Tertiary Model
Teaching Sessions at AIUB and Secondary Classes at a School
A Teaching Practicum Report submitted to the Faculty of Arts and Social
Sciences in partial fulfillment of the requirements of the degree of
Bachelor of Arts in English
Submitted by
Anonna Upoma Asha
ID:18-38853-3
Bachelor of Arts in English
Major in Linguisticsand TEFL
Supervised by
Ashika Bari Jotee
Senior Assistant Professor
Department of English
Faculty of Arts and Social Sciences
AmericanInternationalUniversity – Bangladesh
17-05-2022

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TEACHING PRACTICUM REPORT
ON
Teaching strategies: A Comparison between Tertiary Model
Teaching Sessions at AIUB and Secondary classes at a school

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STATEMENT OF AUTHORSHIP
This report entitled “Teaching strategies: A comparison between Tertiary Model
teaching session at AIUB and classes at a school.” has been composed by myself and is my
original work. The work reported upon within and all other work used is acknowledged at the
relevant places in the text.
No other person’s work has been used without due acknowledgement in the main text of the
report. This report, neither in whole nor in part, has been submitted for the award of any
degree or diploma in any other tertiary institution.
____________________________________
AnonnaUpomaAsha
ID: 18-38853-3

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LETTER OF ENDORSEMENT
The Teaching Practicum Project Report entitled “Teaching strategies: A comparison
between Tertiary Model Teaching Sessions at AIUB and classes at a school. “has been
submitted to the Faculty of Arts and Social Sciences, in partial fulfillment of the requirements
for the degree of Bachelor of Arts in English by Anonna Upoma Asha, ID: 18-38853-3. The
Report has been accepted and may be presented to the Panel of Examiners for evaluation.
Any options, suggestions made in this report are entirely that of the author of the report. The
University neither condones nor rejects any of these opinions or suggestions.
____________________________________
Supervisor
Ashika Bari Jotee
Assistant Professor
Department of English
Faculty of Arts and Social Sciences

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CERTIFICATE OF APPROVAL
This Teaching Practicum Project Report entitled “Teaching strategies: A comparison
between Tertiary Model Teaching sessions at AIUB and classes at a school” submitted to
the Faculty of Arts and Social Sciences in partial fulfillment of the requirements for the
degree of Bachelor of Arts in English has been evaluated by the panel of examiners.
___________________________________________
<Name>
Lecturer/Assistant/Associate Professor, Department of English
Chairperson, Defense Committee
__________________________
<Name>
Lecturer /Assistant Professor, Department of English
Member, Defense Committee
_________________________
Supervisor
M Hamidul Haque
Head & Assistant Professor, Department of English
The oral defense was conducted on ___________________ in the American International
University – Bangladesh, Dhaka, Bangladesh.
Attested By: Approved By:
________________________________ _________________________________
M Hamidul HaqueProf. Dr. Tazul Islam
Head, Department of English Dean, Faculty of Arts and Social Sciences

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ACKNOWLEDGEMENTS
By the help of Great Allah, I am able to complete my teaching practicum course. The tittle of
this report is “Teaching strategies: A Comparison between Tertiary Model Teaching
Sessions at AIUB and classes at a school”. Firstly, I am very thankful to great Allah then to
I want to give thanks to my department head teacher Hamidul Haq sir and also my supervisor
Ashika Bari Jotee. They guided me properly to do this, when I faced any problem, I went to
them for solving it. They constantly help to do all part of the work in this course.
Then I am grateful to the school whose gave permission to me for school observation and my
course mates, who participate in my class and also other people who supported me in
different ways to do it successfully.

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ABSTRACT
To receive proper communication, language is need at first, language skills play important
role in every stage. In the process of language learning there are four skills listening,
speaking, reading and writing.in the observation there are clear some differences in the two
field actually two medium Bangla and English. In the time of taking class teacher should
careful of the language skills which skills they are focusing. In our country traditional
classroom that mostly focused on the reading and writing less in speaking and listening. But
the scenario is different in English medium and English version. In traditional English
classroom are in Banlish not in English. It should be focus on all of the four skills equally so
that the student be3come enough proficient..

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Table of Contents
STATEMENT OF AUTHORSHIP ...............................................Error! Bookmark not defined.
LETTER OF ENDORSEMENT....................................................Error! Bookmark not defined.
CERTIFICATE OF APPROVAL..................................................Error! Bookmark not defined.
ACKNOWLEDGEMENTS ...........................................................Error! Bookmark not defined.
ABSTRACT...................................................................................Error! Bookmark not defined.
Chapter 1 : Introduction.................................................................Error! Bookmark not defined.
1.1 Background ..........................................................................Error! Bookmark not defined.
1.2 Objectives of Teaching Practicum.......................................Error! Bookmark not defined.
1.3 Purpose of Teaching Practicum ...........................................Error! Bookmark not defined.
1.4 Significance of Teaching Practicum: ...................................Error! Bookmark not defined.
1.5 Personal Information:...........................................................Error! Bookmark not defined.
1.5.1 Teaching Philosophy:....................................................Error! Bookmark not defined.
1.5.2 Resume:.........................................................................Error! Bookmark not defined.
Chapter 2 : Practicum Experience..................................................Error! Bookmark not defined.
2.1 School Summary..................................................................Error! Bookmark not defined.
2.2 Practicum placement activities: ...........................................Error! Bookmark not defined.
2.3 Common Classroom Practice:..............................................Error! Bookmark not defined.
2.4 Material Development: ........................................................Error! Bookmark not defined.
2.5 Classroom Management: .....................................................Error! Bookmark not defined.
2.6 Assessment Procedures:.......................................................Error! Bookmark not defined.
2.7 Class Observation: ...............................................................Error! Bookmark not defined.
2.8 Instructional involvement activities:....................................Error! Bookmark not defined.
2.9 Reflective Journals:..............................................................Error! Bookmark not defined.
2.9.1 Class Observation I .......................................................Error! Bookmark not defined.
2.9.2 ClassObservation II.......................................................Error! Bookmark not defined.
2.9.3 Class Observation III: ...................................................Error! Bookmark not defined.
2.9.4 Class Observation IV:...................................................Error! Bookmark not defined.
2.9.5 Class Observation V: ....................................................Error! Bookmark not defined.
Chapter 3 Discussion .....................................................................Error! Bookmark not defined.
3.1 Findings................................................................................Error! Bookmark not defined.
3.2 Implications……………………………………………………………………………19
Chapter 4 Conclusion and Recommendations ...............................Error! Bookmark not defined.
References......................................................................................Error! Bookmark not defined.
Appendices 1:.................................................................................Error! Bookmark not defined.
Appendices 2..................................................................................Error! Bookmark not defined.

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LIST OF FIGURES
Page
Figure 5.1 Use of vocabulary……………………............................................................13
Figure 5.2 Level of organization in writing.......................................................................13
Figure 5.3 Grammatical skills......................................................................................... 14
Figure 5.4 Punctuation and spelling…………..................................................................14
Figure 5.5Obtaining main idea.........................................................................................15
Figure 5.6 Recognizing writer’s intention........................................................................15
Figure 5.7 Finding figure..................................................................................................16
Figure 5.8 Identifying implicitly stated idea…………………………………………....16

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Chapter 1
1.Introduction
Language is a medium of communication in our day-to-day life. But language teaching is
also very important for teaching and another perspective. Thousands of languages are all over
the world, different languages for different people. That’s why need the common language
for universal communication. English has this place. Now it’s a global language thought-out
the world.
Learning English becomes a big issue now. Linguists are constantly working on it. More than
350 million people around the world speaking English as a first language and more than 430
million speaking as a second language. It is using for communication, education, industry,
entertainment.
The teaching practicum course is designed for gaining practical knowledge for teaching. It
will help teaching in professional life, make the student properly prepare for taking classes in
classroom. Only class observation is not enough so in this course we take practical classes in
the classroom environment. Many microteachings session have done but now we take full
class. So, it makes us properly to take class in practically after taking graduation degree.
Student can learn in every step of teaching from this course.
1.1Background
Student of linguistics in BA program does this course and this is called teaching practicum. It
has a great purpose to learn every part of teaching lesson planning, student management, time
management, giving instruction properly and others.
We have already learned how to communicate with the student in English, four language
skills speaking, reading, listening, writing but this course have some special advantage.
In this course I have to do lesson planning, class observation, reflection report and teaching.
In Bangladesh English is taught as a second language. In the classroom teacher generally

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focuses on writing and reading less attention to the listening and speaking. But now teachers
are taking many effective steps so that the student can perform properly in all sector.
. Grammar translation method-it is a method of learning grammar through the help of rules
and mother tongue
. Direct method-learning grammar directly not to use ru7les
. Communicative Language Teaching (CLA)-focus on communication at first
. Indirect method-not to learn grammatical rules directly
Using these teachers wants to capable their students in four skills-
. Reading
. Writing
. Speaking
. listening
Because of emphasizing more on reading and writing in our country students do well in this
sector but the other two skills, they do not perform well. In our classroom there were almost
no activities in listening and speaking. In the Bangla medium and English version, they
follow the grammar translation method mostly.
1.2 Objective of teaching Practicum
The primary objective of this course is to give student full experience of teaching. To
observe class physically helps student to gain knowledge how they are doing all of their
works. It is a great opportunity to take experience in classroom setting. The students can get
proper guideline and feedback from the head of the department and also the supervisor and
can make them correct that will help them to be more perfect for the teaching profession.
They can gain knowledge how they will react to the student what they have done mistake in
taking class and make them correct. They can improve their theoretical knowledge
simultaneously to the practical.

