Developed by the National Curriculum and Textbook Board as a Teachers’ Guide

according to the National Curriculum 2022 for Class Six from the Academic Year 2023

Teachers’ Guide

English
Class Six
(Experimental Version)

Authors & Editors

Rubaiyat Jahan
Md. Samyul Haque
Bijoy Lal Basu
Md. Abdul Karim
Md. Nasir Uddin
Abu Nasar Mohammed Tofail Hossain
Shakina Akter
Mohammad Delower Hossain
Md. Saiful Malak

NATIONAL CURRICULUM AND TEXTBOOK BOARD, BANGLADESH

 Published by
National Curriculum and Textbook Board
69-70 Motijheel Commercial Area, Dhaka-1000
[All rights reserved by National Curriculum and Textbook Board, Bangladesh]

Published: December 2022

Art Direction
Monjur Ahmed

Illustration & Cover

Najmun Nahar Keya

Graphics
Noor-E-Elahi
Abaabil Zul Jalal

For free distribution by The Government of the People’s Republic of Bangladesh

Printed by:
In this ever-changing world, the concept of livelihood is altering every moment. The advancement
of technology, in accordance with the emerging knowledge and skills, has accelerated the pace
of change. There is no alternative to adapting to this fast changing world. The reason is, the
development of technology is at its zenith now compared to any time in the human history. In
the fourth industrial revolution era, the advancement of artificial intelligence has brought about a
drastic change in our employment and lifestyle and this will make the human interactions more
and more intimate. A wide range and nature of employment opportunities will be created in near
future, which we cannot even predict at this moment. We need to take preparation right now so
that we can adapt ourselves to that upcoming future.
Although a huge economic development has taken place throughout the world, the problems of
climate change, air pollution, migrations and ethnic violence have become much more intense
than before. The epidemics like COVID 19 has appeared and obstructed the normal lifestyle and
economic growth of the world. Different challenges and opportunities have been added to our
daily life.
Standing on the verge of these challenges and possibilities, implementation of sustainable and
effective solutions is required for the transformation of our large population into a resource. It
entails global citizens with knowledge, skill, values, vision, positive attitude, sensitivity, capability
to adapt, humanity and patriotism. Amidst all these, Bangladesh has graduated into a developing
nation from the underdeveloped periphery and is continuously trying to achieve the desired goals
in order become a developed country by 2041. Education is one of the pivotal instruments to attain
the goals and there is no alternative to the modernization of our education system. Developing an
effective and updated curriculum has become crucial for this modernization.
Developing and revising the curriculum is a regular and vital activity of National Curriculum and
Textbook Board. The last revision of the curriculum was done in 2012. Since then, a lot of time
has passed. The necessity of curriculum revision and development has emerged. For this purpose,
various research and technical exercises were conducted under the supervision of NCTB during
the year 2017 to 2019 to analyze the prevalent situation of education and assess the learning needs.
Based on the researches and technical exercises, a competency-based incessant curriculum from
K-12 has been developed to create a competent generation to survive in the new world situation.
The Teachers’ Guide has been prepared for the purpose of enabling effective and competent
teaching of the newly developed textbook for grade VI. The teaching-learning activities of class
VI textbook offer exciting opportunities for the learners to practice authentic experience driven
competencies. We hope that this Teachers’ Guide will be helpful for the teachers to make the best
uses of the textbook so that learning becomes a profound and life-long journey.
I would like to thank all who put their best efforts in writing, editing, illustrating and publishing
the Teachers’ Guide.
If any one finds any errors or inconsistencies in this experimental version and has any suggestions
for improving its quality, we request them to let us know.

Professor Md. Farhadul Islam

Chairman
National Curriculum and Textbook Board, Bangladesh
English
Teachers’ Guide
 INDEX
Serial Experience Page
no.
Introduction 1-24

1 Talking to People 25-33

2 Little Things 34-36

3 Future Lies in Present 37-43

4 Ask and Answer 44-48

5 Together We are a Family 49-53

6 The Missing Tenth Man 54-58

7 A Day in the Life of Mina 59-65

8 Bangabandhu, My Inspiration 66-68

9 Politeness 69-74

10 The Boy Under the Tree 75-78

11 Meeting an Overseas Friend 79-85

12 Medha’s Dream 86-88

13 My Books 89-92

14 Arshi’s Letter 93-97

15 A Fresh Pair of Eyes 98-100

16 Save Our Home 101-104

17 King Lear 105-107

18 Four Friends 108-114

19 Glossary 115
 Teachers’ Guide: English

Introduction
Dear colleagues,
It’s a pleasure to introduce you to the new English curriculum designed for grade
VI through this teacher’s guide. Before going into details let’s see some new
facts about this new English curriculum as well as about this teacher’s guide
designed for grade VI.

প্রিয় সহকর্মীবৃন্দ,
এই শিক্ষক নির্্দ দেশিকার মাধ্যমে ষষ্ঠ (VI) শ্রেণির জন্য পরিকল্পিত ইংরেজি শিক্ষাক্রমের সাথে আপনাদের
পরিচয় করিয়ে দিতে পেরে আমরা আনন্দিত। বিস্তারিত জানার আগে আসুন আমরা এই নতুন শিক্ষাক্রমের
কিছু বৈশিষ্টট্য এবং ষষ্ঠ (VI) শ্রেণির শিক্ষক সহায়িকার ব্যাপারে কিছু তথ্য জেনে নেই।
About this English curriculum -
● This English curriculum is based on the National Curriculum Framework
2021
● It is competency-based
● The pedagogical approach for this newly designed curriculum is built on
the theory of experiential learning
● It focuses on assessing the process of learning
● It promotes local values as well as cultural diversity
● It questions stereotypes of the society
● It promotes low-cost teaching-learning materials
● It facilitates learners’ autonomy and independent learning

এই ইংরেজি শিক্ষাক্রম সম্পর্্ককিত কিছু তথ্যঃ

● এই ইংরেজি শিক্ষাক্রমটি জাতীয় শিক্ষাক্রম রূপরেখা ২০২1 এর উপর ভিত্তি করে প্রণীত।
● এটি যো�োগ্যতাভিত্তিক।
academic year 2024

● এই নতুন শিক্ষাক্রমের দর্্শন এবং ভাবনা অভিজ্ঞতাভিত্তিক শিক্ষা মতবাদের উপর প্রতিষ্ঠিত।
● শিক্ষার্থীরা কীভাবে শিখে তার উপর এই শিক্ষাক্রমটি বিশেষভাবে আলো�োকপাত করে।
● এটি দেশজ মূল্যবো�োধ এবং সাংস্কৃতিক বৈচিত্রর্যকে বরণ করেছে।
● এটি গৎবাাঁধা ভাবনা ও সংস্কারকে প্রশ্ন করতে শেখায়।

1
 Introduction

● এটি সহজলভ্্য শিক্ষা উপকরণের ব্যবহারকে উৎসাহিত করে।

● এটি শিক্ষার্থীকে স্বতন্ত্রতা দেয় এবং স্বাধীনভাবে শিখতে সহায়তা করে।

About this teacher’s guide –

● This book provides ideas for teaching; however, it does not prescribe ways
of teaching.

এই শিক্ষক সহায়িকা সম্পর্্ককিত তথ্যঃ

● এই সহায়িকাটি একদম অনুসরণীয় কর্্মপন্থা না দিয়ে আপনাকে শিক্ষণকার্্য পরিচালনায় নতুন কিছু
ভাবনা বা ভাবনার খো�োরাক দিবে।

English curriculum at a glance

English is viewed here as a language and the focus of learning this language is
on the notion of effective communication. This curriculum is designed in a way
that along with the use of English in real-life situations, learners will internalize a
sense of aesthetics and will have the experience to communicate in a democratic
atmosphere.

For Grade VI four articulated competencies along with their required knowledge,
skills, values, and attitudes are given below –

এক নজরে ইংরেজি শিক্ষাক্রমঃ

এ শিক্ষাক্রমে ইংরেজিকে প্রধানত একটি কার্্যকর যো�োগাগো�োগের ভাষা হিসেবে দেখা হয়েছে। এখানে এমনভাবে
শিখন-শিক্ষণ কার্্যক্রমগুলো�োকে সাজানো�ো হয়েছে যে বাস্তবিক বিভিন্ন পরিস্থিতি থেকে শুরু করে শিক্ষার্থী ইংরেজি
ভাষার নান্দনিকতাকে অনুধাবন করতে পারবে এবং একটি গণতান্ত্রিক পরিবেশে মত প্রকাশের আচরণিক
সক্ষমতা অর্্জন করবে।
যো�োগ্যতাকে এই শিক্ষাক্রমে জ্ঞান, দক্ষতা, দৃষ্টিভঙ্গি এবং মূল্যবো�োধের নিরিখে সংজ্ঞায়িত করা হয়েছে। ষষ্ঠ
academic year 2024

(VI) শ্রেণির জন্য প্রয়ো�োজনীয় জ্ঞান, দক্ষতা, দৃষ্টিভঙ্গি এবং মূল্যবো�োধ নিচে বর্্ণনা করা হলো�ো।

2
 Teachers’ Guide: English

The focus of the

Unpacking the competency
competency

Competency 1: Ability to communicate with relevance

to a given context

● Ability to use context/situation-specific ways of

addressing (according to power distance/age/relationship)
to peers and adults
● Ability to communicate in formal and infor mal
situations
● Ability to communicate using verbal and non-verbal
clues
● Ability to use context/situation-specific expressions/
words (formal and informal situation)

Required Knowledge:
● features of interaction (e.g., turn-taking, verbal and
Content-specific non-verbal clues)
communication ● Contextually appropriate words and expressions
(considering time, place, and types of participants)
● features of formal and informal communications

Required skills: 4 language skills and alternative

communication skills

Embedded values and attitude: Politeness, democratic

attitude, local values, culturally accepted norms
academic year 2024

Interdisciplinary: Aligned with the 1st competency of

Bangla and 5th of Wellbeing

3
 Introduction

যো�োগ্যতার মূল বিষয় যো�োগ্যতার বিবৃতি

১ম যো�োগ্যতাঃ
প্রদত্ত প্রসঙ্গে প্রাসঙ্গিকতার সাথে যো�োগাযো�োগ করার
সক্ষমতা
● সমবয়সী এবং প্্র্ররাপ্তবয়স্কদের সাথে পরিস্থিতি
ও প্রসঙ্গ অনুসারে সঠিকভাবে সম্্ববোধন করার
সক্ষমতা (দূরত্ব/ক্ষমতা/বয়স ও সম্পর্্ক অনুযায়ী)
● আনুষ্ঠানিক এবং অনানুষ্ঠানিক উভয় পরিবেশে
বিষয়বস্তু সুনির্্দ দিষ্ট যো�োগাযো�োগ/অথবা বিষয়বস্তু যো�োগাযো�োগ করার সক্ষমতা।
অনুযায়ী যো�োগাযো�োগ ● মৌ�ৌখিক অথবা মৌ�ৌখিক নয় এমন সব ধরনের
উপাদান ব্যবহার করে যো�োগযো�োগ করার সক্ষমতা।
● প্রসঙ্গ বা পরিস্থিতি অনুযায়ী সঠিক অভিব্যক্তি
বা ভাষা ব্যবহার করার সক্ষমতা (আনুষ্ঠানিক এবং
অনানুষ্ঠানিক উভয় পরিবেশে)

প্রয়ো�োজনীয় জ্ঞানঃ
● তথ্য আদান প্রদানের মূল উপাদানসমূহ (যেমন,
টার্্ন-টেকিং, মৌ�ৌখিক এবং অ-মৌ�ৌখিক উপাদান
ইত্্যযাদি)
● প্রাসঙ্গিকতার বিচারে উপযুক্ত শব্দ/ভাষা
এবং অভিব্যক্তির ব্যবহার। (স্থান, কাল এবং পাত্র
বিবেচনায়)
● আনুষ্ঠানিক এবং অনানুষ্ঠানিক উভয়
পরিস্থিতিতে যোগাযো�োগের বৈশিষ্টট্য সমূহ।

প্রয়ো�োজনীয় দক্ষতাঃ
৪ ধরনের ভাষা বিষয়ক দক্ষতা এবং বিকল্প
যো�োগাযো�োগ দক্ষতা
অন্তির্্ননিহিত মূল্যবো�োধ এবং দৃষ্টিভঙ্্গিিঃ
ভদ্রতা, গণতান্ত্রিক মনো�োভাব, স্থানীয় মূল্যবোধ,
academic year 2024

প্রচলিত সাংস্কৃতিক আদর্্শ।

আন্তঃবিভাগীয়ঃ বাংলা যো�োগ্যতা ১ এবং ভালো�ো

থাকা যো�োগ্যতা ৫ এর সাথে সামঞ্জস্যপূর্্ণ

4
 Teachers’ Guide: English

Competency 2: Ability to use appropriate vocabulary/

expression (in form of synonyms, antonyms, phrases,
etc.) and structures in accordance with the context.

● Ability to use context-specific expressions/words in

communication
● Ability to analyze linguistic features of a text
● Ability to analyze the purpose of the text and the target
audience

Required Knowledge:
● linguistic features (in form of vocab, phrases, types of
statements, nature of sentence construction, formation of
words, etc)
● different genre/types of text (personal, informative,
imaginative)
● purpose of the text
Context -specific
use of grammar ● target audience
rule ● stated grammar items (referring to grade-wise
grammar progression)
● reading subskills
● writing subskills

Required skills: 4 language skills and alternative

communication skills

Embedded values and attitude: Creative expression,

academic year 2024

creative and critical thinking, analytical sense

Interdisciplinary: 3

5
 Introduction

২য় যো�োগ্যতাঃ প্রসঙ্গ অনুযায়ী শব্দ, অভিব্যক্তি

(প্রতিশব্দ/বিপরীত শব্দ/বাক্্যযাাংশ ইত্্যযাদির ব্যবহার)
এবং ব্যাকরণগত কাঠামো�ো ব্যবহারের সক্ষমতা।

● বিষয়সবস্তু অনুসারে নির্্দ দিষ্ট ও অভিব্যক্তি

ব্যবহার করার সক্ষমতা।
● একটি নির্্দ দিষ্ঠ পাঠের ভাষাগত বিশ্লেষণ করার
সক্ষমতা।
● নির্্দ দিষ্ট পাঠের উদ্দেশ্য বিশ্লেষণ করার
সক্ষমতা।

প্রয়ো�োজনীয় জ্ঞানঃ
● ভাষাগত বৈশিষ্ঠঠ্য (শব্দ, বাক্্যযাাংশ, বিবৃতির
প্রকারভেদ, বাক্্য গঠনের প্রকৃতি শব্দগঠন ইত্্যযাদি)
● বিভিন্ন ধরণ/প্রকার এর পাঠ (ব্যক্তিগত,
তথ্যপূর্্ণ, কল্পনাপ্রসুত ইত্্যযাদি)
● পাঠটির উদ্দেশ্য
● যাদের সাথে ভাষার আদান-প্রদান করা হবে
বিষয়বস্তু অনুযায়ী ব্যাকরণমালার ব্যবহার তাদের সম্বন্ধে জ্ঞান
● ব্যাকরণ পঠনের দক্ষতা
● লিখনের দক্ষতা

প্রয়ো�োজনীয় দক্ষতাঃ
চারটি ভাষা বিষয়ক দক্ষতা এবং বিকল্প
যোগাযো�োগের দক্ষতা।

অন্তরর্্ননিহিত মূল্যবো�োধ এবং মনো�োভাবঃ

সৃজনশীল অভিব্যক্তি, সৃজনশীল এবং
সমালো�োচনামূলক চিন্তাধারা, বিশ্লেষণমূলক
academic year 2024

মনো�োভাব।

আন্তঃবিভাগীয়ঃ ৩

6
 Teachers’ Guide: English

Competency 3: Ability to appreciate a democratic

atmosphere in communication and participate
accordingly

● ability to understand the values of democratic practice

● Ability to use culturally appropriate and socially
acceptable norms, gestures/expressions in conversation
● Ability to maintain democratic practice during a
conversation
● Ability to promote democratic norms and values

Required Knowledge:
● features of interaction (e.g., turn-taking)
● local values
● democratic norms/values
Maintaining ● democratic attitude (such as being polite, inviting, and
a democratic constructive)
atmosphere in
communication ● inappropriate/rude attitude (such as submissive,
authoritative, dominating, etc.)