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1.3 Purposes of teaching practicum
The purposes of teaching practicum are very clear and strong. They student can get
opportunity to taking class in classroom setting, it is a great platform whose person who
wants to be a teacher. Class observation in school gives them real world knowledge which
problems they face in their class or others activities for the class. With this they can improve
and modify their knowledge. They will aware what they are teaching in the class, which part
they will more emphasis and which part less.
This course will make them perfect for the teaching profession. It will give students new
opportunity to try out their new knowledge and to justify it is correct or not. The report will
help them to choose their profession as teaching because they are fully preparing for this
profession.
1.4 Significances ofTeaching Practicum
The significances of teaching practicum are a lot. It shows the student the real features of
teaching. It is a course gaining real experience. In other teaching related course, they give
micro-teaching, but here they have to do a large number of works. It gives a student a clear
idea how they will take the class, responding to the students, make their aim successful. It is a
training for that person who wants to be a teacher in future. In teaching life, a student will be
fully confident when he/she will take the class. They know the different strategy of the
teaching and can apply it in future. The guideline and the corrective feedback from the
teachers they can modify themselves and make them more proficient. It is all about gaining
experience and make them proper in teaching. It will also help to develop students’
communication skills. The report will give them proper significances of this course.
1.5 PersonalInformation
My personal report is attached with the report and also mentioned in resume given below.
1.5.1 Teaching philosophy
As a teacher my philosophy is very clear. I will take care about the students proper physical
and mental health because if they are not fit, they cannot able to perform well. I will make
sure the proper environment of the classroom, it has a great impact, it can help to get proper
outcomes of study. I will proper care on giving their opinion in the classroom, if they can

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give their opinion properly the class will be fruitful. I will give every instruction clearly and
also give them proper feedback every times. That will make them correct and become more
confident in future. I will try to find out their problems and try to make the environment
friendly so that they can share their thoughts. Most of the time out class are in mixed ability
student classroom. So, I will try to keep in mind to activity settings, time management and
giving instructions. I will help them to develop their communication skills. At last, I will help
them to be confident and make them knowledgeable.
1.5.2 Resume
CURRICULAM VITAE
Name: AnonnaUpomaAsha
Address: Madhukhali, Faridpur.
Date of Birth: 22 September, 1998
Nationality: Bangladeshi
Mobile: 01744150115
E-mail: ananyaupoma@gmail.com
Education Qualification
Major: Linguistics
CGPA: 3.66
University: American International University Bangladesh (AIUB)
HIGHER SECANDARY SCHOOL CERTIFICATE (HSC)
Institution: GovtSharodaShundoriMohila College
Major: Science
GPA: 5.00
Year: 2016
Board: Dhaka
SECONDARY SCHOOL CERTIFICATE (SSC)

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Institution: Madhukhali Pilot High School
Major: Science
GPA: 5.00
Year: 2014
Board: Dhaka
COMMUNICATION SKILL
. Fluent in English and Bangla
. Public Speaking
KEY QUALIFICATIONS
. able in team work
. ready to face challenge
. Focused on work
COMPUTER SKILLS
Microsoft Excel
Microsoft word and PowerPoint
Signature

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Chapter 2
2. Practice Experience:
As a Teaching Practicum student, I observed classroom at Kuril KuratoliAdorsho High
School in order to finish the course. There, I watched how a teacher's relationship with his or
her students should be. Teachers stuck to their lesson plans. The teachers were doing a
fantastic job with the lessons. I was paying attention how the teacher explained the subject
and the teacher employed. I watched the teacher's feedback sessions during which they
rectified their students' classwork and homework. I saw they were quite conscientious in
keeping track of their time. In class, students were engaged. However, several kids were
completely inactive. They were always on time with their responsibilities. Students were
forced to sit widely apart due to the Corona Virus. Because of the illness, there were just a
few pupils. I also saw my peers’ demonstrating lessons. Overall, the adventures were
fantastic and fun.
2.1 School Summary:
I observed the classes at Kuril KuratoliAdorsho High School. Kuril KuratoliAdorsho High
School, is a Govt. school and based in Dhaka, Bangladesh. It has only one branch, which
located in Pragati Avenue, Kuril. I observed at this branch. In June 2020, during the COVID-
19 pandemic. The school reopened on 12 September, 2021 according to the orders of the
educational minister after 18 months of closure. Kuril KuratoliAdorsho High School offers a
complete primary, elementary and secondary school program leading to the PSC, HSC, JSC
and SSC examinations taken by the Bangladesh Government. Overall, the educational
environment was quite welcoming and well-organized. Teachers and other members were
behaving in a polite manner. We found the classes to be quite fun and intriguing. Teachers
helped us to find the classes and work on our report. They asked us about our reports also.
2.2 Practicum Placement Activities:
I had to watch four secondary level courses at Kuril KuratoliAdorsho High School in order to
write the report. At AIUB, I also saw peer class observation. I had completed my
demonstration class. I learned about the classroom atmosphere, how to take courses, which
technique to use, how to instruct activities, how to offer feedback, how to handle students,

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and how to keep track of time in class from this lesson. I created a reflection report, lesson
plans, class notes, and a self-observation report for the report.
2.3 Common Classroom Practice:
At Kuril Kuratoli Adorsho High School, I Observed the classrooms. The school's teacher
handled courses admirably. Their lectures did not concentrate on a single ability. Some were
concentrating on their writing abilities, while others were concentrating on their speaking and
listening abilities. Only a few of the lessons were based on reading ability. The activities
were given to them by the instructor, who was followed by the pupils. The majority of the
lessons were centered on the teacher. After the activity, the teacher inquired whether they had
any issues. However, several pupils were hesitant to respond. They didn't communicate
effectively in class. I witnessed my classmate's demo courses at AIUB. Different talents were
the emphasis of their instruction. Some classes were centered on the teacher, while others
were centered on the students. The environment was conducive to learning. Teachers were
bringing new ideas to class, but they needed to do a better job of engaging the kids. Some of
the students were unusually silent. They didn't respond at all.
2.4 Material Development:
In school, I saw that the teachers employed a variety of materials. Some teachers utilized
their notes as a means of motivating students to learn. "Advanced Learner's English Grammar
and Composition; English for Today" was utilized by certain teachers. Textbooks were also
utilized by teachers. In the AIUB demo sessions, I noted that students used content from a
book Nevigate Intermediate B1+ was utilized in my demo lesson. (Why do we need to protect
our identity?).
2.5 Classroom Management:
When it comes to taking any class, classroom management is critical. The instructor is
responsible for creating a lesson plan and directing the class properly. The instructor is
responsible for keeping track of the class schedule. However, not every class follows the
teacher's plan. It is not uncommon for teachers or pupils to encounter challenges. The teacher
must maintain control of the situation. The instructor should be able to exert control over the
pupils and the classroom atmosphere. A strong and communicative relationship between an
instructor and a student is essential for attending a decent class. During my class observations

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at school and AIUB, I noted that teachers were having issues at times. Some teachers utilized
both Bangle and English to help pupils comprehend the subject. During my class
observations at school and AIUB, I noted that teachers were having issues at times. Some
teachers utilized both Bangle and English to help pupils comprehend the subject more easily.
There was some communication breakdown between the teacher and the pupils. Students
were not really engaged in class. In school, teachers used to discipline kids in order to keep
the class under control.
2.6 Assessment Procedures:
The primary goal of assessment is to determine the students' level of comprehension of their
lesson. It's a terrific tool for teachers to track their students' development. Exams can be given
to teachers to test their knowledge. The teacher may assign students classwork or homework
from time to time. They verify their responses sheet in this manner. After reviewing the
answers, the teacher provides comments and explains them to the pupils. Teachers at the
school where I saw my courses were evaluating their pupils based on their homework and
class participation. They also provided feedback following the evaluation. When I presented
my demo lesson, I also assigned certain tasks to my students and assessed them by providing
comments. Teachers assessed students in peer observation classes by assigning class
activities and homework.
2.7 Class Observation:
I observed 10 classes at Kuril Kuratoli Adorsho High School. In AIUB I observed 8
observation classes. In this observation class, I took careful notes at all times. I've always
been interested in how the instructor conducts the class and how the teacher communicates
with the students. The teacher's tactics for instructing a class were observed by me. The
teacher goes through the assignments with them and gives them a few minutes to accomplish
them. After they finished, the teacher either asked them for their responses or asked them to
write them in the meeting chat box. The teacher then checked them and provided feedback.
Teachers were extremely conscientious about class time and atmosphere. After each exercise,
they asked students whether they had any problems. Finally, they conclude the lesson on a
pleasant note.

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2.8 Instructional involvement activities:
In teaching practicum course, I took 2 demo classes at AIUB. Before taking the class, I made
my lesson plans for online class and took a material from a book which as selected by M
Hamidul Haque sir, Head of English Department. My major lesson focus was listening and
reading. I made a time table for my class which was 40 minutes class. I included some
question-answer and listening activities, as well as some individual and pair tasks, in my
classroom activity. I went through all of their responsibilities with them. Some jobs
necessitated the use of audio tape. I played the audio recording and then asked them to
attentively listen to it and answer the question. Following their comments, I provided some
corrected criticism. Students eagerly responded to the queries. My instructional objectives
were only partially met. It was a fairly engaging lesson.
2.9 Reflective Journals:
Personal recordings of students' learning experiences are kept in reflective journals. Teachers
frequently urge students to take notes on learning-related situations, sometimes during the
learning process, but more often after they occur.
Class Observation
2.9.1Class Observation -1
On the second March, 2022 I was going to Kuril-Kuratoli Adorsho High School for class
observation, part of my Teaching Practicum course. I was observing a class of level 7. It was
English 1st paper class. The teacher’s name was Roton Siddike. All the students and teacher
were so friendly. I took a chair at the side of the classroom so that the class was not affected.
The class was held in room specified for class seven. In the classroom, it was well furnished
there was two rows of yellow-colored benches for the students and also chair for the teacher.
It was enough lighted. The number of the student and length of the room was in perfect ratio.
The room was not suffocated. There was also blackboard for witting. The class was started at
12:10 and finished at 12:40. The class duration was 40 minutes. There were 27 students out
of 35. They used as material English For Today-_Class Seven, board and pen.

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The lesson aim was that students will able to solve the true/false based on it at the end of the
class.
When the teacher entered into the classroom all the students stood up. The teacher said to the
students Good Afternoon with smiling faces. Then asked the students how they ware. The
students also gave the answer positively. Then the teacher asked the topic about previous
class. Then he went to the next. The teacher introduced the topic to the class. It was a
passage- What are friends for? The teacher said some introductory speeches about what is
friendship, have you any friends?
Frist the teacher asked the students to listen carefully what he was reading. He was reading
loudly in front of the class. The teacher gave meaning of the unfamiliar words so that the
students got easy to understand. Then the teacher asked a student to read it and when the
student was finding difficulty the teacher was helping. The teacher was trying to make the
lesson interesting to the students by telling the events of the passage in the story mood. Then
gave few minutes to read it for better understanding.
When the students were reading in the meantime the teacher was making a word chart in the
board from the passage. Then the teacher was pronouncing the words with the student so that
the students found it easier. The teacher was describing the words to the students that would
help them in further task.
Then the teacher went to the next part finding true false. The teacher was asking the student a
sentence and asked a student was it true or false. If the student was false, he helped them. The
teacher was giving them positive feedback and asked the other students for their opinion was
it current or not. It was based on the passage. Then the teacher gave them homework for the
next day.
Reflection
The class was good. It was student oriented and the teacher wanted to involved his student
with the class fully. The teacher took several initiatives to make the class interesting and
easy. In the first part wanted to make students understand the passage perfectly that would
help them in the next part true or false based on the passage, gave them chart of word

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meaning for better preparation. I was learning that how the teacher was involving the students
in their learning and made them prepare for the activity. I was learned how they were
performing in speaking, listening, reading and writing.
That knowledge will help me in future for taking class in practical and also think me in
practical knowledge how can I introduce them the topic, prepare my lesson for the students,
involve them in the topic, maintaining the class, goes from one to another topic and fulfil the
aim of the lesson.

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2.9.2. Class Observation-2
On the 3rdMarch I went for school observation again. I went the same school of Kuril-
Kuratoli Adorsho High School. It was class 9. There were 39 students out of 42. There was
boys and girls. I took a seat at the corner of the classroom.
The classroom condition was good, the room was small but enough for the student. It was
good enlighten and fan for comfortable temperature. There were two rows one for the boys
and another for the girls. The class was started from 11:10 to 11:40 and the class duration was
40 minutes. In the wall of the class there was several decorations of famous national person
of Bangladesh. There were black and blue colored benches for the sitting arrangement, also a
specific chair for the teacher. The material for the class was: blackboard, writing elements,
Ogrodut COMMUNICATIVE GRAMMAR AND COMPREHENSION. The name of the
teacher was Roton siddike.
When the teacher was entering into the classroom, all the students was standing up and said
good morning to their teacher. The teacher also wished them good morning with smiling face.
Then asked the students about the syllabus for the first term and asked for the previous topic
that they have covered the day before. Then introduced the student’s new topic for the class
Tag Question. Then introduced the student what is tag question- explaining to the student for
understanding it easily.
After that the teacher went to the part of the rules for the tag question for performing it in the
students of the activity. The teacher was explaining one rule and was going to the example
section. He asked the student their confusion, and in the example section the student gave
response, told the answer loudly to the class. The teacher further asked the students about the
clarification of the idea and clarified their confusion very softly.
The teacher explained five rules and also five examples to the students.in the board he written
he took a sentence and explained. Let’s do the work. For tag question the student will find out
the auxiliary verb and subject of the sentence. He explained that in the tag question of this
sentence the subject is we and the auxiliary verb is shall. And the tag question will be the
interrogative form. He discussed other sentences.
Let’s Rahim do the work-?

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Let’s Rina give your concern in the meeting-?
Thank you-?
Then the teacher gave the student some sentences to the student for solving it individually.
The student solved it and the teacher checked their answer. When the student gave negative
answer, the teacher helped them to correct it.
Reflection
After all the class was good. The class was student oriented. The student got a lot of time to
share their thoughts about their understanding about the lesson. The student gave their
concern in verbally and in their writing. The teacher took different technique to involve his
student in the lesson. He took their opinion and gave them task for testing them about their
understanding level.
The teacher integrated them in reading and writing. The class was welly organized in
different parts. In the class the teacher learned the rules in one past and another part checked
the learning standard of the students. In all the time of the class the teacher gave positive
feedback. This would encourage the student for clearing their confusion. This will help me
for lesson planning and the entire procedure.
2.9.3Class Observation -3
At 3 March, 2022 I went to the Kuril-Kuratoli High School for school observation, essential
part of teaching practicum course. It was level 7. The time of the class was 12:10 to 12:50. In
the class the expected number of students was 37 and present was 31. The room was well
furnished, wall is painted, two different rows one for girls and another for boys. There was
fan for controlling the temperature.
The material was blackboard, chock for writing and OVISHEK COMMUNICATIVE
ENGLISH GRAMMAR AND COMPREHENSION.
At first the teacher entered into the classroom and the student stood up, they gave salam and
good afternoon to the teacher. The teacher also wished them good afternoon. The teacher
talked about the previous topic and the syllabus. Then the teacher went to the topic Changing
Sentences. He said what is changing sentence, basic criteria of changing sentence to the
student- the sentence structure will change the internal meaning will be same. Then he went
to the rules of changing sentence. He wrote one affirmative sentence then learned students

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hoe to change affirmative to negative. He explained to the students that if in the affirmative
there is everybody to change it to the negative, there everybody will be replaced by there is
no body. The teacher used Grammar Translation Method for learning the student. He used
both Bangla and English language for learning. He also used comparison in native language
for learning grammar rules.
Then he went to the other rules. In the same way he was learning other rules to the students.
He asked the student for their confusion and if there is any confusion, he helped them to
clarify the rules. Then the teacher gave them the work sheet based on those rules gave few
minutes to solve it. After the time duration, he asked the student correct answer. When they
felt difficulty, the teacher was helping them. In the class there was also positive feedback. At
the last part of the class, he gave homework. Then said have a good day with smiling face.
Reflection
After all the class was good. The lesson aimed was fulfil, at the end of the class the student
will learn how to change the sentence based on these rules that they were learned in the class.
The time management for the class was good. The students get enough time for expressing
them in verbally and non-verbally. The teacher took several techniques for learning
successfully. The feedback gave by the teacher was positive.
Overall, it was good in all. I have learned the time management, the grammar teaching
method. There were several similarity techniques that I experienced in my micro teaching
class.
2.9.4. Class observation-4
On 6 March, 2022 I went to kuril-Kuratoli High School for another class observation. It was
level 8. The expected student was 56 but there were 48 students present in the class. The time
was 12:30 to 1:10 for the class. In the classroom there was two separate rows for the students,
one for girls and another for boys. It was English 2nd paper class.
The teacher was using Study JSC Communicative English Grammar and comprehension, pen
and board for writing. The sitting arrangement was good. There was enough light and fan for
the students.

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At first the teacher entered into the classroom wished his students good afternoon with a
smiling face. The students stood up and said good afternoon for the teacher. Then talked
about previous day topic and the syllabus.Then introduced the student’s topic of the class. In
that day the topic was Transformation of sentence. The teacher told his student what is
transform motion of sentence. He gave instruction of his student some rules how they can
transform the sentences from one to another.
In his whole class there was two parts in first part was teaching the students the rules of
sentence transformation deductively and other part was made his student practice it and also
give them feedback. He gave some practice sheet to his students of sentence transformation.
The teacher was writing one sentence to the blackboard and describing the students the
sentence structure of the sentence.
Then the teacher described which part of the sentences they will change. He took a
interrogative sentence. Then told that for changing a sentence to make an affirmative to
negative the auxiliary part will be in the first and if it is positive the interrogative will be in
negative. He wrote the interrogative form in the board. Then asked for the students about
their understanding. He went another when the students gave positive concern.
After that the teacher asked them to solve the sentences that he gave them at first of the class.
When the student solved it, the teacher gave them feedback. Then the teacher gave them
some sentences as homework.
Reflection
Overall, the class was good. The teacher managed well and successfully went to the lesson
aim. The time management was good. First, he explained the rules to the students properly.
He used Bangla and English for better understanding. All the time in his class he gave
positive feedback that will inspire students for clarifying their confusion. The class was also
student oriented; the students got a lot of time for express them clearly.
This knowledge will help me for lesson planning, time organization and taking class.
2.9.5 Class Observation-5
On 7 March, 2022 I went to Kuril-Kuratoli High School for class observation. It was level 6.
In the class there was 31 students of 35. The teacher’s name was Nilufar Yasmin. In the class
there was boys and girls. They were so friendly. I took a chair at the corner of the classroom.
The class time was 11:00 to 11:40 am. The class duration was 40 minutes.