Required skills: 4 language skills and alternative

communication skills

Embedded values and attitude: democratic practice,

culturally accepted local values, critical thinking, analytical
sense, learners’ empowerment
academic year 2024

Interdisciplinary: aligned with 3rd competency of

Wellbeing
Intradisciplinary: 1

7
 Introduction

৩য় যো�োগ্যতাঃ যো�োগাযো�োগের ক্ষেত্রে উপযূক্ত

গণতান্ত্রিক পরিবেশের সমাদর করা ও অংশগ্রহণ
করার সক্ষমতা

● গণতান্ত্রিক চর্্চচার মর্্ম অনুধাবন করার সক্ষমতা।

● কথো�োপকথনের সময় সাংস্কৃতিকভাবে উপযুক্ত
এবং সামাজিকভাবে স্বীকৃত প্রচলিত নিয়ম, অঙ্গ
বিক্ষেপ/অভিব্যক্তি ব্যবহারের সক্ষমতা।
● কথো�োপকথনের ক্ষেত্রে গণতান্ত্রিক চর্্চচা বজায়
রাখা।
● গণতান্ত্রিক নিয়ম-নীতি ও মূল্যবো�োধের চর্্চচা
সমুন্নত রাখার সক্ষমতা।

প্রয়ো�োজনীয় জ্ঞানঃ
● মিথস্ক্রিয়ার উপাদান সমূহ
● দেশজ মূল্যবো�োধ সমূহ
● গণতান্ত্রিক মূল্যবো�োধ
● গণতান্ত্রিক মনো�োভাব (যেমন ভদ্রতা, আগ্রহী
কথো�োপকথনের ক্ষেত্রে গণতান্ত্রিক পরিবেশ বজায় এবং গঠনমূলক)
● অনুপযুক্ত/অভদ্র মনো�োভাব (উদাহরণস্বরুপ
রাখা।
প্রভুত্বব্যঞ্জক, কর্ত্ব
তৃ পূর্্ণ এবং আধিপত্্যশীল)

প্রয়ো�োজনীয় দক্ষতাঃ
৪টি ভাষাবিষয়ক দক্ষতা এবং বিকল্প যো�োগাযো�োগের
দক্ষতা।

অন্তরর্্ননিহিত মূল্যবো�োধ এবং মনো�োভাবঃ

গণতান্ত্রিক অনুশীলন, সাংস্কৃতিকভাবে স্বীকৃত
আঞ্চলিক মূল্যবো�োধ, গঠনমূলক সমালো�োচনা,
বিশ্লেষণধর্মী ধারণা, শিক্ষার্থী ক্ষমতায়ন ইত্্যযাদি।
academic year 2024

আন্তঃবিভাগীয়ঃ
ভালো�ো থাকা যো�োগ্যতা ৩ এর সাথে সামঞ্জস্যপূর্্ণ
আন্তঃবিভাগীয়ঃ ১

8
 Teachers’ Guide: English

Competency 4: Ability to comprehend and connect to a

literary text using contextual clues

● Ability to internalize literary texts (e.g., story, poetry,

play, comic strips, etc)
● Ability to analyze content as well as literary features of a
text
● Ability to analyze the plot, setting, character, theme, etc
of a literary text
● Ability to relate real-life experience (where relevant)
with the theme/content of given texts
● Ability to express personal thoughts/feelings

Required Knowledge:
● features of different types of literary texts (e.g., story,
Sense of poetry, short play, comic strips, etc)
aesthetics ● reading subskills
● writing subskills

Required skills: 4 language skills and alternative

communication skills

Embedded values and attitude:: a sense of aesthetics,

critical thinking, creative thinking, analytical sense
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Interdisciplinary: aligned with the 6th competency of

Bangla and 4th of Art and Culture
Intradisciplinary: 2

9
 Introduction

চতুর্্থ যো�োগ্যতা: প্রাসঙ্গিকতার বিচারে সাহিত্্য পাঠ

বো�োঝা এবং তার সাথে সংযো�োগ স্থাপনের সক্ষমতা।

● সাহিত্্য পাঠ সম্পূর্্ণরূপে বো�োঝার সক্ষমতা

● পাঠের সাহিত্্য বৈশিষ্টট্যকে অভ্্যন্তরীণ করতে
পারা
● একটি সাহিত্্য পাঠের পটভূমি, বিন্যাস, চরিত্র,
মূলভাব ইত্্যযাদি বিশ্লেষণ করার সক্ষমতা।
● প্রদত্ত পাঠের মূলভাব/বিষয়বস্তুর সাথে বাস্তব
অভিজ্ঞতা (যেখানে প্রাসঙ্গিক) সম্পর্্ককিত করার
সক্ষমতা।
● ব্যক্তিগত চিন্তা ভাবনা/অনুভূতি প্রকাশ করার
ক্ষমতা।

প্রয়ো�োজনীয় জ্ঞানঃ
● বিভিন্ন ধরনের সাহিত্্য কর্্মমের বৈশিষ্টট্য
(উদাহরণস্বরূপ, গল্প, কবিতা, ছো�োট নাটিকা, কৌ�ৌতুক
ইত্্যযাদি)
● পঠন দক্ষতা
নান্দনিক জ্ঞান
● লিখন দক্ষতা

প্রয়ো�োজনীয় দক্ষতাঃ
৪ ধরনের ভাষা বিষয়ক দক্ষতা এবং বিকল্প
যো�োগাযো�োগের দক্ষতা।

অন্তরর্্ননিহিত মূল্যবো�োধ এবং মনো�োভাবঃ

নান্দনিক জ্ঞান গঠনমূলক সমালো�োচনা, বিশ্লেষনাত্মক
জ্ঞান।
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আন্তঃবিভাগীয়ঃ বাংলা দক্ষতা-৬ এবং শিল্প

ও সংস্কৃতি দক্ষতা-৪ এর সাথে সামঞ্জস্যপূর্্ণ।
আন্তঃবিভাগীয়ঃ 2

10
 Teachers’ Guide: English

Pedagogical approach
To actualize the curriculum requirement experiential learning is chosen as the
pedagogical approach. Experiential learning is a flexible teaching-learning approach
that allows teachers to be innovative in teaching.
Experiential learning follows an ongoing learning cycle that consists of four steps,
namely, concrete experience, reflective observation, abstract conceptualization, and
active experimentation.

Reflective
Concrete Observation
Experience (reviewing / reflective
(doing/ having an on the experience)
experience)

Active Abstract
Experimentation Coceptualisation
(planning/trying out (concluding / learning
what you have learned) from the experience)

Experiential Learning Cycle

academic year 2024

So how would this pedagogical approach work for us!! One way to see this is that we
can start with a complete plan (known as experience design) to achieve a particular
competency before starting any lesson. This plan or experience design must capture all
four steps of the learning cycle mentioned above.

11
 Teachers’ Guide: English

In the first step, concrete experience, we need to bring out students’ experiences
that demonstrate their prior knowledge and/or skills, values, and attitudes
required to achieve a particular competency.
In the second step, reflective observation, we will encourage and facilitate
the students to use their critical thinking and/or analytical ability and unpack
the experiences they shared among themselves initially. So that students can
understand that they already hold some knowledge and/or skills, values, and
attitudes required for the competency they are about to achieve.
During the third step, abstract conceptualization, our duty is to help the students
relate their known knowledge and/or skills, values, and attitudes with the theory
that is needed to achieve competency. In this step, tasks and activities would
play a vital role in the sense that during activities students must have sufficient
opportunities to be (i) critical and/or creative thinkers; as well as to be (ii)
interactive and expressive.
In the active experimentation phase, we would assume that students will continue
to practice in real life what they have learned in this process to achieve the
particular competency.
So how would we understand that we are conducting our sessions following the
experiential learning pedagogical approach!! It’s simple. When we will design
an interesting experience for competency and to achieve that we will create
sessions that will be even more –
● Vibrant
● Interactive
● Student engaging
● Student-centric
● Learning focused
● Process-oriented
● Inductive in approach
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12
Introduction Teachers’ Guide: English

পড়ানো�োর প্রক্রিয়া:
শিক্ষাক্রমের আবশ্যিক শর্্তসমূহ পূরণ করার জন্য পড়ানো�োর প্রক্রিয়া হিসেবে অভিজ্ঞতাভিত্তিক শিক্ষা পদ্ধতি গ্রহণ
করা হয়েছে। অভিজ্ঞতাভিত্তিক শিক্ষা পদ্ধতি একটি নমনীয় শিখন-শিক্ষণ পদ্ধতি যা শিক্ষকদের শিক্ষাদানের
ক্ষেত্রে উদ্ভাবনী হতে সাহায্য করে। অভিজ্ঞতাভিত্তিক শিক্ষা পদ্ধতি একটি চলমান শিক্ষা প্রক্রিয়াকে অনুসরণ
করে। যার চারটি ধাপ রয়েছে, যথা- প্রেক্ষাপটনির্্ভর অভিজ্ঞতা, প্রতিফলনমূলক পর্্যবেক্ষণ, বিমূর্্ত ধারণায়ন
এবং সক্রিয় পরীক্ষণ।

প্রেক্ষাপটনির্্ভর প্রতিফলনমূলক পর্্যবেক্ষণ

অভিজ্ঞতা (অভিজ্ঞতাতার পূনর্্ববিবেচনা/
(অভিজ্ঞতা পাওয়া) প্রতিফলন)

সক্রিয় পরীক্ষণ বিমূর্্ত ধারণায়ন

(যা শেখা হয়েছে তা (প্রাপ্ত অভিজ্ঞতা আর
নিজে অনুশীলন করা) ভাবনাকে পরিষ্কার এবং
গভীর করা)

অভিজ্ঞতাভিত্তিক শিক্ষা পদ্ধতির চক্র

জেনে নেওয়া যাক কিভাবে এই শিক্ষাগত পদ্ধতিটি আমাদের জন্য কাজ করবে। একটি দিক হচ্ছে যে, কো�োন
নির্্দ দিষ্ট পাঠ শরু করার পূর্্ববে একটি নির্্দ দিষ্ট যো�োগ্যতা অর্্জনের জন্য আমরা একটি পরিপূর্্ণ পরিকল্পনা করে নিতে
academic year 2024

পারি। এই পরিকল্পনাটি অবশ্যই উপরে উল্লিখিত শিক্ষা পদ্ধতির চক্রের চারটি ধাপসমৃদ্ধ হতে হবে।
১ম ধাপ, প্রেক্ষাপটনির্্ভর অভিজ্ঞতায় আমাদের শিক্ষার্থীদের সেইসব পূর্্ব অভিজ্ঞতা সমূহ বের করে আনতে
হবে যা তাদের পূর্্ববের জ্ঞান এবং/অথবা দক্ষতা, মূল্যবো�োধ, একটি নির্্দ দিষ্ট যো�োগ্যতা অর্্জনের জন্য প্রয়ো�োজনীয়
মনো�োভাব নির্্দ দেশ করে।

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 Teachers’ Guide: English

দ্বিতীয় ধাপ প্রতিফলনমূলক পর্্যবেক্ষণে আমরা শিক্ষার্থীদের গঠনমূলক সমালো�োচনাধর্মী চিন্তাধারা এবং/
অথবা বিশ্লেষণী ক্ষমতা ব্যবহার করতে উৎসাহিত করব যা প্রাথমিকভাবে তাদের নিজেদের মধ্যকার পূর্্ব
অভিজ্ঞতাগুলো�ো উন্্মমোচিত করতে সাহায্য করবে। যাতে তারা বুঝতে সক্ষম হবে যে, প্রয়ো�োজনীয় দক্ষতাটি অর্্জন
করার প্রয়াসে ইতো�োমধ্যে তারা কিছু প্রয়ো�োজনীয় জ্ঞান এবং/অথবা দক্ষতা, মূল্যবো�োধ, দৃষ্টিভঙ্গি অর্্জন করতে
চলেছে।
তৃতীয় ধাপ, অর্্থথাৎ বিমূর্্ত ধারণায়নে শিক্ষার্থীরা যেন তাদের পূর্্ববর্তী জ্ঞান এবং/অথবা দক্ষতা, মূল্যবো�োধ,
মনো�োভাব এর সাথে কাঙ্ক্ষিত দক্ষতা অর্্জনের ক্ষেত্রে যে তাত্ত্বিক দিকগুলো�ো রয়েছে তার সাথে সংযো�োগ স্থাপন
করতে পারে তা নিশ্চিত করাই আমাদের দায়িত্ব। এই পর্্যযায়ে ‘টাস্ক’ ও ‘একটিভিটি’সমূহ অত্্যন্ত গুরুত্বপূর্্ণ
ভূমিকা পালন করে; এই অর্্থথে যে একটিভিটি চলমান অবস্থায় শিক্ষার্থীদের গঠনমূলক ও সৃজনশীল চিন্তাধারা
প্রকাশের পর্্যযাপ্ত সুযো�োগ তৈরী হয়।
কার্্যকর পরীক্ষণের ধাপে, আমরা ধরে নেই যে শিক্ষর্থীরা একটি নির্্দ দিষ্ট যো�োগ্যতা অর্্জনের পথে যা শিখেছে তা
পরবর্তীতে বাস্তব জীবনেও প্রয়ো�োগ করতে সক্ষম হবে।
তাহলে কীভাবে বুঝতে পারবো�ো যে অভিজ্ঞতাভিত্তিক শিক্ষা পদ্ধতির সমন্বয়ে আমাদের শিক্ষাদান পরিচালন
করতে পারছি? বিষয়টি একদম সহজ। যখন আমরা একটি কাঙ্ক্ষিত যো�োগ্যতা অর্্জনের জন্য একটি আনন্দদায়ক
অভিজ্ঞতা সাজাতে পারব এবং তা অর্্জনের ক্ষেত্রে যখন আমাদের সেশনগুলো�ো হবে আরো�ো-

● প্রাণবন্ত
● মিথষ্ক্রিয়া
● শিক্ষার্থীদের জন্য আকর্্ষণীয়
● শিখনকেন্দ্রিক
● প্রক্রিয়ামুখী
● আরো�োহী পন্থা
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14
Introduction Teachers’ Guide: English

The assessment process for this English Book is based on continuous assessment
and summative assessment. Besides, students’ behavioural changes will also
need to be recorded following a specific rubric. Both continuous assessment
and summative assessment will be conducted and subsequently will be recorded
following a set of performance indicators. Below, all the ideas are presented in
detail.

Continuous Assessment:
The objective of continuous assessment is to assess learners over a period by
using different tasks. It consists of coordinated activities; for example, oral or
written assignments, observations, presentations, checklists, demonstration
of skills, role-playing, and quizzes throughout the year. The purpose of this
assessment is to evaluate learners’ comprehension, their learning needs and
academic progress during learning experiences. However, teachers will upload
learners’ assessment reports twice a year.

Summative Assessment:
The purpose of the Summative Assessment is to assess learners’ learning progress,
and it will take place twice a year; i) after the first half of the year and ii) at the
end of the year. Teachers will design problem-solving activities (half-yearly)
and project-based activities (year-end) relating to learners’ experiences and
imagination obtained from their environment to assess their learning progress.
Here, teachers can use coordinated activities like oral or written assignments,
observations, presentations, checklists, demonstration of skills, role-playing,
quizzes and others. The mentioned two assessments are expected to be conducted
within 3 to 5 successive classroom hours in the classroom.

Behavioural Assessment:
The purpose of the behavioural assessment is to assess learners’ behavioural
changes over a period. Teachers observe their learners in class and collect
information about them form their peers and parents in relation to the
behavioural indicatiors to determine their change.
academic year 2024

Performance Indicators:
Performance indicators indicate the concrete actions that learners will be able to
perform by participating in inside/outside classroom activities. The knowledge
and skills necessary for the desired performance of learners are described under
relevant evidences.

15
 Teachers’ Guide: English

Total contact hour: 126

Formative assessment: Summative assessment:

Guidelines for
Grade-wise The learning experience Assessment
teaching-Learning
competency and facilitation strategies strategy
materials

Ability to Students will be exposed - Observation - Teachers’ guide

communicate to various authentic/ checklist to
- Student’s guide
with relevance simulated instances, reflect
assess the ability
to a given on the required features of
to recognize - Relevant resource
context a given context the features of materials (e.g.
contextually books, newspapers,
to communicate with peers
appropriate words video materials,
and adults with a wide
and expressions etc.)
range of vocabulary using
used by the - Assessment tools,
multiple strategies.
teacher i.e. Rubrics,
- Rubrics to observation
Learning experience: assess oral checklist
- SS will engage in communication
discussion with adults ability used by
and peers to communicate the students and
different ideas in different teachers
situations on real-life - Rubrics to
things/objects and explore assess written
resource materials (e.g. communication
books, newspapers, etc). used by only
- After going through the teachers.
experience, SS will reflect
on their discussion and
- Grammar
recognize the features (of
correction
given contexts) such as
checklist, used by
contextually appropriate
the teacher
words, expressions, and
types of participants.
- Present their learning
to adults and peers,
and continue to apply
academic year 2024

their learning in further

communication

16
Introduction Teachers’ Guide: English

Ability Students will be exposed - Reading test - Teachers’ guide

to use to different genres of texts, to assess idea - Student’s guide
appropriate reflect on the required comprehension - Authentic texts
vocabulary/ linguistic features (in form of the text (both literary and
expression of vocab, phrases, types - Observation informative; e.g.
(in form of of statements, nature of checklist to Newspaper, story,
synonyms, sentence construction, assess the etc.)
antonyms, etc.), and will produce texts analytical - Resource
phrases, based on that. competence, material
etc.) in used by the consisting of
accordance teacher
Learning experience linguistic norms
with the
context. - SS will engage in reading -Rubrics - Assessment
different types of texts to assess tools, i.e.
(personal, informative, and democratic Rubrics,
imaginative) to comprehend norms, used by observation
the intended ideas. the students checklist,
- After going through the - Rubrics to reading test
experience, SS will reflect assess oral
on their text and recognize communication
the linguistic features (in ability used by
form of vocab, phrases, the students and
types of statements, nature teachers
of sentence construction, - Rubrics to
etc), of a given text. They assess the
will, then, analyze the piece ability to
of writings to identify the produce written
audience and purpose; text (personal,
for example, by doing a informative, and
comparative study among imaginative),
multiple genres of reading used by only
materials. teachers
- Subsequently, produce - Grammar
correction
academic year 2024

various kinds of texts

(personal, informative, and checklist, used
imaginative) based on their by the teacher
comprehension, reflection,
and analysis.

17
 Teachers’ Guide: English

Ability to SS will experience, reflect - Rubrics to - Teachers’

appreciate the on and use common verbal assess oral guide
democratic and non-verbal expressions communication - Student’s
atmosphere in (linguistic, vocal and ability used by guide
communication gestures etc) for expressing the students - Relevant
and participate intentions, attitudes, feelings and teachers resource
accordingly and conventions promoting - Observation materials
and maintaining democratic checklist to (e.g. books,
values and practices in and assess the video
outside the classroom. reflective materials,
discussion used etc.)
Learning Experience: by the teacher - Assessment
SS will be exposed to and - Rubrics tools, i.e.
engage in an interactive to assess Rubrics,
environment where they democratic observation
will experience a range norms, used by checklist
of culturally appropriate, the students and
socially acceptable language, the teachers
gestures, and norms
conveying democratic values,
attitudes, and practices.
SS will reflect on their
discussion to analyze the
features of interaction to
identify democratic values
and varied attitudes which
are democratic (such as
being polite, inviting,
constructive) and are not such
as (submissive, authoritative,
dominating, etc.)
SS will be able to apply
their inferences from
their reflection and have
democratic interactions
in various instances in
academic year 2024

culturally appropriate and

socially acceptable norms and
gestures.