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The classroom was short but enough for the students. There were two separate rows for boys
and girls. In the room there was colorful drawing in the wall. The benches were yellow
colored. The teacher used as material that Learning Grammar Easy also pen and board.
As soon as the teacher entered into the classroom the student stood up and said loudly Good
Morning Maam. Then the teacher took their attendance, talked about the students about
previous topic. Then wrote down what she would learning for the day. She wrote today’s
topic is Article. Described the students what is article in English language and which purpose
it is used for and what are these.
Then she learned the students about the rules of article. She said that there are some rules for
the article. She said that a will place that is indefinite, an will place which word is stand with
vowel symbol and the will place the definite sentence. Then the teacher wrote some sentences
on the blackboard and asked the said which sentence is correct which is not. The teacher
asked the students to create group of five members and solve the task. The students were
divided into 7 members. For making it easier she did the first one and gave 5 minutes to
students to solve it discussing it among group members.
The teacher asked one student stand up and give answer in front of the class the sentence is
correct or not. After saying the student, the other student will say the answer of the student is
correct or not. When the students done mistake the teacher helped the students nicely. In the
second activity there was fill in the blanks with correct word. The teacher explained at first
what they will do. They student will choose the correct word that will make the sentence
correct. The teacher gave 5 minutes to solve it.
After finished the task the teacher asked one-by-one pair what is correct answer. Those
students made mistake the teacher helped them to correct. Then the teacher gave them
homework for the students and strictly said the students to bring their homework for the next
class. Then the teacher said Have a good day with smiling face to students.
Reflection
Overall, the class was good. The teacher took several techniques and at the end of the class
the lesson aim was successful. There was enough opportunity for expressing their thoughts
verbally-non verbally. The teacher gave positive feedback all the time. In the class the time
distribution, activity planning was good. I have learned several things from the class time
management, student management, activity procedure. There were some similarities that I
have followed in my micro-teaching session. This knowledge will help me in further lesson
planning and taking class.

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In 8 March, 2022, I went to Kukil-kuratoli High school for school observation. I went there
for my teaching practicum course. The name of the teacher that I have observed was Nilufer
Yasmin. She is a very good teacher. The total students of the class were 56 but, in the class,
there was 48 students. The class was started 11am and the class was ended at 11:40. The class
duration was 40 minutes. I observed the class sitting at the classroom.
The classroom was large. There were two rows of benches one for the boys and other for the
girls. It was colorful. The teacher used board, pen and Study JSC Communicative English
Grammar and Comprehension.
The topic was tense. The lesson aim was to teach the students tense by using rules. The
teacher entered into the classroom and asked their student about their health and day. The
teacher took the attendance of the students. In the class the teacher mostly used English but
for the better understanding sometimes she used Bangla. She wrote some sentence in the
board and describe it to the students.
The sun rises in the morning.
The boy goes to school regularly.
The boys are playing football.
Runa is doing the sum.
I have done my work.
The teacher explained the sentences to the students, talked about the sentence structure. In the
first sentence why s/esis added with the verb, In the third sentence playing and other have
done. Then the teacher explained the sentence structure and how they can write it properly.
Sub + verb + object
Sub + (am/is/are) +verb+ ing +object
Sub + (have + has) + v3 + object
The teacher asked the students their confusion. When the student asked the teacher gave
positive feedback for clearing them.
Then the teacher went to the activity part. The teacher wrote some sentences and asked the
students to identify tense from the sentences. In the second activity the task was to put down
the verb accurately where she used different tenses. Then the teacher said the answer of
question.

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At last, the teacher asked the students to learn some verb list of present, past and past
participle as their homework for the next class.
Reflection
the teacher took the class very interesting way. The students were also attentive and tried to
understand the rules properly. The student got enough time to express them. The teacher
managed the time and student properly in the class. She gave the feedback properly and it
was always positive. She used direct method and grammar translation method in the
classroom. Afterall the class was good.
2.9.7Class Observation-7
On 9 March 2022 I went to Kuril-kuratoli High School for class observation, that is part of
my teaching Practicum course. The name of the teacher that I have observed was Milon
Siddique. It was class seven. The class started was 11:40 am and the class 12:10. The class
duration was 40 minutes. In the class total student was 35 but, in the class, 28 students were
present. The teacher used English and Bangla in the class. The teacher entered into the
classroom at 11:45. I took a chair at the corner of the classroom.
The classroom was small but enough. There were two rows of benches, one for girls and
another for boys. There was fan, the wall was colorful with many colorful pictures. The
teacher used pen, board and Glorious Teaching Grammar and Comprehension. Lesson
objective was practicing reading and writing activity.
The teacher entered and said good morning to the student and the student also good morning.
Then the teacher went to study part. The teacher introduced the class topic- today’s topis
noun, pronoun. The teacher described what is noun, types of nouns. Then he wrote down in
the board different types of nouns. The teacher used Bangla and English for describing the
lesson. He described for few minutes and asked the student they are clear or not.
Then the teacher distributed a worksheet into the student. It was a passage. He asked to create
group of five members. The student task is to find out word that is noun. The teacher gave
five minutes to solve the task. The students started writing. The teacher was walking into the

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row and checking the students are working properly or not. After finishing their working,
they raised up hand. The teacher asked the answer and the student gave it.
then the teacher went to the next part of the class. It was more critical than before. The
teacher wrote sentences in the board and asked students to find out types of nouns from this
sentence. He asked the students to write it beside the sentence.
Karim is playing. Karim-proper noun.
The rich are not always happy. -collective noun.
After finishing the teacher checked the answer and gave the feedback. After that he gave
some homework and talked about the syllabus. Then said good bye to the students.
Reflection
The class was interesting. The student gave their response also share their idea properly in
verbal and non-verbally. The teacher cleared their confusion. The teacher was caring and the
student was attentive in the class. He learned in grammar-translation method. After the class
was good.
On 9 March I observed my class observation at kuril kuratoli Adorsho high for class
observation. The name of the teacher was Nilufer Yasmin. It was level 6 and English 1st
paper. In the class total students were 35 students but present 31 students. The class started at
11:00 am to 11:40am and the duration of the class was 40 minutes. The aim of the class was
to learn the question answer based on the passage. I entered into the classroom with the
teacher.
The teacher said good morning to the students and asked about the health and activities. They
welcomed me and I took a seat at the corner of the classroom. Then she introduced the topic
to the students. In that day the topic was lesson-1 “Going to a new school”. Then she helped
the student to read the passage in the text. Then asked the student to read the passage
individually and asked the unknown words. In the meantime, she wrote some words in the
board and their meaning.

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She went to the activity part. In the first activity the teacher gave 5 sentences in the board and
asked the students create groups. Then instruct the student how to solve it.
You will read it.
There is a gap in each sentence
Then remind the passage information that is gap in the sentence
And fill it
Give them 5 minutes to solve it. The teacher was careful the student is discussing the
question in the group or not. She asked one student from one group. One student done wrong
and the teacher made them correct.
The teacher moved the next activity. The next activity was finding true false. There were also
five sentences and gave them proper instruction to solve it. The teacher gave them 5 minutes
to solve it. Then the student started writing. The teacher took the attendance for the
meantime. After finishing the students raise the hands. She teacher asked the one answer
from each group of one member. Then she explained their homework based on this for the
next class. In the next class they will write a paragraph based on some questions.
Frist day at school- the paragraph shall be 150 words.
At last, the teacher asked the student have they any problem or confusion regard on this class.
Then she ended the class and said good bye.
Reflection
The teacher took the class very good way. The teacher also was enjoying the class. The
student management and time management were good. The lesson aim was fulfilled. The
student gave response properly and the teacher gave positive feedback all the time. Afterall
the class was good.
On 10 March, 2022 I went to Kuril Kuratoli High School for class observation. The teacher
that I have observes was Nilufer Yasmin. It was class 6 English 2ndpaper. In the class there
was total 35 students but, in the class, there was present 31 students. The class time was 11am
to 11:40 am. The class duration was 40 minutes. The teacher used Ogrodhud Communicative
English Grammar and Comprehension, the lesson objective was practicing about reading and
writing activity.

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In the classroom there was two rows one for boys and another for girls. It was quite enough
for the students. There was colorful painting in the room. The teacher used as material pen,
board and the book.
The teacher entered into the classroom and asked the students about their day and normal
activities. After that he talked about the previous class topic and then introduced the topic of
the class preposition. The teacher said the students about preposition-what is preposition,
what is purpose of using preposition. Then the teacher went into the rules part of it.
She wrote some preposition in the board and explain the rules of it.
In, on, into, about, to, of
She said when anything is in the part it will in
When anything is stand on it, it will on like that.
After finishing the rules part of it she asked the student they are clear or not, have they any
confusion. She again gave 5 minutes to revise it. Then she asked them to crate group of five
members. She gave them a task of fill in the gap with appropriate preposition. She gave 10
minutes to solve it. They will write the whole sentence with answer in their paper. The
students started their writing and the teacher walked into the row they are working properly
or not. At 11:30 the teacher started checking their papers. She gave them positive feedback.
At last, she asked they have any question regarding this issue. Then she gave some
homework for the next class and said them to bring it properly. Then she took attendance. At
11:40 she finished the class.
Reflection
The teacher took the class very interesting way. The students were enjoying the class. They
got enough time to express them properly. The teacher managed the time properly. She gave
positive feedback all the time. The lesson aim was fulfilled in the class. She used Grammar
Translation Method for learning her students. Overall, the class was good.
On the second February, 2022 I was going to Kuril-Kuratoli Adorsho High School for class
observation, part of my Teaching Practicum course. I was observing a class of level 7. It was
English 1st paper class. The teacher’s name was Roton Siddike. All the students and teacher
were so friendly. I took a chair at the side of the classroom so that the class was not affected.

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The class was held in room specified for class seven. In the classroom, it was well furnished
there was two rows of yellow-colored benches for the students and also chair for the teacher.
It was enough lighted. The number of the student and length of the room was in perfect ratio.
The room was not suffocated. There was also blackboard for witting. The class was started at
12:10 and finished at 12:40. The class duration was 40 minutes. There were 27 students out
of 35. They used as material English For Today-_Class Seven, board and pen.
The lesson aim was that students will able to solve the true/false based on it at the end of the
class.
When the teacher entered into the classroom all the students stood up. The teacher said to the
students Good Afternoon with smiling faces. Then asked the students how they ware. The
students also gave the answer positively. Then the teacher asked the topic about previous
class. Then he went to the next. The teacher introduced the topic to the class. It was a
passage- What are friends for? The teacher said some introductory speeches about what is
friendship, have you any friends?
Frist the teacher asked the students to listen carefully what he was reading. He was reading
loudly in front of the class. The teacher gave meaning of the unfamiliar words so that the
students got easy to understand. Then the teacher asked a student to read it and when the
student was finding difficulty the teacher was helping. The teacher was trying to make the
lesson interesting to the students by telling the events of the passage in the story mood. Then
gave few minutes to read it for better understanding.
When the students were reading in the meantime the teacher was making a word chart in the
board from the passage. Then the teacher was pronouncing the words with the student so that
the students found it easier. The teacher was describing the words to the students that would
help them in further task.
Then the teacher went to the next part finding true false. The teacher was asking the student a
sentence and asked a student was it true or false. If the student was false, he helped them. The
teacher was giving them positive feedback and asked the other students for their opinion was
it current or not. It was based on the passage. Then the teacher gave them homework for the
next day.

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Reflection
The class was good. It was student oriented and the teacher wanted to involved his student
with the class fully. The teacher took several initiatives to make the class interesting and
easy. In the first part wanted to make students understand the passage perfectly that would
help them in the next part true or false based on the passage, gave them chart of word
meaning for better preparation. I was learning that how the teacher was involving the students
in their learning and made them prepare for the activity. I was learned how they were
performing in speaking, listening, reading and writing.
That knowledge will help me in future for taking class in practical and also think me in
practical knowledge how can I introduce them the topic, prepare my lesson for the students,
involve them in the topic, maintaining the class, goes from one to another topic and fulfil the
aim of the lesson.
Peer Observation
2.10.1 Peer Observation
In 5 April 2020 I observed one teaching session in the university. The class was for my
teaching practicum course. The class was taken by Albina Mostafa Nayra. The class started at
1 pm and ended at 1:45 pm. The duration of the class was 45 minutes. The class was under
two supervisors. It was pre intermediate level. In the class total student was 12. The topic was
Speaking and writing that was taken from Navigate International B1+. The lesson focus
listening and speaking. The aim of the lesson was to give practical instruction, write a
paragraph supporting an option.
At 1:45 the teacher started the class. At first the teacher asked how they are and some warm
up questions to the students. Then she asked some questions related to the task. The student
gave the answer spontaneously. Then she moved to the task. There were some sentences. The
teacher showed a picture the students asked about their opinion, what are they think about it.
The student gave their opinion. Then the teacher moved to the next topic, task number 2. The
teacher showed the student a flowchart, there are some pictures, they will fill the gap with
proper words by watching the pictures. They teacher heard their answers and gave reply.

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Then the teacher played an audio file and asked the students to listen it carefully. There were
some questions, the teacher instructed them to fill the gap to proper words from audio file
listening. The teacher gave them 4 minutes to solve it. After finishing the teacher gave them
feedback. After that the teacher went to next task 3. It was also a listening task. The teacher
played other audio file and asked the student to listen it. The student will listen it and fill the
gap. The teacher gave them 5 minutes to solve it. The teacher gave them proper feedback to
the students. After that the teacher went to the next task. It was task number 4. In this
listening task the teacher played another audio file and asked the students to listen it. There
were some pauses, asked the student to find out. Then the teacher went to next task 5. There
were some questions, the teacher asked the students to give the answer of the question. The
teacher took more time to do this, he said the students to solve it and share their answers. The
teacher gave them 7 minutes, after that the student share their answer. Then the teacher
moved the next task 6. The teacher instructed properly to give answer of the question. The
teacher gave them 5 minutes to solve the question. After finishing the student responded and
the teacher asked one student to give answer. Then the teacher went to task 7. The teacher
asked the student to read the paragraph given in the box. Then asked the student to give some
answer based on this. The teacher gave 5 minutes to solve it. After finishing the teacher gave
proper feedback to the students. The teacher went task number 8. The teacher asked the
students to find out phrase that will support the idea. The teacher gave 5 minutes to solve it.
The student finished, the teacher asked have they finished or not. The student said positively.
The student shared their answer to the teacher. Then the teacher went to the task number 9.
The teacher asked the student to find out some question answer with partner. The teacher
gave 5 minutes to solve it. After finishing one nominated student gave answer. Then the
teacher went to the task 10. That was an opinion task, the teacher asked the student to make a
group. Then give the answer to the question. the teacher gave 5 minutes to solve it. Then the
teacher asked the students to the class. Then the teacher ended the class.
Reflection
The class was good. The instruction given by the teacher was good. The student enjoyed the
class, they responded properly every time. The student was attentive and participated
properly in every activity. The time management was good, the teacher followed the lesson
plan.

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On 12 April 2020, I witnessed a university teaching session. The class was part of my
practical semester in teaching. Albina Mostafa Nayra taught the class. The lesson began at
1:45 p.m. and concluded at 1:45 p.m. The lesson lasted 45 minutes. The lesson was
supervised by two individuals. It was in the beginning of the intermediate level. There was a
total of 12 students in the class. Speaking and writing were the topics covered in navigating
international B1+. The class emphasizes listening and speaking skills. The lesson's objective
was to provide practical training via the creation of a paragraph defending an alternative.
At 1:45 p.m., the teacher began the class. To begin, the instructor asked some warm-up
questions. Then she inquired about the work. The pupil impulsively provided the response.
She then proceeded to the work at hand. Several phrases were included. The instructor
displayed a photograph and pupils were asked for their opinion, what they thought of it.
Students voiced their opinions. The instructor then went on to the next subject, activity
number two. The instructor demonstrated a flowchart to the students, along with some
photographs, and instructed them to fill in the blanks with appropriate phrases by looking at
the pictures. The teacher listened to their responses and responded. The teacher next played
an audio recording and instructed the pupils to pay close attention. There were a few
questions, and the instructor told them to fill in the blanks with appropriate words from the
audio recording. They had four minutes to solve it. After they were finished, the instructor
provided comments. Following that, the instructor moved on to assignment 3. Additionally, it
was a listening assignment. The instructor then played another audio clip and requested that
the student listen. The pupil will hear it and fill in the blanks. They have five minutes to solve
it. The instructor provided pupils with appropriate criticism. The instructor then moved on to
the next job. It was the 4 task. The instructor played another audio clip and instructed the
pupils to listen to it. There were a few pauses, and they enquired of the pupil. The instructor
then moved on to the next job. There were a few questions, and the instructor invited the kids
to respond. The instructor spent more time on this; he instructed the pupils to solve it and
share their solutions. The instructor allowed them seven minutes to respond, and then the
students shared their responses. The instructor then went on to task 6. The teacher guided me
correctly on how to respond to the question. The instructor allotted them five minutes to
tackle the problem. Following that, the student answered, and the instructor requested a

26
response from one student. The instructor then proceeded to assignment 7. The instructor
requested that the pupil read the text included inside the box. Then I requested that the
student provide some responses based on this. I was given five minutes to solve it by the
instructor. Following that, the instructor provided appropriate comments to the kids. The
instructor proceeded to assignment number eight. The instructor instructed the pupils to come
up with a phrase to support the concept. I was given five minutes to solve it by the instructor.
The student completed it, and the instructor inquired if they had completed it or not.
Positively, the student said. The students communicated their responses to the instructor. The
instructor then proceeded to assignment number nine. The instructor instructed the students to
work in pairs to determine the answers to many questions. I was given five minutes to solve it
by the instructor. Following that, one of the nominated students provided a response. The
instructor then proceeded to assignment 10. This was an opinion activity in which the
instructor instructed the students to form a group. Then respond to the question, which the
instructor gave you five minutes to solve. The instructor then invited students to the lesson.
The instructor then finished the class.
Reflection
The class was excellent. The teacher's teaching was excellent. The pupils were engaged in the
lesson and answered appropriately at all times. The pupil was attentive and appropriately
engaged in all activities. Time management was excellent, and the instructor adhered to the
course plan.