18
Introduction Teachers’ Guide: English

Ability to Learning Experiences: - Reading test

comprehend to assess idea
and connect comprehension of
to a literary Students will be exposed to dif- the text.
text using ferent genres of literary texts, -Observation
contextual and reflect on the elements of checklist and
clues storytelling (plot, character writing test to as-
and setting) which will enable sess the analytical
them to connect to the text, competence, used
and based on that they will be by the teacher
able to express their appreci- - Relevant resource
ation. -Rubrics to as- materials (Differ-
sess democratic ent literary texts
norms, used by including stories,
the students poems, play,
Learning experience: historical docu-
- SS will listen to or/and read - Rubrics to ments, etc.)
various literary texts and assess oral
identify the literal and intended communication
meaning. ability used by - Teacher guide
the students and
- SS will engage in a discussion teachers - Students’ guide
to analyze the plot, characters,
and settings; subsequently, - Writing test and - Assessment tools,
they will relate the storyline rubrics to assess i.e. Rubrics, ob-
with their own experience and the ability to servation check-
narrate their views on it. produce literary list, reading test,
text (elements of worksheet
- SS will produce similar liter- storytelling), used
ary texts reflecting the elements by only teachers
of storytelling.
- Grammar
correction check-
list, used by the
teacher
academic year 2024

19
 Teachers’ Guide: English

শিক্ষার্্জনের অভিজ্ঞতা ও শিক্ষাদান ও শিক্ষা অর্্জন

গ্রেড ভিত্তিক দক্ষতা মূল্যায়ন কৌ�ৌশল সমূহ
সুবিধামূলক কৌ�ৌশল সমূহ বিষয়ক নির্্দ দেশিকা সমূহ

প্রদত্ত প্রসঙ্গে শিক্ষার্থীরা বিভিন্ন প্রামানিক/ -পর্্যবেক্ষণ তালিকা, যার -শিক্ষক নির্্দ দেশিকা
উপযুক্ততা কৃত্রিম দৃষ্টান্তের সংস্পর্্শশে দ্বারা শিক্ষক কর্কতৃ ব্যবহৃত -শিক্ষার্থী নির্্দ দেশিকা
অনুযায়ী যো�োগাযো�োগ আসবে যা তাদের প্রদত্ত প্রসঙ্গে প্রাসঙ্গিকভাবে উপযুক্ত -প্রাসঙ্গিক উৎস
করার সক্ষমতা উল্লেখযো�োগ্য দিক গুলো�ো সম্পর্্ককে শব্দাবলী ও অভিব্যক্তি উপাদানসমূহ (যেমন বই
অবগত করতে এবং সমবয়সী চিহ্নিত করার সক্ষমতার পত্রিকা, ভিডিও উপাদান,
ও প্রাপ্ত বয়স্ক সকলের সাথে মূল্যায়ন করা যাবে। ইত্্যযাদি)
যো�োগাযো�োগের ক্ষেত্রে বিস্তৃত -শিক্ষক ও শিক্ষার্থী -মূল্যায়ন কৌ�ৌশল সমূহ
শব্দভান্ডারসহ একাধিক কৌ�ৌশল উভয়ের মৌ�ৌখিক (যেমন রুবিক্স, পর্্যবেক্ষণ
ব্যবহার করতে উদ্বুদ্ধ করবে। যো�োগাযো�োগের সক্ষমতা তালিকা ইত্্যযাদি) জন্য
শিক্ষা অভিজ্ঞতা নিরুপনের জন্য রুবিক্স বা রুবিক্স বা বিধানসমূহ
বিভিন্ন বাস্তব পরিস্থিতিতে বিধিসমূহ। -শিক্ষকদের ব্যবহারের
বাস্তব উপাদান/বস্তুর সাথে -শুধুমাত্র শিক্ষকদের জন্য ব্যকরণ সংশো�োধনের
সম্পর্্ককিত বিভিন্ন ধারণা লিখিত যো�োগাযো�োগ তালিকা
সম্পর্্ককে জানতে প্রাপ্ত বয়স্ক মূল্যায়নের
ও সমবয়সীদের সাথে
কথো�োপকথনে লিপ্ত হবে এবং
বিভিন্ন জ্ঞান অর্্জনের উৎসসমূহ
(যেমন বেই, পত্রিকা ইত্্যযাদি)
অনুসন্ধান করবে)। -এই
অভিজ্ঞতার মধ্য দিয়ে যাওয়ার
পর SS (তাদের আলো�োচনার
প্রতিফলন স্বরূপ) বিভিন্ন
বৈশিষ্টট্য (প্রদত্ত প্রসেসের)
চিহ্নিত করবে যেমন-
প্রাসঙ্গিকভাবে উপযুক্ত শব্দ,
অভিব্যক্তি, অংশগ্রহণকারীর
ধরন, ইত্্যযাদি।
-তারা বয়ো�োপ্রাপ্ত ও অভিজ্ঞ
academic year 2024

ব্যক্তিদের কাছে তাদের ধারণা

ব্যক্ত করবে এবং পরবর্তীতে
তথ্য আদান-প্রদানের সময় তা
প্রয়ো�োগ করবে।

20
Introduction Teachers’ Guide: English

শিক্ষাদান ও শিক্ষা
শিক্ষার্্জনের অভিজ্ঞতা ও
গ্রেড ভিত্তিক দক্ষতা মূল্যায়ন কৌ�ৌশল সমূহ অর্্জন বিষয়ক
সুবিধামূলক কৌ�ৌশল সমূহ
নির্্দ দেশিকা সমূহ

প্রাসঙ্গিকতায় শিক্ষার্থীরা বিভিন্ন ঘরানার -লিখিত পাঠ (ব্যক্তিগত, -শিক্ষক নির্্দ দেশিকা
উপযুক্ততা অনুযায়ী পাঠের সাথে পরিচিতি হবে যা তথ্যপূর্্ণ এবং কল্পনাপ্রসূত) -শিক্ষর্থী নির্্দ দেশিকা
যথাযথ শব্দাবলী ও বিভিন্ন প্রয়ো�োজনীয়, ভাষাগত নির্্মমাণে শধুমাত্র শিক্ষকের -প্রামাণিক পাঠ্য
অভিব্যক্তি চয়ন করার বৈশিষ্টট্য প্রতিফলন করে সক্ষমতার মূল্যায়নকারী (সাহিত্্যযিক এবং তথ্যপূর্্ণ
সক্ষমতা (প্রতিশব্দ, (শব্দকো�োষ, বাক্্যযাাংশ, বিবৃতির রুবিক্স। উভয় প্রকারই;
বিপরীতর্্থক শব্দ, প্রকারে বাক্্যগঠনের প্রকৃতি যেমন সংবাদ পত্রিকা,
বাক্্যযাাংশ প্রয়ো�োগ ইত্্যযাদি) এবং এর মাধ্যমে -শিক্ষকের দ্বারা ব্যবহৃত গল্প ইত্্যযাদি।
ইত্্যযাদির মাধ্যমে) তারা পাঠ কর্্ম তৈরী করতে ব্যকরণ সংশো�োধন -ভাষাগত নিয়ম সম্বলিত
পারবে। তালিকা। উৎস সমূহ
শিক্ষা অভিজ্ঞতা -মূল্যায়ন সরঞ্জাম/
-বিভিন্ন ধরনের ss পাঠ পঠনে কৌ�ৌশল, যেমন-রুবিক্স
অংশ নেবে এবং অভিপ্রেত পর্্যবেক্ষণ, তালিকা, পঠন
ধারণা সমূহ অনুধাবন করবে। পরীক্ষা ইত্্যযাদি।
-এই অভিজ্ঞতার মধ্য দিয়ে
ss তাদের পাঠের প্রতিফলন
করতে সক্ষম হবে এবং নির্্দ দিষ্ট
পাঠের ভাষাগত বৈশিষ্টট্যসমূহ
(যেমন: শব্দ ভান্ডার, বাক্্যযাাংশ
বিবৃতির প্রকার, বাক্্য গঠনের
পকৃতি ইত্্যযাদি) চিহ্নিত করতে
সক্ষম হবে। এর পর তারা
পাঠকর্্ম গুলো�োর বিশ্লেষণ করে
এর শ্রোতা এবং লক্ষষ্য চিহ্নিত
করতে সক্ষম হবে; উদাহরণ
স্বরূপ –বিভিন্ন ঘরানার সাহিত্্য
কর্্মমের মধ্যে তুলনামূলক
অধ্যায়ন করা।
-পরবর্তীতে তাদের উপলব্ধি
academic year 2024

প্রতিফল ও বিশ্লেষণের মাধ্যমে

বিভিন্ন ধরনের নতুন পাঠকর্্ম
(ব্যক্তিগত তথ্যপূর্্ণ এবং কল্পনা
প্রসূত) তৈরি করতে সক্ষম
হবে।

21
 Teachers’ Guide: English

শিক্ষাদান ও শিক্ষা
গ্রেড ভিত্তিক শিক্ষার্্জনের অভিজ্ঞতা ও সুবিধামূলক মূল্যায়ন কৌ�ৌশল
অর্্জন বিষয়ক
দক্ষতা কৌ�ৌশল সমূহ সমূহ
নির্্দ দেশিকা সমূহ
যো�োগাযো�োগর - ss মৌ�ৌখিক এবং অ-মৌ�ৌখিক -শিক্ষক ও -শিক্ষক র্্দ দেশিকা
ক্ষেত্রে গণতান্ত্রিক যো�োগাযো�োগের ক্ষেত্রে (ভাষাগত এবং শিক্ষার্থী কর্ক তৃ -শিক্ষার্থী নির্্দ দেশিকা
পরিবেশ এর কষ্টভঙ্গি ইত্্যযাদি) ব্যবহৃত মৌ�ৌখিক -প্রাসঙ্গিক উপাদান
সমাদর করা শ্রেণি কক্ষে এবং শ্রেণি কক্ষের যো�োগাযো�োগের সমূহ (যেমন, বই,
এবং যথাযথভাবে বাইরে নিজেদের অভিপ্রায় মনো�োভাব, মূল্যায়ন ভিডিও উপাদান
অংশগ্রহণ করা। অনুভূতির প্রকাশ এবং গণতান্ত্রিক নির্্ধধারণকারী রুবিক্স ইত্্যযাদি)
মূল্যবো�োধের প্রতিপালন ও প্রচার এর বা বিধি বিশেষ -মূল্যায়ন সরঞ্জাম
ক্ষেত্রে অভিজ্ঞতা লাভ, প্রতিফলন ও -শিক্ষকের সমূহ (যেমন-রুবিক্স,
ব্যবহার করতে সক্ষম হবে। ব্যবহারের পর্্যবেক্ষণ তালিকা,
শিক্ষা অভিজ্ঞতা জন্য নির্্ধধারিত ইত্্যযাদি)
- ss একটি মিথস্ক্রিয় বা পর্্যবেক্ষণ তালিকা
ইন্টারএকটিভ পরিবেশের সম্মুখীন যা আলো�োচনার
হবে এবং অংশগ্রহণ করবে যেখানে প্রতিফলন মূল্যায়ন
তারা সাংস্কৃতিকভাবে যথো�োপযুক্ত, করে।
সামাজিকভাবে স্বীকৃত ভাষা, অঙ্গভঙ্গি -শিক্ষক ও শিক্ষার্থী
এবং গণতান্ত্রিক নীতি, মূল্যবো�োধ এবং কর্ক তৃ ব্যবহৃত
চর্্চচার অভিজ্ঞতা অর্্জন করবে। - ss গণতান্ত্রিক চর্্চচার
তথ্য আদান প্রদানের ক্ষেত্রে এবং মূল্যায়নকারী রুবিক্স
নিজের আলো�োচনার প্রতিফলনের ক্ষেত্রে বা বিধি।
বিভিন্ন গণতান্ত্রিক মূল্যবো�োধ এবং
দৃষ্টিভঙ্গি চিহ্নিত করবে (যেমন ভদ্রতা,
আমন্ত্রণমূলক এবং গঠনমূলক আচরণ)
এবং অসদাচরণ (যেমন প্রভূত্ব ব্যঞ্জক
বস্তুত পূর্্ণ ও আধিপত্্যশীল আচরণ)
থেকে বিরত থাকবে।
-তথ্য আদান প্রদান বা ইন্টারাকশনের
সময় তাদের শিক্ষার প্রতিফলন এর
মাধ্যমে সাংস্কৃতিকভাবে যথো�োপযুক্ত
এবং সামাজিকভাবে স্বীকৃত গণতান্ত্রিক
academic year 2024

চর্্চচার বিভিন্ন উদাহরণ স্বরূপ স্বীকৃত

নিয়ম ও অঙ্গভঙ্গির অনুমান ও প্রয়ো�োগ
করতে সক্ষম হবে

22
Introduction Teachers’ Guide: English

শিক্ষাদান ও শিক্ষা
শিক্ষার্্জনের অভিজ্ঞতা ও
গ্রেড ভিত্তিক দক্ষতা মূল্যায়ন কৌ�ৌশল সমূহ অর্্জন বিষয়ক
সুবিধামূলক কৌ�ৌশল সমূহ
নির্্দ দেশিকা সমূহ
প্রাসঙ্গিক সূত্রসমূহ শিক্ষার অভিজ্ঞতা -পঠন পরীক্ষা যা পাঠের -প্রাসঙ্কি উৎস উপাদান
ব্যবহার করে নির্্দ দিষ্ট -শিক্ষার্থীরা সাহিত্্যযের উপলব্ধি মূল্যায়ন করবে। (বিভিন্ন সাহিত্্যকর্্ম,
সাহিত্্য কর্্মমের বিভিন্ন ধারা বা ঘরানার -শিক্ষকের ব্যবহারের যেমন, গল্প, কবিতা,
মর্মোদ্ধার এবং সাথে পরিচিত হবে, গল্পের জন্য পর্্যবেক্ষণ তালিকা নাটক ঐতিহাসিক দলিল
সাহিত্্য কর্্মমের সাথে উপাদান গুলো�ো (পটভূমি, এবং লিখিত পরীক্ষা ইত্্যযাদি)
সংযো�োগ স্থাপন চরিত্র ও বিন্যাস) সম্পর্্ককে যা বিশ্লেষণধর্মী দক্ষতা -শিক্ষক নির্্দ দেশিকা
করার সক্ষমতা জানবে যার দ্বারা তারা মূল্যায়ন করে। -শিক্ষার্থী নির্্দ দেশিকা
তাদের নির্্দ দিষ্ট পাঠটির সাথে -শিক্ষার্থীদের ব্যবহারের -মূল্যায়নের সরঞ্জাম,
সংযো�োগ করতে পারবে এবং জন্য রুবিক্স বা বিধি যা যেমন- রুবিক্স পর্্যবেক্ষণ
এর ভিত্তিতে তারা তাদের গণতান্ত্রিক চর্্চচার মূল্যায়ন তালিকা পঠন পরীক্ষা,
অনুধাবিত করতে সক্ষম করে। কার্্যপত্রক ইত্্যযাদি।
হবে। -মৌ�ৌখিক যো�োগাযো�োগ এর
সক্ষমতা মূল্যায়নকারী
শিক্ষার অভিজ্ঞতা শিক্ষক ও শিক্ষার্থী দ্বারা
-ss বিভিন্ন সাহিত্্য পাঠ ব্যবহারের রুবিক্স
শুনবে অথবা/এবং পড়বে -শুধুমাত্র শিক্ষকের
এবং এর আন্তরিক ও ব্যবহারের জন্য লিখিত
অন্তর্্ননিহিত উদ্দেশ্যমূলক পরীক্ষা ও রুবিক্স যা
অর্থোদ্ধার করতে সক্ষম সাহিত্্য রচনার সক্ষমতা
হবে। মূল্যায়ন করে (গল্প বলার
- ss গল্প বলার উপাদান উপাদান সমূহ)
গুলো�োকে প্রতিফলিত করে -শিক্ষকের ব্যবহারের
অনুরূপ সাহিত্্য পাঠ তৈরি জন্য ব্যকরণ সংশো�োধন
করতে সক্ষম হবে। তালিকা
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 Teachers’ Guide: English

1
Talking to People
The focus of this experience is on:

Competency 1:: Ability to communicate with relevance to given contexts.

Therefore, in this experience

Students will be exposed to various authentic/simulated instances, and reflect on
the required features of a given context to communicate with peers and adults
with a wide range of vocabulary using multiple strategies.
Experience (Six hours)

● Firstly, SS will be exposed to various illustrations or situations.

● Then, they will read the conversations of various situations.

● After that, SS will be engaged in a discussion about different features of

conversations in different contexts.

● Finally, they will practice these in real-life situations.

Firstly, SS will be exposed to some illustrations containing conversations in

different situations.

Instruction: (i) Engage SS in activity 1.1 and monitor (ii) Now engage SS in activity
1.2 in groups/pairs (iii) Provide SS sufficient time to think and give clues if requires
and demonstrate asking and answering questions (iv) Monitor and elicit answers (v)
Complete the task in fifty minutes.

Activity:
1.1 Ask and answer the following questions with your friend:
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● How many members do you have in your family?

● Describe your relationship with them.
● Do you talk to your parents in the same way as you talk to your grandparents?

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Talking to People Teachers’ Guide: English

1.2 Look at the pictures below. Then, ask and answer the following questions
in pairs:

● What can you see in the picture?

● What do you think their relationship is?
● What do you think they are talking about?

Secondly, SS will be engaged in reading conversations.

Instruction: (i) Engage SS in activity 1.3 and give SS sufficient time to think (ii)
Monitor and provide clues (iii) Now engage SS in activity 1.4 (iv) Help SS to identify
the differences in the pattern of conversations of the situation 1 and situation 2 (v) (iv)
Use a rubric to assess student engagement (vi) Now engage SS in activity 1.5. Show
correct answers and tell SS to match with their answers (vii) Complete the task in one
hour.

Activity:

1.3 Read the following list of formal and informal expressions and practice
in groups:

Formal expressions Informal expressions

Hello! Hi!
It’s a pleasure to meet you Nice to meet you
I apologize I’m sorry
Much appreciated Thanks
Could you please help me? Can you help me? /Help me!
How are you doing? What’s going on?/what’s up?
Do you want to share? Want to share?
I’m not able to do it I can’t make it
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 Teachers’ Guide: English

Activity:
1.4 Read and practice the following two conversations with your friends.
Do you see any difference between the features of formal and informal
conversation (phrases/expressions)?:
Situation 1: Talking to an unknown elderly person.
Shimul is a student of class six. She meets an unknown elderly person standing just
outside her house.
Shimul: Hello! Good afternoon aunty.
(No response from the lady)
Shimul: Excuse me! (Are you) Looking for someone? May I help you?
Aunty: Oh, hello! Sorry, I didn’t get you.
Shimul: I saw you standing here for a long time, can I help you?
Aunty: Thak you, dear. I am waiting here for my daughter. She should be here in no time.
Shimul: Okay. It may rain soon. Better you stand under that shade (pointing across the road).
Aunty: Oh sure! Thank you.
Shimul: That’s okay. Have a good day.
Aunty: You too (have a good day).

Situation 2: Helping a friend to find an address.

Shreya and Raya are both students at the same school. Shreya meets Raya standing just
outside her house. The conversation between them goes something like this:
Shreya: Hey! What’s up?
Raya: Not much.
Shreya: Why are you standing here? Come inside, will you?
Raya: (showing an address to Shreya) No. I need to be at this address, but I can’t find it.
Shreya: That’s easy. Go straight and then turn left. This house should be the third on
your right.
Raya: You don’t say! I just have come from that direction. I must have missed it.
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Shreya:Yes, you must have.

Raya: I am in a bit of a hurry. Some other time, perhaps.
Shreya: All right. Don’t forget, I owe you one.

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Talking to People Teachers’ Guide: English

Raya: Yes, of course. See you later.

Shreya: Okay, see you.
1.5 Guess the meanings of the following expressions in the conversation and
discuss with your peers:
● I didn’t get you.  
● I wondered if you might need any help.
● What’s up?
● You don’t say!
● I owe you one.
Sample answers of 1.5:
● I didn’t get you: I didn’t understand you.
● I wondered if you might need any help: I think you need some help.
● What’s up?: How are you doing?
● You don’t say!: really!! (a way to express being surprised)
● you owe me one: I will do something for you in future

Language Focus
Everyday we talk to many people. Some of them are very close to us like
our friends & family. We have an informal relationship with them. Also,
some of them are not so close to us (e.g. our Head Teacher) and some of
them could be our new acquaintances. We have a formal relationship with
them. While talking to the close ones we use informal language and while
talking to unknown or elderly people we usually use formal language.

Thirdly, SS will be engaged in discussion.

Instructions: (i) Engage SS in activity 1.6 – 1.10 in groups/pairs and monitor (ii) For
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activity 1.8 give SS sufficient time to think and provide clues following BOLD mark
notes in the conversations (iii) Use rubric to assess student engagement (iv) For all the
activities do peer checking and elicit answers (v) Complete the task in three hours.

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 Teachers’ Guide: English

1.6 Read the expressions given in the table. Then, categorize them as formal
or informal expressions in the table:
(a) Hello! Good afternoon. (b) Need any help? (c)You can wait inside if
you want! (d) Hi, what’s up? (e) The pleasure is all mine, (f) Good
day! (g) Say hello to … (h) May I help you?
Suggested answers:
Formal Expressions Informal Expressions
a b
c d
e f
g
h
1.7 In pairs, make a short conversation on the given situations and act it
out.
Imagine that Silvia, one of your friends, had to go to the village home because her
school was closed due to the Corona situation. Now the face-to-face classes have
started, and Silvia needs help in English and Mathematics. Write a short conversion
offering your help.
1.8 Read the conversations and identify the features of formal and informal
conversation in pairs.
[N.B: Here the focus is to identify and use different features (given under
every situation) of conversations. The formal conversation is official,
systematic, and rigid. It follows grammar rules. On the other hand,
in informal conversation grammar rules are flexible. Here effective
communication is the main purpose. Frequent contractions and even slang
are used in informal conversations.]
Situation 3: A conversation between a parking guard, Salam, and a Kenyan
student, Ali, who is studying at Dhaka University, about the parking of a
bicycle. It goes like this:
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Salam: Hey, you’re parking wrong!

Ali: Sorry?
Salam: You shouldn’t park your bicycle here. This place is for people with disabilities
(pointing to the sign)

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Talking to People Teachers’ Guide: English

Ali: Oh okay, didn’t notice that! I’ll place it somewhere else.

Salam: That’s all right, just park it right next time.
Ali: I’ll keep that in mind. Have a good day.
Salam: You too.
[N.B: This is an example of a casual conversation between Salam and Ali. The
guard is only doing his duty and Ali does what is right. And in the end, Ali thanks
Salam as he is just doing his duty.]
Situation 4: A conversation between a student and his school gardener.
Hasib is a student at a high school. He meets Jalal, the gardener of his school, outside
the school. Though Jalal does not recognize him, Hasib does. The conversation between
them goes something like this:

Hasib: Hi, Jalal chacha! How are you? (Informal greeting)

Jalal: I am fine. Thank you.

[NB: Answering questions even to strangers is a nice thing. Make sure to thank them
if they compliment you or ask about your well-being but avoiding counter-question is
better.]

Hasib: Where are you going?

Jalal: I’m sorry, I think you mistook me for someone else. Umm…Do I know you?

[NB: Politely stating that you do not recognize him]

Hasib: Don’t say you didn’t recognize me!! (Indicates that these two know each other
and they have informal relationship)
Jalal: You seem familiar. Where do I know you from?

Hasib: Come on, Mali Chacha! I go to ‘X’ High School. Remember how I asked you
about gardening just the other week? [ NB: Again, this signifies the informal relation]

Jalal: How forgetful of me! You are Hasib if I remember correctly. Sorry, I am getting
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old! (Laughing.)

Hasib: Yes, you are. (Laughing)

Jalal: I was just going to the nursery to purchase some flower plants.

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 Teachers’ Guide: English

Hasib: For the school, I guess.

Jalal: Yes, indeed.
Hasib: I mustn’t hold you back then. See you later uncle.
Jalal: See you.
[N.B: Here Sifat is controlling the direction of the conversation. He is the
conversation starter. He is joking during the conversation which signifies an
informal/friendly relationship with the much older gardener.]
Situation 5: Meeting your class teacher in a shopping mall.

Jahid meets his class teacher Ms. Shakina in a shopping mall. The conversation
they have is somewhat like this:
Jahid: Hello, Ma’am! (Formal greeting)
Ms. Shakina: Hey, Jahid! How are you? (Informal greeting)
Jahid: I’m fine, Ma’am. I hope you are also fine. [NB: Avoidance of direct
questions, as asking direct questions can be perceived as impolite in some
situations]
Ms. Shakina: I’m fine too. Shopping for the winter, I guess? [NB: asking direct
questions such as ‘Why are you here?’ is impolite in some situations]
Jahid: Yes, Ma’am.
Ms. Shakina: Me too. [NB: Teacher is giving the answers unasked] Are you
with your parents?
Jahid: No, Ma’am. I’m with my uncle.
Ms. Shakina: Give my regards to your parents.
Jahid: Of course, Ma’am.
Ms. Shakina: Well, enjoy your shopping.
Jahid: Thank you, Ma’am. You too enjoy your shopping. [NB: Avoid saying
only ‘you too’ as it is not very formal]
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Ms. Shakina: See you later.

Jahid: Yes, Ma’am. [NB: Avoid saying something like “see you” as it is not
formal]

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Talking to People Teachers’ Guide: English

[N.B: Here Ms. Shakina is controlling the direction of the conversation. In

a formal situation like this one, when one will talk to someone elderly, one
should not speak until spoken to, and only answer what is asked and should
not ask counter questions.]
1.9 Read the conversations and write the appropriate expressions in the
blanks:
a) Hey Delowar! Don’t sit here. These seats are reserved for women.
__________________________________.
b) Don’t break the line. Always stand in a queue.
__________________________________.
c) Your face says you don’t remember me. We were classmates.
   ___________________________________.
d) Hello, son! How are you?
   ________________________.
e) Sorry friend, I’m getting late. I need to go.
  __________________________.
Sample answer of 1.9
a. Sorry! I haven’t seen the notice.
b. Sorry. Thank you for reminding me./It won’t happen again.
c. Sorry friend! /Really!! It has been a long time since we last met.
d. Hi Mila, I am fine. What about you?
e. It’s all right. See you soon. academic year 2024

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 Teachers’ Guide: English

1.10 Read the conversations again and write ‘T’ for true sentences and ‘F’
for false sentences.
a. “Hi! How are you?”- is an informal greeting.
b. You should not ask personal questions to elderly people.
c. “Come on, dear!”- is a formal expression.
d. You should always thank when someone does a favour to you.

Sample answer of 1.10

a b c d
T T T T

Finally, SS will develop and/or engage in conversations following illustrations

containing different situations.

Instructions: (i) Engage SS in activity 1.11 (ii) Provide SS sufficient time to

think and give clues if required (iii) Use rubric to assess oral communication
ability (iv) Complete the task in one hour.

Activity:
1.11 Work in pairs/groups. Make short conversations on the situations given
in the illustrations.

Language Focus
Everyday we talk to many people. Some of them are very close to us like
our friends & family. We have an informal relationship with them. Also,
some of them are not so close to us (e.g. our Head Teacher) and some of
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them could be our new acquaintances. We have a formal relationship with

them. While talking to the close ones we use informal language and while
talking to unknown or elderly people we usually use formal language.

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 Teachers’ Guide: English

2
Little Things
The focus of this experience is on:
Competency 4: Ability to comprehend and connect to a literary text using
contextual clues.
Therefore, in this experience
Students will be exposed to different genres of literary texts, and reflect on the
elements of storytelling (plot, character and setting) which will enable them
to connect to the text, and based on that they will be able to express their
appreciation.

Experience (6.5 hours)

● Firstly, SS will share their experiences of how they tried to make others happy.
● Then, SS will be exposed to the poem.
● After that, SS will be engaged in the discussion to find out some interesting
things in the poem as well as some literary features of the poem.
● Finally, they will produce texts.

In doing so –
Firstly,, SS will share their experiences of how they tried to make others happy.
Instructions: (i) Engage SS in activity 2.1 and provide SS sufficient time to speak (ii)
Monitor and give clues if required (iii) Complete the task in 45 minutes.
Secondly, SS will engage in reading the poem.
Instructions:: (i) Engage SS in activity 2.2 (ii) The teacher can recite or invite a student
to recite the poem. While the full poem will be here (given below), the poem will be
with 7 missing words in the Student’s Book. Highlighted words are the missing words
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(iii) Recite repeatedly and slowly so that SS can understand and identify the missing
words to complete the poem in their book (iv) Guide them to identify and fill in the
missing words. (v) Ask SS to do pair checking. (vi) Complete the task in 45 minutes.

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 Teachers’ Guide: English

LITTLE drops of water,

Little grains of sand,
Make the mighty ocean
And the pleasant land.

Thus the little minutes,

Humble though they be,
Make the mighty ages
Of eternity.

     Little deeds of kindness,

Little words of love,
Make our earth an Eden,
Like the heaven above.

Then, SS will engage in a discussion to find out the interesting features of this poem.
Instruction: (i) Engage SS in activity 2.3 (ii) For the game, choose some difficult
words (e.g., drops, grains, mighty, pleasant, little, humble, deeds, earth, Eden, heaven,
etc) from the poem and write the words on small pieces of paper (iii) Now show the
words one by one to SS and ask them to pronounce after you and if needed help them
with meaning. (iv) After that, distribute the words among the SS (v) Now utter the
words randomly and ask SS to hold up the right word cards within 5 seconds and
make a sentence of their own. Continue the activity until almost all the students have
responded successfully (vi) Engage SS in activity 2.4 (vii) Ask SS to do peer checking
and elicit the answers (viii) Complete the tasks in two hours.

After that, SS will engage in a discussion to identify the different characteristics of a

poem.
Instruction: (i) Before engaging SS in activity 2.5
2.5, ask them to share with the class if
they ever tried to write any poem and ask them to share their own writing experience
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if they have at all (ii) Now engage SS in activity 2.5 (iii) Help SS to read the note
and explain if needed (iv) Invite them to do peer checking, elicit answers and provide
feedback (v) Complete the task in one hour.

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Little Things Teachers’ Guide: English

Note
A poem is a kind of literary writing. It has some characteristics. Two of
them are Stanza and Rhyming.

Stanza: A stanza is a group of lines in a poem. It consists of two or more

lines arranged together as a unit. Most poems are divided into stanzas. A
stanza in a poem is like a paragraph in an essay.

Rhyming: The similar sounding words at the ends of the alternate lines of
a poem.

Finally, SS will produce texts in writing.

Instruction: (i) Engage SS in activity 2.6 (ii) Before starting activity 2.62.6, SS can
discuss in groups/pairs (iii) Use grammar correction checklist to assess the writing
and provide feedback (iv) Now engage SS to make posters, referring to activity 2.7
and help them in each step of the task (v) To make the posters, instruct the student to
ask other students 2-3 questions and take notes to find out about undesirable activities
that make the classroom dirty. After collecting the information, they will discuss it
among the groups and decide on the little steps that encourage SS to keep the classroom
neat and clean (vi) Finally, they design the poster using pictures, drawings, texts, or
anything they need and hang those in a suitable place so that all the SS can see and
follow the steps (vii) Use rubric to assess democratic practice. (viii) Complete the
tasks in three hours.
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 Teachers’ Guide: English

3
Future Lies in Present
The focus of this experience is on:
Competency 2: Ability to use appropriate vocabulary/ expression (in form of
synonyms, antonyms, phrases, etc.) in accordance with the context.

Therefore, in this experience

Students will be exposed to different genres of texts, and reflect on the required
linguistic features (in form of vocab, phrases, types of statements, nature of sentence
construction, etc), based on what will produce texts.

Experience (seven hours)

● Firstly, students will write the description of an illustration and reflect to
find out persons, objects, pets, etc. and identify the use of nouns, pronouns
& articles in their produced texts.
● After that,, SS will be engaged in reading a text along with discussing the
appropriate uses of articles, nouns, and pronouns in different contexts.
● Finally, SS will produce a short text focusing on people’s daily activities
from their surroundings using appropriate articles and pronouns.

In doing so –
Firstly, students will describe an illustration and will reflect to identify
nouns and pronouns from their descriptions.
Instructions: (i) Engage SS in activity 3.1 in pairs. (ii) First, tell them to discuss
and then to write the answers. (iii) Give a few examples of person and object for
clarification. (iv) Ask the students to present their answers and do peer checking.
(v) Complete the task in one hour.
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Activity: Look at the illustration below. Then, in pairs make a list of the persons,
things, pets and others in the following table:

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Future Lies in Present Teachers’ Guide: English

Person Things Pet and others

After that, students will be engaged in reading a text and in discussing the
use of nouns, pronouns and articles in the sentences.

Instructions: Engage students in activities 3.2 in pairs/groups (i) For activities

3.2 to 3.3,
3.3 refer the students back to activity 3.1 (names of person, object pet etc.
from the picture) and ask them to complete that. Give some more examples of
nouns, pronouns and articles. (ii) Provide sufficient support for each grammar
item. (iii) Conduct peer checking. (iv) Allow L1 for their discussion, especially
for activity 3.6. (v) Complete the activities in four hours.
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Activities
Activity: 3.2: Read the text in the box below. Then, discuss which parts of
speech all the names of persons, things, and pets are.

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 Teachers’ Guide: English

Language Focus
Noun: Noun is a part of speech. A noun is a word that names a person,
place, thing, or idea; e.g. boy, girl, Pintu, Naureen, water, gold, Bangladesh,
honesty, etc. Sometimes verbs with -ing work as nouns. e.g. walk + ing =
walking: Walking is a good exercise.
Usually, a noun is a single word. Sometimes, it is made with two or more
words. Then, it’s called ‘Compound Noun’ e.g. What a beautiful swimming
pool! (swimming pool)

Activity: 3.3: Read the text in the box below. Then, in groups/pairs discuss
and write appropriate pronouns for each of the nouns: One is done for you.

Pronoun:
A pronoun is also a part of speech. It is used in place of a noun, e.g. we use
‘she’ for grandma and ‘it’ for a pet. I, me, he, she, herself, you, it, that, they,
each, few, many, who, whoever, whose, someone, everybody, etc. are some
common pronouns we use every day.

Name Word used for name

Father He
Mother She
Father and mother They
Boy He
Girl She
Grandma She
Cat It
Food It
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Mat It
Newspaper It
Book and pen Those/these

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 Teachers’ Guide: English

Activity 3.6: Read the following story. In pairs/groups, first list the nouns in
the left side column and then, write the pronouns for the nouns in the right
side column.

List of the nouns Pronouns used for the nouns

1. 1.

2. 2.

3….. 3…..

Game

Engage the students in the game.

Get the students into pairs. In each pair, tell one member to utter a noun
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and the other member the pronoun of that noun, and vice versa. Before
starting the game, ask them to write 10 nouns individually for their use.

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 Future Lies in Present

Activity 3.7: In pairs/groups, read the following sentences and write why
the underlined articles are used in the sentences.

Sentence The reason to use article

1. One day a cowboy was taking ‘a’ is before the noun ‘cowboy’
his cows to .................. which begins with a consonant ‘c’

2. He met an old wise man.

3. Seeing the man, the cowboy

asked him ….

4. He met an old wise man with

an umbrella.

5. He was a unique man.

Finally, SS will produce a short text focusing on people’s daily activities

from their surroundings using appropriate articles and pronouns.