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On April 12, 2020, I observed a teaching session at AIUB. The class was for my teaching
practicum course. Khauser Ahmed enrolled in the class. The lesson began at 2 p.m. and
concluded at 2:45 p.m. The class lasted 45 minutes. The lesson was supervised by two
teachers. It was a pre-intermediate level. The total number of students in the class was 12.
The topic was speaking and writing, which was taken from navigate international B1+. The
class focuses on listening and speaking.
The teacher began the lesson at 2:30pm. The teacher began by asking the pupils how they
were and asking them some warm-up questions. Then asked several task-related questions.
The student responded impulsively, then went on to the work at hand. There were a few
phrases. The instructor displayed an image and asked the pupils for their thoughts on it. The
pupils voiced their opinions. The teacher then went on to the next topic, activity number 2.
The teacher presented the students a flowchart with several photographs, and they would fill
in the blanks with appropriate phrases by looking at the pictures. The teacher responded after
hearing their responses. The teacher then played an audio recording and instructed the pupils
to pay close attention. There were several questions, and the teacher directed them to fill in
the blanks with appropriate words from the audio file listening. The teacher gave them four
minutes to solve it. After they were finished, the teacher offered them feedback. The
instructor then moved on to activity 3. It was also a listening assignment. The teacher then
played another audio file and requested the student to listen to it. The learner will listen to it
and fill in the blanks. The teacher gave them 5 minutes to solve it. The teacher provided the
kids with appropriate comments. After that, the teacher moved on to the next job. It was task
number four. In this listening activity, the teacher played another audio clip and requested the
students to listen to it. There were several pauses, and they requested the student to find out.
The teacher then proceeded to the following activity 5. There were some questions, and the
teacher invited the students to respond. The teacher took his time with this, telling the
students to solve it and share their answers. The teacher allowed them 7 minutes to respond,
following which the students shared their responses. The instructor then proceeded to the next
activity 6. The teacher accurately told me to provide the response to the question. The teacher
gave them 5 minutes to answer the question. After the student finished, the teacher asked one
of the students to react. The instructor then proceeded to assignment 7. The teacher instructed
the pupil to read the paragraph in the box. Then I asked the student to provide some responses

28
based on this. The teacher gave me 5 minutes to solve it. After concluding, the teacher
provided appropriate comments to the pupils. The teacher completed job number eight. The
teacher asked the pupils to come up with a term that would support the notion. The teacher
gave me 5 minutes to solve it. The student completed, and the teacher inquired if they had
finished or not. The student replied favorably. The pupils shared their responses with the
teacher. The teacher then proceeded to activity number nine. The teacher assigned the student
to work with a companion to discover answers to some questions. The teacher gave me 5
minutes to solve it. After finishing, one of the nominated students responded. The teacher
then proceeded to job number ten. That was an opinion exercise, and the teacher requested
the students to form groups. Then offer your solution to the question, and the teacher will
give you 5 minutes to solve it. The teacher then invited the pupils to the class. The teacher
then finished the class.
Reflection:
The instructor was good. The teacher's instructions were excellent. The children appreciated
the session and reacted correctly every time. The pupil was attentive and participated fully in
all activities. The time management was excellent, and the teacher adhered to the course plan.
2.11SELF REFLECTION REPORT
2.11.1SELF REFLECTION REPORT
On 5 April, 2022 I observed my class in my university. This class was for my teaching
practicum course and the class was taken by me. The class was started at 1:45 and ended at
2:30. The class duration was 45 minutes. There were two supervisors in the class and the
class was taken under them. The class was intermediate level. Total students were 10. My
topic was Navigate B1+ Intermediate, page 6-7. I used English all over the class. The
objective and lesson plan were talk about things that are changing and talk about friendship.
The lesson focus was reading and grammar.
At 1:47 I started the class. I asked about their health. I asked about their friendship and using
of social media like Facebook, twitter, Instagram for communicating with their friend circle

29
in daily life. I distributed some work sheet among the students. Then I introduced the class
topic to the students. I started task – 1. I asked the students to read the statement carefully
and give their opinion on the given question. The students have given their opinion with
proper logic on behalf of their opinion. Then I went another task 2. I asked the students to
read the article properly given in the work sheet and give the answer of number 2. I gave 2
minutes to do the task. After finishing their work, they raised their hand and give their
answer. I gave feedback to them. Then I went to the next task, task number 3. The next task
was based on students’ grammatical knowledge. I gave them proper instruction to match it
with tense form and sentence given in the question. I gave them 5 minutes to solve it, after
finishing that they will share their answer. I moved to task number 4. This was also a
grammar task. I asked the students to find out the correct part of the sentence and completing
it. For making it easier to them I completed one and made them understood properly. The
next task was a listening task, task number 5. There were two diagrams in the questions. I
played an audio file and asked them to listen it and find out which diagram is for which
person. I gave 5 minutes to find out. After finishing the raise their hand and one of the
students could share her answer. I moved to the next task 6. I played an audio file and tell
them to identify the positive verb and the negative verb from a verb chart. I gave them 5
minutes to do it. After finishing I asked one student to share her answer. In the next task 6 I
played a new audio file and asked the students to listen the previous verb part how they are
pronouncing in those words. I asked them to focus on the verb part in their listening. They
got 5 minutes to solve it. They finished and I checked their answer and also, I gave feedback
to them. I went to the next task. The task number 8. Here were filling the sentences with
appropriate verb they would fill it with the help of audio clip. I gave 5 minutes to complete it.
After completing it, I nominated one student and the student gave answer. I went to the last
task, task number nine. I asked the students to draw a diagram like one of previous task about
their friend circle. I gave 5 minutes to draw it. After finishing they responses and I picked one
of the students and the student showed the answer in front of the class. I ended my class at
2:30.
Reflection
Overall, the class was good. I followed my lesson plan throughout the class. The student
participation and their understanding were so good. I described all the activities properly to
the students. I gave feedback to them and they can share their thoughts in the class. I used

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communicative language teaching and grammar teaching inductively. I managed the time for
specified for the class and I used English all over the class.
2.11.2 Self Reflection Report
On 12 April, 2022 I observed my second class in my university. The class was taken by me. I
was taken the class at 1 pm and it was ended in 1:45 pm. The class duration was 45 minutes.
The class was taken under two supervisors. The class was intermediate level. Total student
was 6 they were present in the class. My topic was Navigate coursebook B1+, page number
was 8-9. For communicating I used English. The aim of the class was talk about spending and
talk about states, thoughts and feelings.
At 1 pm I started the class. I wished good afternoon to the students, asked about their health
and daily life activities. Then I started my class. At first, I started a video and asked all the
students to look it properly that will give them a proper idea about their topic and better their
understanding level. I introduced the class topic to the students and talked something about
the topic that will make them familiarize for the topic. I moved to the activity number 1. I
asked the students to give some question answers based on the background knowledge. After
finishing that they shared their answers to the whole class. In the next task number 2 I played
an audio file and asked the students to listen it carefully. I gave 5 minutes to solve it. Then
asked the students to match their idea that they have given in number 1 and the information
get from this audio file. One of the nominated students gave the answer and other students
listened it. Then I moved in task number 3. I asked them to read some sentences carefully and
I played the audio file. I asked the student to listen some parts carefully and identify properly
which part mentioned and which part not in the audio file. I gave them to five minutes to
solve it. After finishing one nominated student shared all over the class. Then I moved to
another topic task number 4. There was a chart of several words and also a diagram, there
were some blanks. I asked the students to listen it carefully and fill the blank part in the
diagram. I gave them 5 minutes to solve it. After finishing one student shared his answer.
Then I moved the next task. In task 5 I asked the student I asked the student to give some
answers of the question. They gave the answer from their practical knowledge. I gave them 5
minutes to give answer of these. I omitted task 6. Then the next task number 7. I played an
audio file and asked them to match it properly. I gave 5 minutes to do that. Then one student

31
shared his answer in front of the answer. Then I moved to the task 8. I asked the students to
fill the gap with wright form of verbs from the listening audio file and played an audio file. I
gave 5 minutes to solve it. After finishing I gave them feedback. Then went to the next task.
It was task 9. It was grammar box. I asked them to read it and cleared their confusion. Then I
went to the next task 10. I asked to look at the question and fill the gap with their previous
grammatical knowledge. I gave them 5 minutes to solve it. Then give them feedback. Then
moved to the last topic 11. It was an opinion task. I asked the student to give their opinion
and give some reasons on behalf of it. One student gave answer in front of the class. Then
ended the class for that day and said them thank you.
Reflection
Overall, the class was good. I followed my lesson plan. The student was attentive and they
responded well. They properly participated all the task and gave their opinion. I gave them
proper instruction to the students that they can solve. I used English all over the class. I gave
proper feedback to them. The student management and time management were good. I
thought the student enjoyed the class. I taught them communication and grammar inductive
method.