Instructions: Engage students in activity 3.8 in groups/pairs. (i) In this activity,

inspire students to discuss in the form of an argument, especially for sequencing
the activities. (ii) Tell them to use as many articles and pronouns as possible.
(iii) Give ideas/themes of the illustrations as clues. Finally, tell them to present
their writing. (iv) Use a grammar correction checklist to provide feedback on
the writings. (v) Complete the task in two hours (one hour for discussion for
sequencing, and one hour for writing and presentation).
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40
 Teachers’ Guide: English

Language Focus

Noun: Noun is a part of speech. A noun is a word that names a person,

place, thing, or idea; e.g., boy, girl, Pintu, Naureen, water, gold, Bangladesh,
honesty, etc. Sometimes verbs with -ing act as nouns. e.g., walk + ing =
walking: Walking is a good exercise.
Usually, a noun is a single word. Sometimes, it is made with two or more
words. Then, it’s called ‘Compound Noun’ e.g. What a beautiful swimming
pool! (swimming pool)

Language Focus:
Noun হচ্ছে Part of Speech. যে শব্দ দ্বারা কো�োন ব্যক্তি, স্থান, বস্তু ও ধারণা (গুণের নাম) কে বো�োঝায়
তাকে Noun বলে। যেমন- ছেলে, মেয়ে, পিন্টু, নওরীন, পানি, স্বর্্ণ, বাংলাদেশ, সততা ইত্্যযাদি।
মাঝে মাঝে verb এর সাথে ing যু্ক্ত হয়ে কিছু শব্দ Noun এর কাজ করে। যেমন- Walk+ing= Walk-
ing
Walking is a good exercise.
সাধারণত Noun একটি একক শব্দ, মাঝে মাঝে দুই বা ততো�োধিক শব্দ একসাথে যুক্ত হয়ে Noun হতে
পারে। যেমন- What a beautiful swimming pool!
(এখানে swimming pool টি Noun)

Pronoun: A pronoun is also a part of speech and is used in place of a noun,

e.g., we use ‘she’ for grandma and ‘it’ for a pet. I, me, he, she, herself, you, it,
that, they, each, few, many, who, whoever, whose, someone, everybody, etc.
are some common pronouns we use every day.
Pronoun (সর্্বনাম): Pronoun ও Parts of Speech এবং Noun এর পরিবর্্ততে Pronoun
ব্যবহৃত হয়। যেমন- দাদীর (Grandma) পরিবর্্ততে she এবং it ব্যবহৃত হয়েছে pet এর পরিবর্্ততে। আমাদের
প্রাত্্যযাহিক জীবনে সাধারণভাবে ব্যবহৃত Pronoun গুলো�ো হচ্ছে: I, me, he, she, herself, you, it,
that, they, each, few, many who, whoever, whose, someone, everybody
ইত্্যযাদি।
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41
 Future Lies in Present

Article:

An article is a word that comes before a noun to show whether the noun is
specific or not. In English grammar, the articles are ‘a, an, and the’.
Example: In the illustration, there is a man. The man is reading a
newspaper. (In the first sentence, a man is not specific but in the second
sentence the man is the specific man mentioned in the first sentence.)
English has two articles-
1. Definite Article (The): The is used to refer to particular nouns.
2. Indefinite Article (A and an): A and An are used to refer to any noun
which is not particular. Remember that, ‘A’ and ‘An’ are used only
before a singular noun.

Article:
যে শব্দগুলো�ো Noun এর পূর্্ববে বসে Noun কে নির্্দ দিষ্ট বা অনির্্দ দিষ্টভাবে বো�োঝায় তাদেরকে Article বলে ।
ইংরেজি Grammar এ Article গুলো�ো হচ্ছে A, An, The.
English has two Articles (ইংরেজি ভাষায় দুই ধরণের Article আছে।)
1. Definite Article (The): নির্্দ দিষ্ট করে কো�োন Noun কে বো�োঝাতে The ব্যবহৃত হয়।
2. Indefinite Article (A, An): অনির্্দ দিষ্টভাবে কো�োন Noun কে বো�োঝাতে A এবং An ব্যবহৃত হয়।
মনে রাখতে হবে A এবং An শুধুমাত্র একক Noun এর আগে ব্যবহৃত হয়।
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42
 Teachers’ Guide: English

Use of Articles
Indefinite Article:
‘A’ is used before a noun that begins with a consonant sound (e.g., a cat, a
pen, etc.).
‘An’ is generally used before a noun that begins with a vowel sound (e.g., an
apple, an egg, etc.).
Exceptions (ব্যতিক্রম):
‘A’ is used before the vowel ‘U’ when it is pronounced and sounded as ‘You’
(e.g., a uniform, a unit, etc.).
‘An’ is used before a consonant if the first ‘h’ of a word is silent (e.g., an
honest man, an hour, etc.).
‘An’ is used before some words that begin with consonants but have a vowel
sound (e.g. He/she is an M.A.).

Definite Article:
1. ‘The’ is used before specific singular or plural nouns (e.g., I saw a boy in
front of the gate. The boy was crying).
2. ‘The’ is used before a noun that is unique and does not have any alternative
to it (e.g., the sun, the earth, etc.).

Present the vocabulary - expectation, well-known, inspire, nearest, unique,

advice, concentration, scattered, seek, led – using appropriate techniques academic year 2024

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 4
Ask and Answer
The focus of this experience is on:

Competency 2: Ability to use appropriate vocabulary/ expression (in form

of synonyms, antonyms, phrases, etc.) in accordance with the context.
Therefore, in this experience

Students will be exposed to different genres of texts, and reflect on the required
linguistic features (in form of vocab, phrases, types of statements, nature of
sentence construction, etc), based on what will produce texts.
Experiencec (six hours)

● Firstly, SS will be exposed to a short conversation and will reflect on

how to ask answer question in terms of sentence structure.
● Then, SS will read a text and will reflect to identify the position of
auxiliary verbs ( in terms of the subject of the sentence)and understand
the purpose of each type of sentence in relation to their purposes.
● After that, SS will be engagaed in a discussion about the uses of different
sentences.
● Finally, SS will demonstrate their ability to use assertive and interrogative
sentences by interviewing their friends and family.

In doing so –
Firstly, SS will be exposed to a short conversation and will reflect on how to
ask and answer questions in terms of sentence structure.

Instructions: (i) Engage SS in activity 4.1 in groups/pairs. (ii) Now tell them to
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identify 5 statements and 5 questions. (iii) Then, tell them to write the structure of a
statement and that of a question. (iv) Next, tell students to discuss the differences
between a statement and a question. In each case, allow peer checking, provide
scaffolding and give feedback. Complete the activity in one hour.

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 Teachers’ Guide: English

Note
Question/ Interrogative sentence:
An interrogative sentence is used to ask a question.When we need to know
something, we use interrogative sentences. There are two types of questions:
wh- questions and verbal questions. In an interrogative sentence, the position
of the auxiliary verb is always before the subject.
A. Wh question- Example: Where do you live? Structure: Wh-word
(Where) + Auxiliary verb (do) + Subject (you)+ Main verb (live) +
Question mark (?)
B. Verbal question (yes/no question)- Example: Do you like plants?
Structure: Auxiliary verb (Do) + Subject(you) + Main verb(like) +
plants Question mark(?)
Statement/ Assertive sentence:
An assertive sentence is used to state facts, history, incidents, opinions,
events, feelings, beliefs,etc. This sentence usually ends with a full stop.
Example: She writes a diary.
Structure: Subject (she) + Verb (writes) + Object (a diary)+ . (full stop)
Interrogative Sentence ব্যবহৃত হয় প্রশ্ন জিজ্ঞাসা করার জন্য। যখন কো�োন কিছু জানার
প্রয়ো�োজন হয়, তখন আমরা Interrogative Sentence ব্যবহার করি। Interrogative
Sentence দুই ধরনের। একটি ধরন হচ্ছে i) Wh- Question, আরেকটি ধরন হচ্ছে ii)
Verbal Questions বা সাহায্যকারী verb দিয়ে তৈরি Questions. Interrogative
বাক্্যযে সাহায্যকারী verb টি সব সময় Subject এর পূর্্ববে বসবে।

বিবৃতি/বিবৃতিমূলক বাক্্য:
বিবৃতিমূলক বাক্্য সাধারণত কো�োন সাধারণ সত্্য, ইতিহাস বর্্ণনা, ঐতিহাসিক ঘটনা বর্্ণনা, মতামত, কো�োন
ঘটনা, অনুভূতি ও বিশ্বাস প্রকাশের জন্য ব্যবহৃত হয়।

Activity 4.1: Read the following conversation. In pairs or groups, identify 5

statements and 5 questions. Then, write their structures of those sentences. Finally
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discuss the differences between these two types of sentences.

45
 Ask and Answer

Differences between a statement and a question

A statement expresses a fact whereas a question wants to know something.
A statement ends with a full stop but a question ends with a question mark.
A statement may or may not have an auxiliary verb, but a question must
have an auxiliary verb.
In a statement, the auxiliary verb is used after the subject whereas the
auxiliary verb is used before the subject in a question.

Next, SS will read a text and identify the position of auxiliary verbs in
sentences.
Instructions: (i) Engage students in activity 4.2 in groups/pairs. (ii) Ask SS to
read the text and match the meaning of the words. (iii) Do peer checking and
elicit answers from the whole class. (iv) Complete this activity in one hour.
Activity 4.2: In pairs/groups, read the short story “Count Wisely”. Then,
match the words given in column A with their meanings in column B.
Next, SS will be engaged in a discussion about the purposes of assertive and
interrogative sentences.
Instructions: (i) Engage SS in activities 4.3 – 4.5 in groups/pairs. (ii) For
activity 4.3,
4.3, get the students into groups of four; ask them to read the underlined
sentences in the story and categorize them as assertive or interrogative. (iii)
Invite feedback from all the groups while eliciting answers. (iv) For activity
4.4, ask students to read the note and check their understanding. (v) Explain the
note with sufficient examples. (vi) Then, ask them to match the affirmative and
negative sentences. (vii) Allow peer checking. (viii) For activity 4.5,, ask the
students to work in groups to complete the sentences. (ix) In elicitation, conduct
a plenary and give feedback. (x) Complete activities 4.3 – 4.5 in two hours.
Activities
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Activity 4.3: Now, in pairs or groups read the underlined sentences of the
story “Count wisely”, and categoriSe them in the following two columns.
Then discuss the purposes of the sentences. One is done for you.

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 Teachers’ Guide: English

Activity 4.3 - Probable answers

Interrogative
Assertive sentence Purpose Purposes
sentence
1. Everyone in the States the sit- 1. “How The king asked the
courtroom became uation of the many question to know
puzzled. courtroom crows are the number of birds
there in in the city.
the city?”
2.Birbal immediate- Birbal was 2. Is it possible Advisors wanted
ly smiled and went happy as he to count all the to know others’
up to Akbar. knew the an- crows of a city? opinions
swer.
3. … he announced Birbal in- 3. What is the Birbal wanted to
the answer. formed the matter? know why every-
number of one was talking.
birds.
4. If there are more, It expresses 4. Can I tell? Birbal seeks per-
then the relatives of the logic of mission of the King
the crows must be being more to say something.
visiting them from birds than
nearby cities. Birbal told.
5. He was pleased Expresses 5. How did Akbar wanted to
with the answer. mental state of you count the know the process
the king. number of the of counting the
crows? number of birds.

Activity 4.4: Read the following note and match the sentences given in
column A with the negative sentences in column B. One is done for you.
Answer Key: 1+D, 2+G, 3+F, 4+B, 5+H, 6+C, 7+A, 8+E.
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Activity 4.5: Now, in pairs/groups, read the following text. Then, fill in the
blanks with different types of sentences (Assertive, Interrogative, Assertive-
Affirmative/Negative, or Interrogative-Affirmative/Negative) to make the
passage meaningful.

47
 Ask and Answer

Activity 4.5
Probable answers
1.I couldn’t.
2. I go to school everyday.
3. Why have you brought mangoes?
4. I can’t give you
5. I don’t like singing.
6. Where are your books and pencil?

Finally, SS will demonstrate their ability to use assertive and interrogative

sentences by interviewing their friends and family.
Instructions: (i) Engage SS in activity 4.6 in groups/pairs. (First, ask them to
decide whom they are going to interview.) (ii) Then ask them to reshape some
questions based on whom they are interviewing. This is because questions
will vary depending on whom they are interviewing. (iii) Tell them to conduct
interviews in their free time. (iv) Ask the students to write a paragraph on
their findings from the interview. (v) Fix a date in the following week for the
presentation of their findings. (vi) Use a grammar correction checklist to assess
the paragraphs produced by the students. (vii) Complete this task in two hours.
Activity 4.6: Interview your friend/ teacher/ relatives/neighbour to know
about their favourite pastime. Then, present your findings in a paragraph
in class. You can ask the following questions or you can ask any question
you like.
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48
 Teachers’ Guide: English

5
Together We are a Family
The focus of this experience is on:
Competency 3: Ability to appreciate a democratic atmosphere in
communication and participate accordingly
Therefore, in this experience
SS will experience, reflect on and use common verbal and non-verbal
expressions (linguistic, vocal and gestures, etc.) for expressing intentions,
attitudes, feelings, and conventions promoting and maintaining democratic
values and practices in and outside the classroom.

Experience (6.5 hours)

● Firstly,, SS will make a list of what their family members do all over the day.
● Then they will read a passage on helping parents with household chores.
● After that,, they will discuss in groups how they are contributing or can
contribute to the household work and family discussions.

● Finally, they will produce a text on their role in household chores/their findings
from the discussion.

In doing so -

Firstly, SS will talk about their family and who usually does the household
jobs in their family.

Instructions: (i) Engage SS in activity 5.1 in groups/pairs and monitor (ii) Provide
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SS sufficient time to speak and give clues (e.g., how many members are there in their
family?; who cooks for them, or who usually cleans your house?; does SS help in the
household activities?) (iii) Ensure participation of all SS and during discussion use
rubrics to assess student engagement (iv) Complete the task in one and half hours.

49
 Together We are a Family

Activity:
5.1 Discuss the following questions in pairs:
1. How many members are there in your family?
2. Who usually cooks for your family?
3. Who usually cleans your house?
4. What are the things that you do at your home?
5. What more can you do to help your family?

Secondly, SS will be exposed to the text.

Instruction: (i) Engage SS in activity 5.2 and do peer checking. (ii) Now ask SS to
read the text individually, referring to activity 5.3 (iii) Check if there are unknown
words and try to elicit the meaning of unknown vocabulary from SS if it’s needed, the
teacher will help with the meanings (iv) Engage SS in the activities 5.4 – 5.5 in groups/
pairs and monitor (v) Ask SS to do peer checking and elicit answers (vi) Complete the
task in one hour.
Activity:
5.2 Activity one: Have you done any of these before! [Tick ( ) all the relevant boxes]
Checklist:
Ironing the clothes
Looking after your little brother/sister
● Cleaning reading table
● Cleaning plates
● Sweeping the floor
● Clearing the dining table
● Making one’s bed
● Cooking
● Carrying the shopping bags
● Helping your brother/sister with his/her homework
● Buying things from the market
● Taking care of pets and animals
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● Washing clothes
[After ticking the list by the SS, ask them to move around the class and ask
questions to two friends on the items they have ticked. Then tell them to present
in front of the class what each SS does at home compared with two other SS.]

50
 Teachers’ Guide: English

5.4 Work in pairs. Match the words in column A with their meanings in
column B in pairs:

Column A Column B
Consist of To offer help or service
Household chores To tell what/how you think or feel about someone or
something
Come forward To be made up of things or people
Clean To recognize how good someone or something is, and/or to
value something
Expressing opinion To make a place/object free from dirt/dust
Appreciate The daily work that is done to keep the house clean and
proper

Answer Key: 1+C, 2+F, 3+A, 4+E, 5+B, 6+D.

5.5 Look at the grid below. It shows the household chores of Anamika’s
family. Read the text again and put a tick to show who does which work and
then use full sentences to describe the grid in pairs/groups. One is done for
you.
Example sentence: Anamika’s father and mother both do the cooking.

Household chores Anamika Father Mother Brother

Cooking
Washing clothes
Washing plates
Cleaning house
Expressing opinion

Thirdly, SS will be engaged in discussion.

Instructions: (i) Engage SS in activity 5.6 – 5.7 in groups/pairs and monitor (ii)
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For activity 5.6, do peer checking and elicit answers (iii) For activity 5.7, provide SS
sufficient time to speak and give clues, if necessary (iv) As 5.7 is an open activity,
different answers will come from different students. Appreciate all the answers and
encourage their participation (v) Complete the task in two hours.

51
 Together We are a Family

Activity:
5.6 Discuss in pairs/groups whether the sentences are True or False. If false,
give the correct information.
a) Anamika has one sibling.
b) In Anamika’s family, only female members do the household chores.
c) Everyone’s opinion is important in Anamika’s family.
d) Nobody is happy in Anamika’s family.
e) In Anamika’s family, they help each other with household chores.
f) Each family member does his or her work by himself or herself.
g) They help each other in solving problems.
h) The family members show respect to each other’s opinions.

Sample answer of 5.6

a b c d e f g h
T F T F T F T T

5.7 In groups of 5 discuss to find out who usually does the following
household chores in your family and write the names in the grid below.
One is done for you.

Name of the Student Student Student Student Student

household chores 1 2 3 4 5
Cooking Mother
Sweeping
Shopping
Washing clothes
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Feeding pets
Cleaning bathrooms
Mopping the floor

52
 Teachers’ Guide: English

Finally, SS will be engaged in a writing activity.

Instructions: (i) Before engaging SS in activity 5.8, give them sufficient time
to think and discuss (ii) Now engage SS in activity 5.9 and to assess writing,
use the grammar correction checklist (iii) Complete the task in two hours.
Activity:
5.8 Discuss the following questions in groups. And then share your answers
with the class.
- What are the household chores you usually do?
- What else can you do?
- Do you think there should be specific household chores for boys and
girls? If yes, why?
5.9 Discuss in pairs/groups and write at least 3 reasons why all the members
of a family should do household chores.

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53
 6
The Missing Tenth Man
The focus of this experience is on:

Competency 2: Ability to use appropriate vocabulary/ expression (in form

of synonyms, antonyms, phrases, etc.) in accordance with the context.
Therefore, in this experience

Students will be exposed to different genres of texts, reflect on the required

linguistic features (in form of vocab, phrases, types of statements, nature of
sentence construction, etc), based on what will produce texts.
Experience (6 hours)
● Firstly, SS will be exposed to the ideas of capitalization and punctuation by
reading a text.
● Then, SS will be engaged in a discussion on the use of capital letters and to find
out how punctuation marks change the meaning of a text.
● After that, SS will identify the punctuation marks and discuss the uses of
different punctuation marks in different contexts.
● Finally, they will use capital letters and different punctuation marks in different
situations (both orally and in writing).
In doing so –
Firstly, SS will be exposed to the ideas of caapitalization and punctuation
by reading a text.
Instructions: Engage SS in activities 6.1 – 6.2. (i) For activity 6.1, first introduce
the vocabularies and ask them to read the text (ii) Then ask SS to discuss the
question that follows in pairs. Encourage them to take part in the discussion, no
matter whether their answers are correct or not. (iii) At the end, give feedback.
(iv) For activity 6.2, ask SS to read the notes in the box. (v) Invite questions, if
they have any. (vi) Make the use of capital letters clearer by giving some more
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examples. (vii) Complete these.

The answer to activity 6.1: The men forgot to count themselves and hence,
the number was always nine.

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 Teachers’ Guide: English

Secondly, SS will be engaged in a discussion on the use of capital letters and

to find out how punctuation marks change the meaning of a text.

Instructions: Engage SS in activities 6.3 – 6.4. (i) For activity 6.3, ask SS to do
it in pairs. (ii) Then ask them to join two pairs together and match their answers.
(iii) At the end, elicit answers and give feedback.

Probable answers of 6.3

1. ‘T’ is capital because it is the first letter of a sentence.
2. ‘G’ is capital because it is the first letter of a river.
3. ‘M’ is capital because it is the first letter of a title.
4. ‘I’ is capital because it indicates a person (a pronoun).

For activity 6.4, (iv) Ask SS to do it in groups of four. (v) Provide them support
to understand the meaning of the sentences. (vi) Invite comments of the students
while eliciting answers. (vii) Complete activities 6.3 – 6.4 in one and half hours.

Probable answers of 6.4

Pair 1
What do you want me to cook? It is simply a question where the speaker
wants to know what to cook.
What? Do you want me to cook? Here the speaker wants to be clear
whether the s/he needs to cook.
Pair 2
Let’s eat Grandma! It means the speaker proposes someone to eat grandma!
Let’s eat, Grandma! It means the speaker proposes grandma to eat food.
Part 3
Congratulation wished Rupa. Here ‘Congratulations’ seems to be a
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person and hence it is used as a subject of the sentence.

“Congratulations!” wished Rupa. It means Rupa congratulates someone.

55
 The Missing Tenth Man

Thirdly, SS will identify the punctuation marks and discuss the uses of
different punctuation marks in different contexts.

Instructions: Engage SS in activities 6.5 – 6.6. For activity 6.5, (i) Practise
drill with the punctuation marks. (ii) Next, tell SS to work in pairs and write the
punctuation marks on the table next to each name. (iii) Elicit answers from one
pair and asks others to give feedback. (iv) Invite a student to the front, pronounce
the punctuation marks one by one and tell her/him to draw these on the board

For activity 6.6, (v) Ask SS to read the note on punctuation marks, (vi) Tell
them to discuss in pairs, (vii) Make the use of punctuation marks clear by giving
sufficient examples, (viii) Complete the tasks 6.5 & 6.6 in one hour.

Finally, they will use capital letters and different punctuation marks in
different situations.

Instructions: Engage SS in activities 6.7 & 6.8. For activity 6.7, (i) ask the
students to do it in pairs, (ii) Do peer checking and elicit answers from the whole
class.

Probable answers of 6.7

a) This is a beautiful tea garden.
b) Hello dear friend.
c) What are you doing here?
d) Dr. Rana is my neighbour.
e) I bought a funny and interesting colourful book.

For activity 6.8, (iii) ask the students to do it in groups of four, (iv) monitor
and support, where necessary, (v) ask 2 - 3 groups to present their story, (vi) ask
others to comment. (vii) Complete activities 6.7 & 6.8 in two hours.
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 Teachers’ Guide: English

Probable answers of 6.8

1) Once in a village, there lived a wise man. People from nearby have been coming
to the wise man. 2) They complained about the same problems every time. 3) One
day he told the villagers, 4) “Dear friends, listen to a joke.” Hearing the joke, the
villagers roared in laughter. After a couple of minutes, 5) he told the same joke
and then a few of them smiled. 6) When he told the same joke the third time, no
one laughed anymore. 7) The wise man smiled and said, 8) “You can’t laugh at
the same joke over and over. 9) So, why are you always crying about the same
problem?”

Note: Punctuation marks are the symbols that we use in written sentences to make
their meanings easy and clear. Punctuation marks also show how the sentence should
be read. Some of the very common punctuation marks are- Full Stop / Period (.),
Comma (,), Question Mark (?), Exclamation Mark (!), Quotation Marks / Speech
Marks (“ ”)
Note: Punctuation Marks (যতি চিহ্ন) ব্যবহৃত হয় লিখিত বাক্্যকে যাতে সহজে এবং
পরিস্কারভাবে বো�োঝা যায়। কিভাবে বাক্্যকে পড়তে হয় তা যতি চিহ্নের মাধ্যমে শেখা যায়। সাধারণভাবে ব্যবহৃত
কিছু Punctuation Marks হলো�ো: Full stop/ Period (.),Comma (,), Question
Mark (?), Exclamation Mark (!), Quotation Marks / Speech Marks
(“ ”)।

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 The Missing Tenth Man

The use of Punctuation marks: (যতিচিহ্নের ব্যবহার):

1. The Full Stop/Period:
A Full Stop (.) is used -দাাঁড়ি ব্যবহৃত হয়:
● at the end of a sentence. (বাক্্যযের শেষে) Example- They are my
neighbours.
● to shorten a word. (শব্দকে সংক্ষিপ্ত করার জন্য) Example- Oct. - October
● to initiate letters (বড় কো�োন শব্দকে সংক্ষেপে বো�োঝানো�োর জন্য)- U.K.- United
Kingdom, M.P. - Member of Parliament
2. Question Mark (?):
A question mark is used-(প্রশ্নবো�োধক চিহ্ন ব্যবহৃত হয়)
● at the end of a question sentence. (প্রশ্নবো�োধক বাক্্যযের শেষে) Example-
Have you taken breakfast?
3. Exclamation Mark (!):  
● An exclamation mark is used-(বিস্ময়সূচক চিহ্ন ব্যবহৃত হয়):
● at the end of a sentence or a short phrase that expresses a very deep or sudden
emotion or feeling. (গভীর আবেগ ও বিস্ময় বো�োঝানো�োর জন্য অথবা হঠাৎ আবেগ ও অনুভূতি
প্রকাশের জন্য) For example- Wow! What a beautiful picture it is.
● to show emphasis. (হঠাৎ কো�োন বিষয়ে জো�োর দেয়ার জন্য) For example- Stop! Watch out
for the speeding cars!
4. Comma (,):
A comma is used-(কমা ব্যবহৃত হয়)
● to give a little pause (বাক্্যযে অল্প থামার প্রয়ো�োজন হলে): Example- Please, open the
window.
● to separate items in a list (একটি তালিকার ভিতরের একই ধরনের বস্তুকে আলাদা করার
জন্য): For example: Yesterday I bought a book, a pen, a ruler, and
a school bag.
5. Quotation mark (“ ”):
● Quotation marks are written as a pair of opening and closing
marks in two styles (Quotation Marks লিখা হয় জো�োড়ায় জো�োড়ায়। Quotation
Marks দুই ধরনের। একক Quotation Marks, এবং Double Quotation
Marks):
● single (‘...’): Single quotation marks are used within a double one to indicate a
quotation within a quotation. (Single Quotation Mark ব্যবহৃত হয়, Double
Quotation এর ভিতরে নিদিষ্ট করে কো�োন কিছুকে বুঝাতে): Tarin said that the teacher
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said, “We will discuss ‘Punctuation marks’ tomorrow.’’

● double (“...”): A double quotation mark is used to quote someone directly
(Double Quotation ব্যবহৃত হয় কো�োন ব্যক্তির বক্তব্যকে সরাসরি প্রকাশ করার জন্য):
For example- Mother said, “Don’t receive an unknown call.”

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 Teachers’ Guide: English

7
A Day in the Life of Mina
The focus of this experience is on:

Competency 2: Ability to use appropriate vocabulary/ expression (in form

of synonyms, antonyms, phrases, etc.) in accordance with the context.

Therefore, in this experience

Students will be exposed to different genres of texts, and reflect on the required
linguistic features (in form of vocab, phrases, types of statements, nature of
sentence construction, etc), based on what will produce texts.
Experience (5.5 hours)
● Firstly, SS will be exposed to a text.
● Then, they will identify the adjectives from the text.
● After that, they will be engaged in the discussion to use appropriate adjectives
relevant to the context.
● Finally, they will produce a text to describe the attributes of someone from their
friends or family.
In doing so –
Firstly, SS will be exposed to a text and identify various types of adjectives
from the storyline.
Instruction: (i) Ask SS to read the text ‘A Day of Mina’ referring to activity 7.1
(ii) Check if there are any unknown words and try to elicit the meaning of unknown
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vocabulary from SS. If it’s needed, the teacher will help with the meanings (iii) Engage
SS in activity 7.2 in groups/pairs and monitor. (iv) In activity 7.3, tell the students to
work in pairs where one student will ask questions and the other one will answer from
the table. (v) Complete the tasks in one and a half hours.

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 A Day in The Life of Mina

Activity 7.2:
Discuss in groups/pairs and find out a few words that describe the following:
(One is done for you.)
Names Descriptions
The road Muddy and slippery
Mina
The old man
The dog
The boy
Mina’s classmate
The field
Her relationship with her mother

Suggested answers of 7.2

Names Qualities
The road Muddy and slippery
Mina helpful, kind, punctual
The older man tall
The dog Red, Frightening
Mina’s classmate wet
The field sloppy
Her relationship with her mother cordial and friendly

Activity 7.3:

Read the story again, and practice the activity in pairs. Make five questions
from the table below and then find out the suitable answers from the story.
One is done for you.
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Question: How was Mina?

Answer: Mina was helpful.

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 Teachers’ Guide: English

Questions
Mina?
the field?
the boy?
How was the road?
the dog?

Secondly, SS will experience the use of appropriate adjectives in relevance

to the context.
Instructions: (i) Engage SS in activity 7.4 – 7.5 in groups/pairs and monitor
(ii) Engage SS to do peer checking and elicit answers (iii) Complete the task
in two hours.
Activity:
In group/pairs, find out the meanings of the following adjectives and use
them in your sentences. The first one is done for you.

Gloomy Muddy Frightening Scared Fearless Kind

Friendly Punctual Attentive Playful Cordial Sloppy
1. Gloomy: Dull The weather looks gloomy today.
2. Muddy: Dirty………………………………………………
3. Frightening: Terrifying……………………………………………..
4. Scared: Afraid…………………………………………………..
5. Fearless: Not afraid…………………………………………………
6. Kind: Generous……………………………………………………
7. Friendly: Cordial………………………………………………..
8. Punctual: Being on time……………………………………………….
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9. Attentive: Mindful……………………………………………….
10. Playful: Lively……………………………………………….
11. Cordial: Friendly………………………………………………
12. Sloppy: Untidy………………………………………………

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 A Day in The Life of Mina

7.5 Game
Work in groups of 3. Go and find out the adjectives in the poem “Little Red”
pasted on the wall.
(In a group of 3, one will be the writer, and the other two will be messengers.
Hang/paste 5-6 copies of the poem “Little Red” on the walls and ask the groups
to run, read and find out the adjectives. The messengers will run around the
class and find out adjectives from the poem on the wall and come back to the
writer and say the word. The writer will write them down. Then each group
will share the adjectives with the class. The group which will collect more
adjectives will be the winner.)

Little Red
Once there was a girl,
And her name was Little Red,
She set off to her grandma’s house,
For Gram was sick in bed.

She wandered through the forest,

With her basket full of bread,
She ran into the Big Bad Wolf,
“Where Are you going?” he said.

“I’m headed to my grandma’s house,

Can’t stop to talk,” said Red.
The sneaky wolf, he made a plan,
And then away he sped.

When Red got to her Grandma’s house,

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She saw her there in bed,

“oh, what big eyes, and ears, and teeth,
You have upon your head!”

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 Teachers’ Guide: English

“The better to eat you with my dear”

The hungry wolf just said.
“Please don’t eat me,” said Little Red,
“Just eat my bread instead”.

Finally, SS will produce a text to describe the attributes of someone from

their friends or family.

Instructions: (i) Engage SS in activity 7.6 – 7.7 in groups/pairs and monitor (ii) Invite
SS to do peer checking and elicit answers (iii) Complete the task in two hours.

Activity:

7.6 Read the conversations and describe Mina using adjectives.

Situation 1

Asking for a pen

Sabuj: Hey, Mina. Can I have your pen, please?
Mina: Yes, sure. Here it is. Please take it.
Sabuj: Oh, Mina. Thank you so much. You just saved me.
Mina: Mention not, Sabuj. It’s my pleasure.
Describe Mina with some adjectives in this situation: Polite, Helpful, Cordial,
Friendly.

Situation 2
Helping Grandmother
Mina: Grandmother, you look cold. Can I help you?
Grandmother: Yes dear. Can you bring me the blanket, please?
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Mina: Of course. Here is the blanket.

Grandmother: Thank you, dear.
Mina: Ask me if you need anything else.

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 A Day in The Life of Mina

Grandmother: Ok, my dear.

Describe Mina with some adjectives in this situation: Caring, Kind, Responsible.

Situation 3
Helping a beggar
Street beggar: Hello girl! Could you please help me?
Mina: Hello, uncle! How can I help you?
Street beggar: I’m starving. Can you please give me some food?
Mina: Yes, take this apple.
Street beggar: So kind of you, my dear. Thank you.
Mina: It’s my pleasure.
Describe Mina with some adjectives in this situation: Kind, Helpful, Sympathetic

Situation 4
Studying regularly
Father: Hey, Mina. What are you doing?
Mina: Hello, Dad. I’m studying.
Father: It’s good to see you study regularly.
Mina: Thank you, Dad.
Describe Mina with some adjectives in this situation: Responsible, Attentive,
Sincere.

Situation 5
Feeding street dog
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Plabon: Hey, Mina. What are you doing?

Mina: Hi, Plabon. I’m feeding this dog.
Plabon: Aren’t you scared of dogs? They can bite you.

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 Teachers’ Guide: English

Mina: No, I think they are not harmful.

Plabon: Ok. I see. But I’m so afraid of dogs.

Describe Mina with some adjectives in this situation: Brave, Fearless, Kind.

7.7 Write a short text answering the questions and then compare it
with a your friends.
● How many members are there in your family?

● Who are they?

● What are their names?

● Describe them using 3-5 adjectives. You may use adjectives from the list, or
you can use them on your own.

Hardworking Punctual Friendly Rude Polite

Loving Funny Tidy Affectionate Strict

Smart Caring Gentle Lazy Honest

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 8
Bangabandhu, My Inspiration
The focus of this experience is on:

Competency 3: Ability to appreciate a democratic atmosphere in communication

and participate accordingly

Therefore, in this experience

SS will experience, reflect on and use common verbal and non-verbal expressions
(linguistic, vocal and gestures etc.) for expressing intentions, attitudes, feelings, and
conventions promoting and maintaining democratic values and practices in and
outside the classroom.

Experience (5 hours)

● Firstly, SS will watch/listen to a short video/audio clip on Bangabandhu and will

discuss Bangabandhu’s childhood.
● Then, they will be exposed to a reading text on Bangabandhu.
● After that, SS will make a list of attributes that describe Bangabandhu. SS can
also do research by reading other books and explaining those characteristics in
writing based on some incidents.
● Finally, SS will produce a written text on the key two-three attributes
of Bangabandhu. They will focus on the attributes they want to acquire,
why they want to acquire them, and how they plan to acquire those.

In doing so –
Firstly, SS will watch/listen to a short video/audio clip on Bangabandhu and
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will discuss Bangabandhu’s childhood.

Instructions: (i) Engage SS in activity 8.1 in pairs. If there is no provision for a
projector/multimedia in the class teacher can use their phone to play the video/audio
clip. (ii) Ensure participation of all SS during the activity and elicit answers from the

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 Teachers’ Guide: English

whole class. (iii) Now engage SS in activity 8.2 in groups/pairs. (iv) Check if there are
any unknown words and try to elicit the meaning of the words from the SS. (v) Now
engage SS in activities 8.3 and 8.4 in pairs (vi) Complete these tasks in two hours.

Answer key of Activity 8.2

1d, 2i, 3b, 4a, 5h, 6c, 7f, 8g, 9e
Answer key:
Read the text again and ask and answer the following questions in pairs.
1. What was Bangabandhu’s dream?
Answer: Bangabandhu’s dream was to make Bangladesh independent.
2. Why do people call him ‘The Father of the Nation”?
Answer: People call him ‘The Father of the Nation” because he sacrificed every
bit of himself and led Bangladesh to achieve its independence.
3. How do you know he was courageous?
Answer: He was never afraid of speaking against injustice, even once the chief
minister of undivided Bengal, Sher-e-Bangla AK Fazlul Haque visited the
school. Then, Mujib along with his friends came forward with their demands to
repair the school hostel’s roof. That’s how I know he was courageous.
4. What was his favourite sport?
Answer: His favourite sport was football.
5. Why did he read newspapers?
Answer: He read newspapers to gather knowledge.

Secondly, SS will make a list of attributes that describe Bangabandhu by

reading other books and/or watching videos/documentaries on The Father
of the Nation.
Instructions: (i) Engage SS in activity 8.4 in groups/pairs (ii) Ensure participation of
all SS during the activity and elicit answers from the whole class (iii) Complete the task
in one hour.