32
Chapter 3
3. Discussion:
1. In school the physical environment was not so much comfortable on the other hand in the
university class the physical environment was good.
2. In the skill of language in the school or the traditional classroom there is no attention in the
listening and speaking but in the demo class there is equal attention in four skills of language.
3. In traditional classroom lack of listening and speaking student in Bengali medium they do
not perform well in this sector but on the other hand in the student of English medium and
English version they have enough efficient in speaking and listening.
But in the grammatical knowledge in Bengali medium student are more proficient than the
English version and English medium.
3.1Peer Observation Findings:
 The classroom environment was excellent.
 The teacher adhered to their instructional plans.
 Some teachers gave extremely efficient classes, while others were unable to
adequately instruct the students.
 Some of the teachers were unable to handle the time.
 They taught the lesson using a variety of approaches.
 There were several separate works.
 There are very few group projects.
 There were a few pairs of works.
 Some pupils were highly engaged, while others were very timid to respond.
 After each activity, the teacher provided them with constructive feedback.
 Their language lessons addressed every ability in the language.

33
 There were some technical difficulties using the internet in several classes.
Self-Observation Findings:
 I prepared a lesson plan before attending my demo class.
 I made certain that the classroom environment was conducive to learning.
 I inquired about their health and their day.
 I thoroughly instructed them in each class.
 My lesson included both individual and group assignments.
 Some pupils participated freely, while others were quite silent.
 I kept the students interested by making the class pleasant.
 I provided the kids comments.
 It seems that the students appreciated the class.
3.2 Implication:
As I attended courses at both the school and AIUB, I realized that each teacher had their own
lesson plan. They stuck to their plans and instructed students accordingly. They attended the
classes using standard ways. They gave instructions to the kids, and the students responded.
They should have made the lessons more fascinating and engaging for the pupils. There were
several communication stumbling blocks between the teacher and the pupils. The majority of
the lessons were centered on the teacher. Students were really hesitant to voice questions in
class. To increase student engagement, the teacher should implement some novel concepts.
Teachers at AIUB's demo classes were experiencing the same issues as school teachers.
Furthermore, in order to take some good classes, teachers must improve their lesson plans
and teacher techniques.

34
Chapter 4
4. Conclusion and Recommendation:
We may finally comprehend the teaching approaches, methods, and processes that are used to
take an effective class thanks to this course and report. The discussion that follows will
recommend several decent lessons on largely listening skills.
4.1 Recommendation:
My recommendations were based on the findings of my class, peer, and personal
observations.
 Before class, the teacher must prepare a lesson plan
 The teacher must pay attention to each student,
 The work must be explained before the students are asked to complete it.
 For a better explanation, the teacher should add an example that is related to the
assignment.
 Must start the lesson on schedule and give students ample time to complete each
activity.
 The teacher is responsible for maintaining the classroom atmosphere.
 He should employ a variety of teaching strategies and methodologies.
 Incorporate pair and group tasks into the lecture.
 The teacher must be tolerant with his or her students.
 He must provide comments on all activities and ensure that pupils understand the
tasks.
4.2 Conclusion:
The primary goal of this course is to provide students with classroom experience. This course
taught me how to take any class and what crucial variables I should consider before taking a
class. I concentrated on listening skills throughout the report. According to what I've seen in
school classrooms, listening and speaking skills aren't given enough attention. They place a
greater emphasis on and practice reading and writing abilities. As a result, the focus of this
paper was mostly on the tactics and processes used in listening skills. The teacher is

35
responsible for maintaining the classroom atmosphere. They must prepare a lesson plan. They
should describe the work to the pupils and then provide comments on it. They must select
tactics or procedures based on the tasks at hand. The teacher must keep track of time in his
class. When a teacher has obstacles in the classroom, he must address them and work to
improve the situation for the kids.

36
References:
• Book: Wetz, B. & Hudson, J. (2020) Oxford Discover Features level 2 student book
• Book: Jayne, W. (2020) Oxford Discover Features level 3 student book
• Book: Jayne, W& Fiona, B. (2013) Insight pre intermediate student's book

39
LESSON PLAN
Name AnonnaUpomaAsha
18-38853-3
Date 05April,
2022
Length 45 minutes
Lesson
focus
Reading and listening
Proficiency Level &Class Profile: Intermediate
Lesson Aims/Objectives:
. Use grammatical knowledge
. Listen audio clip and give specific ideas
. Listen for specific information
. Use verb phrases
. Connecting ideas and experiences through diagram
1 Anticipated Problems:
vocabulary, time management.
2 Solutions: giving solution in the class
Materials:Navigate coursebook B1+ Intermediate, Page 6-7
Lesson Procedure
Stage/Time Procedure Aim Interaction
Warm-up
2 mins
Pre-reading
2 minutes
Pre-reading
While-task
5 minutes
The teacher will ask the students about their
day and health. Then the teacher will ask the
students about their friend-circle. The
number of their friends in online and off-
line, how can they manage the relationship.
Slowly the teacher willintroduce the class
topic.
The teacher will show the statistics to the
students and ask about their opinion about
this, willit relatable tothem or not or how
much relatable
The teacher will ask the students to read the
article and share their ideas about the
question.
The teacher will give them idea about the
given box grammatical items in briefly.Then
ask them to read the sentence and put the
three types of tense name for the sentences
To make them
comfortable in the class
environment and
introduce the topic.
Make them familiarize to
the topic and access their
knowledge about it.
Make them more
familiarize to the topic
and enhance their own
idea.
To justify their
grammatical knowledge.
To provide corrective
T-Ss
T-Ss
T-S
T-S
T-S

40
Feedback
1 minute
While-
reading
5 minutes
Feedback
1 minute
While-task
5 minutes
Feedback
1 minute
While-task
5 minutes
Feedback
1 minutes
While-task
5 minutes
Feedback
that is given in the question.
After doing the task, the teacher will give
feedback.Teacher willcorrectthem if they
do any mistake. They can also ask question
in this part.
sentences carefully and choicethe correct
option that willmake the sentences correct
grammatically.
The teacher will give them feedbackand
give them correctionif needed.
The teacher will show the students two
different diagram that is given in the activity
part. Then the teacher willthe audio file and
ask the student to identify whichdiagram is
representing whichperson. The audio file is
the conversation of twopersons about their
friends.
After finishing the teacher willcheckthe
answer. The teacher will make them correct
if there is anything wrong.
The teacher will play the audio file and ask
the student tofind out whichis negative and
whichis positive.
After finishing the teacher willcheckthe
answer of the students and give them
correction.
The teacher will play the audio file and ask
student to listen the pronunciation strategy
carefully.Then the teacher will ask the
students to find out how they are
pronouncing the verb phrase part of that.
The teacher will checkthe answer and give
feedback,clear their confusion in this part.
feedbackto the students.
To checktheir
grammatical knowledge
and previous work
understanding level.
To provide correction.
To test their skills in
listening and gathering
ideas from listening.
To give them corrective
feedback.
To test their listening skill
and also their vocabulary.
To make them correctif
they done mistake, make
them aware in listening
activity.
To test their listening
ability and find out
specific thing, make them
more attentive how
pronunciation is
happening in the target
language.
To give correction
feedbackand prepare the
student this type of
activities in future.
To see how well they
T-S
T-S
T-S
T-S
T-S
T-S
T-S
T-S
T-S

41
1 minute
While-task
5 minutes
Feedback
1 minutes
Post-reading
5 minutes
Feedback
The teacher will play the audio file. The
students will listen it carefully and they will
complete the sentence with correctword
from the audio file.
After finishing that the teacher will check
the answer and give feedback.
The teacher will ask the student to make a
diagram about their friend circle like the
number 5.1 that they have already worked.
The teacher will give feedback in the next
class.
listen the audio file and
put information from
hare.
To make them correctif
they do any mistake.
To test their own
creativity from their
previous task and
knowledge.
Give correctivefeedback
on time
T-S
T-S
T-S
Notes: Common Interaction Patterns in an ESL classroom
T - Ss: Teacher talking to the whole class, such as in presenting a text, explaining grammar,
giving instructions for an activity.
T - S: Questions and answers (dialogues) between the teacher and a student, such as in
demonstration, checking comprehension.
T - S - S: Teacher initiated dialogues with more than one student, such as in role-playing
demonstration and warm-up activities.
S - T: Student initiated conversation between a student and the teacher, such as in asking
questions about a rule or an assignment.
S - Ss: One individual student talking to the whole class, such as in telling a story, reciting a
poem.
Ss/Ss: Students working in small groups, such as practicing conversation, role-playing.
S - S: Two students work in pairs such as practicing a dialogue, carrying out an information
gap activity.
SS: Students doing their work individually such as reading, completing an exercise.