8.4 Read the text again. In pairs/groups, discuss the following qualities of
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Bangabandhu and describe those with an example in the next column to it. If you
need, you can read any books, articles, etc for reference. One is done for you.

Answer key:

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 Bangabandhu, My Inspiration

Qualities   Description

He was a dreamer because he had a dream that one day

1. Dreamer Bangladesh would be a free and peaceful country.

He was always careful, and loved the people and spoke for
2. Great leader all of us. That’s why he was a great leader.

From his very childhood, he always stood by his friends in

3. Helpful times of need by giving them textbooks, umbrella etc.

4. Courageous Because he was not afraid to speak up against injustice.

He loved to play football, volleyball, and hockey. He had a

5. Good player reputation as a team player.

6. Knowledgeable He gathered knowledge by reading newspapers.

He influenced the Bengalees by charismatic words to fight

7. Great speaker against injustice. So, we can call him a great speaker.

He loved people and was always surrounded by them. He

8. Friendly could mix with people easily.

From his very childhood, he always stood by his friends in

9. Kind times of need. So, he was kind.

Because he dreamt of seeing Bangladesh as a free, peaceful,

10.A true patriot and prosperous nation.

Finally, SS will produce a written text explaining some of the key attributes
of Bangabandhu that they want to acquire.
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Instructions: (i) Engage SS in activity 8.5 in pairs (ii) Ensure participation of all SS
during the activity and use a rubric to assess student engagement (iii) elicit answers
from the whole class and use a grammar correction checklist to provide feedback on
the writing (iv) Complete the task in two hours.

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 Teachers’ Guide: English

9
Politeness
The focus of this experience is on:

Competency 2: Ability to use appropriate vocabulary/ expression (in form of

synonyms, antonyms, phrases, etc.) in accordance with the context.

Therefore, in this experience

Students will be exposed to different genres of texts, and reflect on the required
linguistic features (in form of vocab, phrases, types of statements, nature of sentence
construction, etc), based on what will produce texts.

Experience (5 hours)
● Firstly, SS will be asked to share their experience about how they seek help
from others.
● Then, SS will be exposed to a few conversations containing modal verbs.
● After that, SS will be engaged in the discussion to identify different features of
modal verbs in different contexts.
● Finally, SS will produce a text using modal verbs.
In doing so -

Firstly, SS will share their experience about how they usually seek help
from others.
Instruction: (i) Engage SS in activity 9.1 (ii) Provide SS sufficient time to speak and
give clues (e.g., how do you seek help from your seniors? How do you request your
friend or teacher to borrow a book?) (iii) Complete the task in 30 minutes.

Activity: 9.1
In groups, talk about a situation you asked for help from your teacher, friend, or
senior. Then write down the sentences which contain can, could, may, might, must,
have to, should and underline them.
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Now try to find the answers to the following questions in the group discussion.
● What do the underlined words mean?
● What are they called?
● How are they different from other auxiliary verbs?

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 Politeness

Secondly, SS will read texts and reflect on the use of modal verbs.
Instruction: (i) Engage SS in activity 9.2 and tell them to underline the unknown word
(ii) Then ask SS to make groups and engage them to do activity 9.3 (iii) Ask them to do
peer checking (iv) Guide them to find the actual meaning of the sentences and expose
them to modal verbs (v) Complete the task in one and half hours.
ুঁ
Modal Verbs ব্যবহারের নিচের Note টি পড়। এখন দলে ভাগ হয়ে নীচের বাক্্যগুলো�ো থেকে ভুল খুজে
বের কর এবং সঠিক বাক্্যটি লিখ। তারপর শ্রেণিতে বাক্্যগুলো�ো Share কর।
Note:
1. বিভিন্ন Subject এর সাথে Modal Verbs এর পরিবর্্তন হয় না।
2. Modal Verbs এর পরে to বসে না।
3. Modal Verbs এর পরে not ব্যবহৃত হয়। Modal Verbs এর পূর্্ববে কখনও don’t/
doesn’t/did’t/isn’t/aren’t/wasn’t/weren’t ব্যবহৃত হয় না।

Note:
1. Modal verbs do not change form with different subjects.(বিভিন্ন Subject এর
সাথে Modal verb এর পরিবর্্তন হয় না।)
Example- He can swim.
He cans swim. X (not correct)
2. Use a base verb after a modal. Do not use ‘to’. ( Modal এর পরে মূল verb ব্যবহার
কর। To ব্যবহার করো�ো না।)
Example- He might join the class party.
He might to join the class party. x (not correct)
3. Use not after modal. Do not use don’t, doesn’t, isn’t, aren’t, wasn’t, or
won’t. (Modal পরে not ব্যবহৃত হয়, don’t, doesn’t, isn’t, aren’t, wasn’t or won’t
ব্যবহৃত হয় না।)
Example- You should not disobey the traffic rules.
You don’t should disobey the traffic rules. X (not correct)

Activity: 9.2
Read the conversations.
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Polite request by using ‘can, could, may’

Suppose a student is seeking help from a teacher, and the conversation is like this-
Student: May I come in sir?
Teacher: Yes, please.

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 Teachers’ Guide: English

Student: Sir, I didn’t understand this topic. Could you please explain this again, sir?
Teacher: Sure. I will. But before I explain, you should read chapter two of this book.
Student: I don’t have this book. Can I please borrow your book for a while?
Teacher: Sure. But return it to me in two days and read attentively or you could fail to
get my explanation.
Student: I will sir. Thank you so much.
Teacher: Welcome.
Activity: 9.3
Note:
1. বিভিন্ন Subject এর সাথে Modal Verbs এর পরিবর্্তন হয় না।
2. Modal Verbs এর পরে to বসে না।
3. Modal Verbs এর পরে not ব্যবহৃত হয়। Modal Verbs এর পূর্্ববে কখনও don’t/doesn’t/did’t/
isn’t/aren’t/wasn’t/weren’t ব্যবহৃত হয় না।
We use ‘must, have to’ for obligation. To indicate possibility we use ‘might’.
(বাধ্যবাধকতা অর্্থথে আমরা must, have to ব্যবহার করি এবং সম্ভাবনা অর্্থথে might ব্যবহার করি।)
Suppose, two friends are planning to go on a picnic and the conversation is like this-
Ratna: Hi Jibon, we are going on a picnic the next week. Would you like to join us?
Jibon: I would love to join you. But I must take permission from my parents.
Ratna: Ok. I think they will allow you.
Jibon: They might allow me. I have to take some preparation for it as well.
Ratna: That’s good. I hope you will join us.
Jibon: I hope so.

Note
1. Modal verbs do not change form with different subjects.
Example- He can swim.
He cans swim. X (not correct)
2. Use a base verb after a modal. Do not use ‘to’.
Example- He might join the class party.
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He might to join the class party. x (not correct)

3. Use not after modal. Do not use don’t, doesn’t, isn’t, aren’t, wasn’t, or won’t.
Example- You should not disobey the traffic rules.
You don’t should disobey the traffic rules. X (not correct)

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 Politeness

Answer Key: 9.3

a. I can’t do the exercise.
b. You must give up bad habits.
c. She will return soon.
d. My friend might help us.
e.My grandma can stay with us.

Thirdly, SS will engage in discussion to identify the value of modal verbs in

meaningful conversations.

Instruction: (i) Engage SS to do activities 9.4 – 9.6 in groups (ii) Engage them to do
peer checking and in group discussion (iii) Guide SS to find out the correct answers (iv)
Complete the task in 2 hours.

9.4 In groups, make sentences of your own using the given modal verbs.

Request politely
Modal Verbs Sentences
Can
Could
May

Obligation
Modal Verbs Sentences
Must
Have to

Possibility
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Modal Verbs Sentences

May
Might

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 Teachers’ Guide: English

9.5 Activity for Polite Request.

Suppose that you have gone on a trip to Cox’s Bazar. You need to know something
about this new place. You want to ask the following questions to someone. Now,
rewrite these questions/sentences in polite form.
i. What time is it?
…………………..you tell me what time it is?
ii. Where is the nearest hotel?
…………………..you tell me where the nearest hotel is?
iii. Where is the ATM booth?
…………………..you tell me where the ATM booth is?
iv. Give me a change for a hundred taka note.
…………………..I have a change for a hundred taka note?
v. What would be the best route to the beach?
………………..you tell me what the best route to the beach would be?
Sample answers of 9.5
i. Could, ii. Could, iii. Could, iv. Can, v. Would
Activity 9.6
See the illustrations and respond to the situations in writing.
Situation-2: Jibon wants to borrow a pen from Ratna. What should Ratna do?
Suggested response: Ratna should give him a pen
Situation-3: Someone is bullying your friend. What should you do?
Suggested response: You should protest
Situation-4: In Bangladesh, road accidents occur frequently. What can be done to
avoid road accidents?
Suggested response: I must obey the traffic rule.
Situation-7: One of your friends was absent from class on Sunday. Now, how can you
help him?
Suggested response: You can help him by giving class notes if he wants.
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Context-9: Cloudy Sky. Now, Predict the weather.

Suggested response: It might rain.

Finally, SS will produce text.

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 Politeness

Instruction: (i) Engage SS in activity 9.7 (ii) Provide SS sufficient time to speak and
give clues (iii) Use grammar correction checklist to assess writing (iv) Complete the
task in one hour.

Activity:
9.7 Complete the writing.
Write down 10 sentences using modal verbs about “Your responsibility as a student
towards yourself and your community”. For example, you can start with:
As a student, I must study regularly. I should not waste my
time…………………………………………………
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 Teachers’ Guide: English

10
The Boy Under the Tree
The focus of this experience is on:
Competency 3: Ability to appreciate a democratic atmosphere in communication
and participate accordingly.

Therefore, in this experience

SS will experience, reflect on and use common verbal and non-verbal expressions
(linguistic, vocal and gestures etc.) for expressing intentions, attitudes, feelings, and
conventions promoting and maintaining democratic values and practices in and
outside the classroom.
● Firstly, SS will talk about their favourite sports that they usually play during
the school/tiffin break.
● Then, they will reflect to comprehend the idea of gender inclusion in choosing
sports.
● After that, SS will be exposed to a story of a physically-challenged student
followed by a discussion on inclusiveness.
● Finally, SS will provide their ideas on how they can maintain inclusiveness in
some given social situations/instances.
In doing so –
Firstly, SS will talk about games and sports and will reflect to discuss gender
inclusiveness in choosing games and sports.
Instructions: (i) Engage SS in activities 10.1 and 10.2 in groups/pairs. (ii) Elicit
answers from the whole class. (iii) Now engage SS in activities 10.3 and 10.4 in
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groups/pairs. (iv) Provide SS sufficient time to think and discuss; give clues if requires.
(v) Ensure participation of all SS in the discussion, and use rubrics to assess student
engagement. (vi) Ask each group to share their findings in the class. (vii) Complete
these tasks in one and a half hours.

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 The Boy under the Tree

Secondly, SS will be engaged in reading a story about a physically-challenged

student.
Instructions: (i) Engage SS in activity 10.5 in groups/pairs. (ii) Check if there are any
unknown words and try to elicit the meaning of unknown vocabulary from SS. (iii)
Engage SS in activities 10.6 in groups/pairs and do peer checking. (iv) Now ask SS to
do activity 10.7 in groups/pairs and monitor. (v) Give them sufficient time to discuss
prior to writing the answers. (vii) Complete these tasks in two hours.
Answer key:
10.6 Read the story again. Now choose the correct words/phrases to make
the following sentences meaningful.
tiffin, under, interested to, plays, usually, an idea, happy, follow, smile
a. Zahin _plays__ with his friends in the __tiffin__ time.
b. Jamal __usually__ watches his friends play sitting ___under__ a Banyan
tree.
c. Jamal is also ___interested to___ _____ play with his friends.
d. Zahin finds ____an idea_ _____ to make his friend Jamal __happy___.
e. We all should __follow____ Zahin to make a friend _smile_____.

10.7 In groups/pairs write the answers to the questions given below. Then,
exchange your copy with other groups/pairs.
a. Who are Zahin and Jamal?
Answer: Zahin and Jamal are classmates.
b. What does Zahin notice while playing cricket?
Answer: Zahin notices that a boy was sitting under the banyan tree while they
are playing cricket.
c. What does Jamal usually do during the tiffin break?
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Answer: In the tiffin period, Jamal usually sits under the banyan tree and watches
his classmates playing cricket.
d. What is Zahin’s plan to include Jamal in the game?

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 Teachers’ Guide: English

Answer: Zahin’s plan is to play chess so that Jamal can join them.
e. Do you have any students who are physically challenged in your class/school?
Answer: Yes/No.
f. Have you done anything like Zahin to make them smile? If yes, write in short.
Answer: The answer varies. The answer may be-
Yes, once we arranged a sound-producing cricket ball to play with one of our
classmates who was visually challenged.
g. Write 5 ways you can help physically challenged students in your school.
Answer:
1. Assist them to step up the stairs.
2. Help them take class notes.
3. Involve them in playing.
4. Assist them to enter the school and move into the classroom.
5. Make them feel included.
Finally, SS will provide their ideas on how they can maintain inclusiveness in some
given social situations/instances.
Instructions: (i) Engage SS in activity 10.8 in groups/pairs and monitor. (ii) Give them
sufficient time to discuss prior to writing the answers. (iii) Ensure participation of all
SS during the discussion, and use rubrics to assess student engagement. (vi) Ask
each group to share their findings in the class. (vii) Complete the task in two hours.
Answer key:
Activity 10.8
10.8 In groups/pairs, read the following situations and then write what you can do
in those situations to make your friend smile.
Situation one: To make Rida feel included we will always invite her in every aspect
of our school life. For example, in our group discussion, we will ask her to share her
opinions. Sometimes we will play such games that she can also play like cricket with
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a sound-producing ball, ludo, chess etc. Whenever we study in a group, we will never
exclude her. We will try to help her in studying.
Situation two: Firstly, we will accept that Marche Chakma came from a different place,
so it is normal that his Bangla pronunciation will not be appropriate like ours. That is
why we will never make him feel embarrassed and resist others mocking her. We will

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 The Boy under the Tree

also help her to learn our language. We will include him in our cultural festivals, games,
picnics, and group discussions so that he can feel more welcome.
Situation three: Firstly, we will not make him feel neglected in school. We
can make the school environment friendly for him. Sometimes we can gift him
something such as a pencil, eraser, colour pencil, toys etc, and we can share food
with him. At festivals, we can invite him to our home, and we can also visit his
house as well.
Situation four: We can join her festivals to make her less alone. Besides, we can
invite her to join our festivals.
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 Teachers’ Guide: English

11
Meeting an Overseas Friend
The focus of this experience is on:

Competency 1: Ability to communicate with relevance to given contexts.

Therefore, in this experience
Students will be exposed to various authentic/simulated instances, and reflect
on the required features of a given context to communicate with peers and
adults with a wide range of vocabulary using multiple strategies.

Experience (5 hours)

● Firstly, SS will share their approaches to communicating in different

circumstances.
● Then, SS will be exposed to a conversation between a Bangladeshi and a
foreign boy talking about different manners and etiquette.
● After that, SS will be engaged in group discussions to find cultural differences
in communication.
● Finally, SS will play a role in a group according to given situations, and/or SS
will address some appropriate forms of conversations from the given situations;
or complete 2/3 incomplete conversations.

In doing so –
Firstly, SS will share their approaches to communicating in different circumstances.

Instruction: (i) Engage SS in activity 11.1 and monitor. (ii) Provide SS sufficient time
to think and give clues if requires, and demonstrate asking and answering questions.
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(iii) Now engage SS in activity 11.2 in pairs/groups. (iv) Do peer checking and elicit
answers from the whole class. (v) Complete these tasks in one hour.

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 Meeting an Overseas Friend

Note:
Greeting:
A greeting is something friendly that we say or do when we meet someone
(e.g., hello, hi, Assalamu Alaikum, Namaskar, Adab, Good Morning, etc.).
Address:
When we talk to someone, we address them. Sometimes we use their names
(e.g., Dipok, Helal Chacha, etc.), or titles (e.g., Ms. Yesmin), and sometimes
we use a word that shows our feelings for them (e.g., my son, dear friend,
etc.).
Refusal:
A refusal is when we say no to someone or we disagree with something (e.g.,
No, I’m not. Sorry that I can’t take it, etc.).
Closing:
The way we end a conversion (e.g., see you again, bye, good night, etc.)

Answer key:

11.2 In pairs/groups, discuss the following questions. Then, write the answers in
the table below. One is done for you.

a. Who do you talk to every day?

Answer: I talk to some people regularly. For instance, my mother, my father, my sister,
my brother, my grandmother, my grandfather, my teachers and my friends.

b. How do you greet them?

Answer: I greet older persons by giving them a Salam.

c. How do you address them?

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Answer: I address my parents by saying ‘abbu/baba/dad’, ‘ammu/ma/mom’. I address

my grandparents as dada and dadi. I address my friends by their names. I address my
siblings by apu and bhaiya.
d. How do you accept or refuse someone/something?

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 Teachers’ Guide: English

Answer: I accept someone/something by thanking him/her. For example, ‘Thank you

so much, I will be happy to do it or have it.
I always try to be polite whenever I need to refuse someone or something. For example,
‘I’m extremely sorry, I can’t join you now’.
e. How do you end the conversations?  
Answer: I always end the conversation by saying goodbye/have a nice day/ take care/
see you later, etc.
Secondly, SS will be exposed to a conversation between a Bangladeshi and a
foreign boy talking about different manners and etiquette.

Instruction: (i) Engage SS in activity 11.3 and monitor. (ii) Check if there are any
unknown words and try to elicit the answers from the students. (iii) Now engage SS in
activities 11.4 and 11.5 in pairs/groups. (iv) Do peer checking and elicit answers from
the whole class. (v) Complete these tasks in two hours.