44
Name Anonna Upoma
Asha
Date 12
April,
2022
Length 45
minutes
Lesson
focus
Reading and listening
ProficiencyLevel &ClassProfile:
intermediate
LessonAims/Objectives:
-talk about spending
- talk about states, thoughts and feelings
3 Anticipated
Problems:
Vocabulary problem
and time
management.
4 Solutions:try tosolve it in class
time
5
Materials:Navigate Course bookB1+Intermediate
Stage/Time Procedure Aim Intera
ction
Warm-up
3 mins
Pre-task
2 mins
Pre- task
2 mins
The teacher will ask students about their day
and health. Then the teacher willask them
what is the trending issue now. Slowly the
teacher will introduce the topic to the students.
The teacher will show the photo to the
students and will teel something about it. They
will workin pairs and solve the questions in
the question no.1.
The teacher will play the audio file and the
student will relate their thought.
Make them mentally
prepare for the class
and introduce the
class topic softly.
Make familiarize the
student to the topic
conceptualize the idea
about the topic.
Make the idea relate
to the concept and
that will make the
class easy and
enjoyable to the
students.
T-Ss
T-S
T-S

45
While-task
5 mins
Feedback
1mins
While-task
5 mins
Feedback
1 min
While-task
5 mins
Feedback
1 min
While-task
4 mins
Feedback
1 min
While-task
4 mins
The teacher will play the audio file and ask the
students to listen it carefully.The student will
find out which sentence is correctand which
sentence is not.
After doing that the teacher will give them
feedback.The teacher will correctthem if they
do any mistake and they can ask any of their
confusion.
The teacher will tell them to read the word in
the box. There are some gaps in the question.
Then the teacher will ask them to fill the gap
with proper words from the box that will make
sense properly.
The teacher will checkthe answer and give
them correctanswer where they were
confused.
question and ask the students to solve the
question in pair.
The teacher will give them feedback,will make
the student correctwhere they were incorrect
and clear their confusion.
Now the teacher will play a new audio file and
tell the student to read it carefully.Then the
teacher will tell the student to find out which
sentences are not mentioned in the audio file.
They teacher will make the student correct if
they done any mistake.
The teacher will play the audio file and ask the
student to listen it attentively. Then the teacher
will ask the students to put the correctword
skill and how much
they are attentive in
the specific
information.
feedback.
To test their
understanding
capacity and also
gathered idea from
the background
knowledge.
feedback.
To test their
background
knowledge that they
have learned from the
text.
The teacher will make
them correct.
skill. They can
correctly identify the
answer through
listening.
To provide them
correctivefeedback.
skill and how much
they are attentive
T-S
T-S
T-S
T-S
T-S
T-S
T-S
T-S
T-S

46
Lesson Procedure
Feedback
1 min
While-task
4 mins
Feedback
1 min
While-task
4 mins
Feedback
1 min
Post-reading
3 mins
Feedback
1 min
that will make the sentence correct.
The teacher will give them correctanswer and
clear them about their confusion.
The teacher will ask the student to read the
clues given in that, relate their grammatical
knowledge that they have learned in previous.
The teacher will make them correctif they
make any mistake.
The teacher will ask the student observe the
poster carefully and also ask them to fill the
gaps in proper words from their gained
knowledge.
The teacher will give feedback and correct
them.
The teacher will ask the student to discuss
about the poster in group
The teacher will give feedback on next class.
when they are
listening.
To provide them
correctivefeedback.
To test their
grammatical
knowledge that they
have already learned.
To give them
correctivefeedback.
To test their
observation power
and related
knowledge about text.
To give corrective
feedback.
To clarify their
knowledge about the
topic the class.
give feedback on
time.
T-S
T-S
T-S
T-S
T-S
T-S
T-S

47
poem.
gap activity.
Appendices-3

49
LESSON PLAN
Name AnonnaUpomaAsha Date Length 45 minutes

50
Lesson
focus
Vocabulary and speaking
Proficiency Level &Class Profile: Intermediate
Lesson Aims/Objectives: Talk about living on water
. Talk about predictions and decisions
6 Anticipated Problems: time
management in the class
7 Vocabulary problem
8 Student understanding problem
9 Solutions: trying to give solution
in the class
Materials:Navigate Intermediate B1+, page 36-37
Lesson Procedure
Stage/Time Procedure Aim Int
era
ctio
n

51
Warm-up
2 mins
Pre-task
2 mins
While-task
5 mins
Feedback
1 min
While- task
5 mins
Feedback
1 min
While-task
5 mins
Feedback
1 min
The teacher will ask the students about the
day, how they are and how are their
activity is going. Then talk something
about the topic in this way the teacher will
introduce the topic to the student.
The teacher will show some picture to the
students in the box and ask the student to
describe it in their own words. For making
it easier to the students the teacher will do
the first one.
The teacher will ask the student to read
the article carefully and look at the photo
attentively then asked the student to give
the answer of the question based on the
background knowledge.
After finishing the task, the teacher will ask
one student and the student will give the
answer, if the student have done mistake
the teacher will correct them.
the question carefully in their activity
paper and then ask the student to give the
answer of the questions.
After finishing their tasks, the student will
respond positively. The teacher will
nominate one student to share their
answer to the class.
The teacher will ask the student to look at
the fill in the blanks given in the question.
Then put the correct words in the sentence
that will make them correct.
The teacher will ask the student to share
their answer in front of the class, if
necessary, make them correct answer.
Mentally prepare the
student for the class and
familiar with them with
the topic and prepare for
challenges in the task.
Familiarize the student to
the topic and involved
them more, make them
prepare for the task.
To justify how much they
are attentive in their
reading and gained
knowledge from the
objectives.
feedback.
To justify their
background knowledge
and how they can connect
with their background
knowledge.
feedback.
To justify their
grammatical knowledge.
feedback
T-S
T-S
T-S
T-S
T-S
T-S
T-S
T-S

52
While-task
5 mins
Feedback
1 min
While-task
5 mins
Feedback
1 min
Post-
learning
3 mins
feedback
the blog carefully. there are some gaps in
the blog. Then the teacher will play an
audio file. The teacher will ask them to fill
the gap with their grammatical knowledge
that they have gained previously.
After finishing the teacher will ask the
student the answer, different student will
give the answer and the student will make
them correct if needed
the question carefully. There are some
questions. Then the teacher will ask the
student to imagine a state and give the
answer of the questions.
After finishing their works, they will
response, the teacher will ask them to
share their answer in front of the class and
one student will share. If they have done
any mistake the teacher will make them
correct.
The teacher will ask the students to find
out the point a specific point of the part of
the previous answer that they have
already done.
The teacher will give them proper
feedback in the next class.
To justify their listening
activity.
feedback.
To justify how they are
proficient to link their
knowledge and give
answer.
feedback.
To check the proper
identification knowledge.
To provide them
corrective feedback.
T-S
T-S
T-S
T-S
T-S
T-S

53
poem.
gap activity.

56
LESSON PLAN
Name Anonna Upoma Asha Date Length 45 minutes
Lesson
focus
Reading and writing
Proficiency Level &Class Profile: intermediate
Lesson Aims/Objectives: Avoiding repetition
Make enquiries
10 Anticipated Problems: Time
management issue
11
Vocabulary problem
12
Understanding problem
13 Solutions: try to solve it in the class
Materials: Navigate Intermediate B1+, page 42-43
Lesson Procedure
Stage/Time Procedure Aim Interaction
Warm-up
2 mins
Pre-task
2 mins
The teacher will ask the
student some question about
their day, regular activities and
health. Then the teacher will
some questions related to the
topic also in their background
knowledge. Then the teacher
will introduce the topic to the
students.
student to look at some photos
carefully then give their
opinion about this and also
Introduce the topic to
the students and make
them prepare for the
class and make them
aware what they are
going to do in the class.
Make them more
familiarize with the
topic and prepare them
consciously for the task
T-Ss
T-S

57
While-task
5 minutes
Feedback
1 min
While-
learning
5 minutes
Feedback
1 min
While-task
5 mins
Feedback
1 min
While-task
5 mins
assume the name of the place
looking at these photos.
students to look at the photo
and read the paragraph
attentively, the photo is
describing the place and ask
the student to find which
paragraph is describing which
place.
After finishing the teacher will
ask one student to share their
answer to the class, if there is
any mistake the teacher will
make them correct.
student to read the question
carefully and give the answer if
the question. The teacher will
describe how they will give the
answer.
After finishing the task, the
teacher will correct the answer.
students to read the
description about the place
carefully. Then ask the student
to relate the place and the time
that have been described.
ask one nominated student to
share then he/she will correct
them.
student to find out one of their
favourite places and write a
small description about the
place, will give some clear
instruction about place.
that they will do.
To justify their
knowledge about
connecting.
To give corrective
feedback to the
students.
To justify their
knowledge and
organization power.
feedback to the
students.
To check their
connecting power and
how can they organize
it properly.
To give corrective
feedback to the
students.
To justify their
knowledge and how can
they organize it
properly to write a
paragraph.
T-S
T-S
T-S
T-S
T-S
T-S
T-S
T-S

58
Feedback
1 min
While-task
5 minutes
Feedback
1 min
While-task
5 mins
Feedback
1 min
While-task
5 mins
Feedback
1 min
While-task
5 min
Feedback
1 min
correct them if there is any
wrong.
The teacher will play an audio
file and ask the student to
listen it carefully. there was
some information to find this
and identify proper situation.
The teacher will check the
answer and give them
feedback.
student to read the question
and option carefully. then the
teacher will ask which option is
true and which option is false,
and also find out the correct
statements.
ask one student to share
answer in front of the class and
correct if there is any mistake.
In this time the teacher will
play a new audio file and ask
the student to play it carefully.
Then ask the student to put the
conversation in right order.
The teacher will listen the
answer and make them correct.
student to find out a proper
situation, then the teacher will
describe the situation to the
students and ask them to role-
play.
The teacher will give feedback
in the next class.
feedback to the
students.
power and check their
attentiveness.
To give corrective
feedback on time.
To justify their
identification power.
feedback on time.
skill and how much
they were attentive in
listening.
feedback to the
students.
To justify their capacity
in role-play.
To provide feedback on
time.
T-S
T-S
T-S
T-S
T-S
T-S
T-S-S
T-S
T-S

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