Activity 11.4

Answer key: Answers are in bold

11.4 Here are some words from the above conversation. The meanings of
these words/phrases are given below with alternatives. Choose the best
answer among the four.
A. I find it interesting the way you address the people you meet. Here the underlined
word means-
i) valuable
ii) familiar
iii) different
iv) rare

B. We say hello to elders and strangers. Here the underlined word means-
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i) Elderly persons
ii) Youngers
iii) Seniors
iv) Unknown persons

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 Meeting an Overseas Friend

C. We have cultural differences around the world. Here the underlined word means-

i) Exchange
ii) Choices
iii) Varieties
iv) Practice
D. We usually say no directly. Here the underlined word means-

i) Personally
ii) Simply
iii) Straightly
iv) Lately

E. I used to think that everyone greets us the way we do. Here the underlined word
means-

i) Never in the past

ii) Sometimes in the future
iii) Always in the past
iv) Always in the future

Activity 11.5

Answer key:

  11.5 Now in pairs/groups, ask and answer the following questions.

a.Who are Leonard and Dalia?
Answer: Leonard is from Canada and Dalia is from Bangladesh. Both read in class six.

b.What did Leonard find interesting in addressing people?

Answer: Leonard found A interesting the way Dalia addressed the people she met.

c. In Canada, how do people call their teachers?

Answer: In Canada, people call their teachers by their names.
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d. How do Muslims and Hindus greet each other in our country?

Answer: Muslims greet each other by saying ‘Assalamu-Alaikum and Hindus greet
each other by saying ‘Namaskar’

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 Teachers’ Guide: English

e.How do the people of Canada say ‘no’ to others?

Answer: Canadian people do not say ‘no’ directly. Instead, they use words such as
‘apology’, ‘I am afraid’, ‘sorry, but’, then they explain why they are refusing.

Thirdly, SS will be engaged in a discussion to find cultural differences in

communication.

Instruction: (i) Engage SS in activity 11.6 in groups/pairs. (ii) Do peer checking

and elicit answers from the whole class. (iii) Complete the task in one hour.

Activity 11.6
Answer key:
11.6 Read the conversation again. In pairs/groups, identify the cultural
differences between in the communication of the Bangladeshis and
Canadians.

Bangladeshi
Foreign/Canadian Culture
Culture
Addressing elders Uncle, Aunty. By his/her first name
Sister. Brother
Addressing strangers Brother, Sister, Hello
Bhai
Addressing teachers Sir Either first name if informal
or Mr/Mrs/Dr/Professor+
surname in formal contexts.
Greeting teachers By giving salam or By saying good morning/good
namaskar or adab afternoon etc
Greeting elders By giving salam or good morning and good night.
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namasker or adaab

Greeting strangers By giving salam or good morning and good night

namasker or adaab

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 Meeting an Overseas Friend

Greeting friends/ Hi Hi
youngers
Refusing something/ By directly saying Use words ‘apology’, ‘I am
someone no. afraid’, ‘sorry, but’, then
explain why we are refusing.

Finally, SS will address some appropriate forms of conversations from the

given situations and act them out.

Instruction: (i) Engage SS in activity 11.7 in pairs. (ii) Elicit answers from the
whole class. (iii) Complete the task in one hour.

Answer key:
Activity 11.7
11.7 Now read the following conversation. In pairs/groups, complete it with
appropriate words/expressions. Practise the conversation in pairs. And
later, act it out in front of the class.

Rakib: Hi. Good afternoon.

(Respectful initiation)
Scott: Hello. Good afternoon.
(Response and comprehension)
Rakib: I see that you are holding a book on birds. Are you interested in wildlife?
(Inquiring and probing)
Scott: Yes. I really enjoy reading about wildlife. Do you like them as well?
(Actively listening and showing understanding)
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Rakib: Yes indeed. That’s why when I saw you with his book, I had to ask you whether
you are also an animal lover? I am Rakib by the way.
(Clearing the reasoning for conversation initiation)

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 Teachers’ Guide: English

Scott: Nice to meet you, Rakib. My name is Scott.

(Comprehension)
Rakib: Nice to meet you, Scott. What do you think about this book fair?
(Enquiring and probing)
Scott: I read about this book fair earlier, but I did not know that there would be
more than 400 stalls. There are so many books to check out and buy.
(Being clear and concise)
Rakib: Yes, I have already bought two science fictions, one fiction, and a poetry
collection. The more stalls I visit, the more I want to buy.
(Actively listening and adding to the conversation)
Scott: I understand how you are feeling. I feel the same way. A copy of Wildlife was
the last book on my list. I will go home now. It was nice to meet you, Rakib.
(Clarifying)
Rakib: I still have a book to buy. After that, I will go home. It was nice to meet
you too, Scott.
(Respectfully showing understanding)

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 12
Medha’s Dream

The focus of this experience is on:

Competency 2: Ability to use appropriate vocabulary/ expression (in form

of synonyms, antonyms, phrases, etc.) in accordance with the context.
Therefore, in this experience

Students will be exposed to different genres of texts, and reflect on the required
linguistic features (in form of vocab, phrases, types of statements, nature of
sentence construction, etc), based on what will produce texts.

Note:
Tense refers to the time when an action takes place. According to time, there
are three main tenses.

The Present Tense refers to an action in the present and a habitual, or ex-
tremely true action.

The Past Tense refers to an action in the past.

The Future Tense refers to an action that will take place in future.

Experience (5.5 hours)

● Firstly, SS will talk about the purpose of a diary.
● Then, SS will be exposed to a story to identify different forms of tenses.
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● After that, SS will engage in discussion about the uses of different tenses in
different contexts.

● Finally, SS will use different tenses in producing sentences.

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 Teachers’ Guide: English

In doing so –

Firstly, SS will talk about the activities they usually can note down in a diary.

Instruction: (i) Show SS the illustration of an opened diary and engage in activity 12.1
(ii) Help them to discuss in groups/pairs what they probably can do with a diary. Provide
necessary clues (e.g., SS can write about their important things and/or memorable or
interesting things in a diary; SS can note down what they are planning to do in the next
few days (iii) During discussions, help SS notice the things they did and that they will
do in terms of verbs and tenses (iv) Engage SS in the activity 12.2 in groups/pairs and
provide SS sufficient time to think (v) Ask them to write three complete sentences (e.g.,
I played …; I went to…) (vi) Monitor and elicit answers (vii) Give them initial ideas of
three tenses along with sufficient examples. (viii) Complete the task in one and a half
hours.
Secondly, SS will read the story and identify tenses from some sentences.
Instruction: (i) Ask SS to read the story referring the activity 12.3 and then
engage in activity 12.4 in pairs (ii) Help them with the meaning of the story,
e.g., explaining difficult vocabulary (iii) After the completion of the task 12.4,
engage them in peer checking (iv) Give feedback while eliciting answers (v)
Complete the task in one hour.
Sample answers of 12.4
1. Present Simple/ Indefinite

2. Past Simple/ Indefinite

3. Present Simple/ Indefinite

4. Past Simple/Indefinite

5. Future Simple/ Indefinite

6. Past Simple/ Indefinite

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7. Present Progressive/Continuous

8. Future Simple/Indefinite

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 Medha’s Dream

Thirdly, SS will be familiar with the structures of different tenses and write
structures of some sentences.
Instruction: (i) Engage SS in activity 12.5 – 12.8 (ii) Ask SS to notice the
structures of the given sentences (iii) For activity 12.6, ask them to read the story
again and write structures of 10 sentences individually from there (iv) For all the
activities do peer checking (v) Finally elicit answers and provide feedbacks (vi)
Complete the task in two hours.
Sample answers of 12.8
1. go
2. rises
3. helps
4. take
5. helped
6. got
7. played

8. will prepare
Finally, SS will produce sentences using different tenses.
Instruction: (i) Engage SS in activity 12.9 – 12.10 in pairs/groups (ii) Ask SS
to do peer checking (iii) Elicit answers and provide feedback (iv) Complete the
task in one hour.

For the game, if there is not enough space in the classroom for making a circle,
SS may be asked to play the game sitting on the benches. In this case, students
who will go out of the game (making mistakes) will stand up.
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 Teachers’ Guide: English

13
My Books

The focus of this experience is on:

Competency 4: Ability to comprehend and connect to a literary text using

contextual clues

Therefore, in this experience

Students will be exposed to different genres of literary texts, and reflect on the
elements of storytelling (plot, character and setting) which will enable them
to connect to the text, and based on that they will be able to express their
appreciation.
Experience (5 hours)
● Firstly, SS will reflect to discuss what are the new things they learned from
a book (Such as new words, use of adjectives, stories, poems, and features of
conversation)
● After that, SS will be engaged in a discussion on different perspectives of
reading books.
● Then, SS will read a poem and will be engaged in finding literal and intended
meaning, and different features of the poem.
● Finally, SS will produce a written text on their favourite book/story/poem
focusing on what makes this book/story/poem interesting to them. (or SS will
produce a short story/poem of their own.)
In doing so-

Firstly, SS will reflect to discuss what new things they learned from this
textbook.
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Instructions: (i) Engage SS in activity 13.1 in groups/pairs. (ii) Elicit answers

from the whole class. (iii) Now engage SS in activity 13.2 in pairs. (iv) Ensure
participation of all SS during the activity. (v) Complete these tasks in one and a
half hours.

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 My Books

Special instructions for activity 13.2: Make pairs and ask SS to count 1 & 2. All 1s
will stay in the same seats and all 2s will move and ask the question and note each
other’s responses. They will talk for 2 mins. At the end of 2 mins, the teacher will
clap or ring a bell and SS will move to the next partner. Likewise, every SS will ask &
answer the question.

Secondly, SS will read a poem and will be engaged in finding literal and
intended meaning as well as different features of the poem.
Instructions: (i) Engage SS in activity 13.3 in pairs. (ii) Recite the poem, and
then ask the students to recite it. Make sure all SS get the chance to recite in pairs
or individually. (iii) Now engage SS in activity 13.4 and do peer checking. (iv)
Then engage SS in activities 13.5 and 13.6 in pairs/groups. (v) Elicit answers
from the whole class. (vi) Complete these tasks in two and a half hours.

Answer key:
Activity 13.4

Column A Column B
a. Knights Across (e)

b. Gnomes To show the way to a group of people (f)

c. Quaint Lively (d)
d. Hearty A rank of honor for courage or special achieve-
ments (a)
e. Through Exciting experience (h)
f. Lead An imaginary small old bearded man with a hat
in children’s storybooks (b)
g. Winding A road with many turns (g)
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h. Adventuring (an Interesting person (c)

arrow symbol)

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 Teachers’ Guide: English

Activity 13.5
Answer key:
Characteristics of the poem ‘My Book’
1) Stanzas: The poem has 3 stanzas
I love my book – Knights and gnomes is stanza 1
Each time I read I make a call- And lead me through his wonderland is stanza 2
Each book is like- And take me off adventuring! is stanza 3
2) Rhyming words: homes-gnomes, call-small, hand-land, street-meet, sing-
adventuring

Answer key: The answers are in bold

Activity 13.6

a) ‘Books are the homes of queens and fairies.’- what does the sentence mean?
         i) Queens live in books happily.
        ii) Fairies live in books happily.
        iii) Both queens and fairies love to live in books
        iv) By reading books you can know about queens and fairies.
b) What does the poet compare books with?
        i) Gnomes
       ii) Quaint person
      iii) City street
      iv) New friends
c) What does the poem say about what can you do by reading books?
     i) Know the brave persons in history
     ii) Go to the wonderland
     iii) Make a call
     iv) Meet all the lovely people
d) How many stanzas are there in this poem?
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     i). Two
     ii) Three
     iii) Four

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 My Books

     iv) Five
  e) What is the rhyming word for ‘homes’?
     i) Queens
     ii) Small
     iii) Friends
     iv) Gnomes
Finally, SS will produce a poem of their own.

Instructions: (i) Engage SS in activity 13.7 in groups. (ii) Ensure participation

of all SS during the activity and use the rubric to assess student engagement.
(iii) Ask each group to recite their poem in front of the class. (vi) Complete the
task in one hour.

Special instructions for activity 13.7: Collect all the poems and make a spiral
binding/ paste into a diary. Later, share the poems with the SS.
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 Teachers’ Guide: English

14
Arshi’s Letter

The focus of this experience is on:

Competency 1: Ability to communicate with relevance to given contexts.

Therefore, in this experience

Students will be exposed to various authentic/simulated instances, and reflect on the

required features of a given context to communicate with peers and adults with a
wide range of vocabulary using multiple strategies.

Experience (6 hours)
● Firstly, SS will be engaged in a discussion on whether they have communicated
in writing to anyone they know.
● After that, SS will be exposed to a text and will reflect to identify some formal
and informal features used in letter writing.
● Then, they will be asked to re-write the piece of the letter according to the
situation and context.
● Finally, they will produce formal (official) and personal letters using appropriate
features according to the situation and context.

In doing so –

Firstly, SS will be engaged in sharing their experience of written forms of

communication with their friends and family.
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Instructions: (i) Engage SS in activities 14.1 and 14.2 in groups/pairs. (ii) As there are
no specific answers to those questions, encourage them to speak; give clues if required.
(iii) Complete the tasks in 30 minutes.

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 Arshi’s Letter

Secondly, SS will be exposed to a reading text, and then will reflect to identify
some formal and informal features (e.g., greetings and closing remarks) used in
letter writing.

Instructions: (i) Engage SS in activity 14.3 in pairs. (ii) Now engage SS in activity
14.4 and do peer checking. (iii) Now engage them in activities 14.5 and 14.6 in groups/
pairs. (iv) For 14.5 provide sufficient time to comprehend and give clues if needed. (v)
For 14.6, first do peer checking and then share the answers with the whole class. (vi)
Complete the task in two hours.

Activity 14.4

Words Meanings
a. Worried 1) Become afraid (c)
b. Abroad 2) To give water (d)
c. Scared 3) Not near (f)
d. Pour water 4) Feeling troubled or upset about something (a)
e. Forehead 5) Become puzzled and don’t know what to do (g)
f. Far away 6) A foreign country (b)
g. At a loss 7) The part of the face above the eyebrows (e)

Answer key: a+4, b+6, c+1, d+2, e+7, f+3, g+5.

Note:
Greetings:
‘Greetings’ are words that we write at the beginning of a letter or email to address a
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person. It’s also called ‘Salutation’. For example, If you write to your friend you can
use hello, dear, dear friend, Hey there, etc. If you write to your teacher you can use
‘Dear madam/sir’. So, which greetings you will use depends on your relationship
with the receivers.

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 Teachers’ Guide: English

Body:
‘Body’ contains the message of a letter or email. It should be simple, clear, and
direct. The language of the body can be formal or informal. Again, it depends upon
your relationship with the receivers.
Closing remarks:
‘Closing remarks’ are expressions that come at the end of the letter/email. It is a
polite way to end your message. We write the closing remarks right before our
name. The common closing remarks are sincerely yours, love, best, kind regards,
etc. Like greetings and body, which closing remarks you will use depends on your
relationship with the receivers.

Activity 14.6

When you write a letter/email When you write a formal letter/email to

to your friend your senior or teacher

Greetings Closing remarks Greetings Closing remarks

    Hi Rupa! Your friend, Dear Madam/Sir Yours truly,

Hi there All the best Dear Mr. Chowdhury Sincerely Yours

Hello Friend Bye Yours obediently

Cheers Yours

Best wishes

Best regards

Love
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Best

Regs

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 Arshi’s Letter

Thirdly, SS will be engaged in re-writing the piece of Arshi’s letter using appropriate
formal features (e.g., greeting, closing remark, etc) according to the situation and
context.

Instructions: (i) Engage SS in activity 14.7 in groups/pairs and elicit answers from
the whole class. (ii) Now engage SS in activity 14.8 in groups/pairs. (iii) Elicit answers
and provide feedback to the whole class. (iv) Complete the task in one and half hours

Answer key:
Activity 14.7

Hi Raisa! (This greeting is informal)

How are you? I didn’t see you at school yesterday. I called your mother’s mobile
number but the phone was switched off. Is everything OK?
Please let me know.
Take care.
Bye
Tamanna

Answer key:
Activity 14.8

Hello Madam,   
Assalamu Alaikum. I am Arshi, a student of class VI. My mother is unwell. My
father is abroad for work. I’m alone. Nobody is around to help us.
A doctor came to see my mother yesterday. He told me something that made me
scared. He told me that she seemed to have Dengue symptoms. He asked me
to keep the surroundings clean. He also told me to remove all the empty cans,
bottles and tubs etc. Who will do all these works? Who will give her medicine?
Who will pour water on her forehead when it is too hot? Who will feed her? Our
relatives live far away. I am at a loss and can not think properly.
I miss my classes. I miss my friends. Please forgive me, Madam.
Bye.
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Arshi Zaman,
Class Six, ID No: 003

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 Teachers’ Guide: English

Appropriate answer:
Dear Madam/Dear Ms Gulshan,
Assalamu Alaikum. I am Arshi, a student in class VI. I wanted to inform you
that my mother is very ill. She has been diagnosed with Dengue symptoms. My
father is abroad for work. Only I am here with my mother. I am the only one to
look after her but the doctor asked me to keep my surroundings clean. She has
no other caretaker. I am at a loss and don’t know what to do.
My apologies Ma’am but I need your advice on what to do.
Obediently yours,
Arshi Zaman
Class Six, ID No: 003

Finally, SS will produce formal or personal letters based on the given situation.

Instructions: (i) Now engage SS in activity 14.9 in groups/pairs.** (ii) Prior to

engaging SS in writing, give them enough time to plan and decide the topic, sender,
receiver, appropriate greetings and closing remarks required for the letters. (iii) Use a
grammar correction checklist to provide feedback on their writings. (iv) Complete
the task in two hours.

** Write different communication ways with suitable topics on pieces of paper

and ask every group to choose one without seeing what is written there. SS will
complete activity 14.9 based on that.

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 A Fresh Pair of Eyes

15
A Fresh Pair of Eyes
The focus of this experience is on:

Competency 4: Ability to comprehend and connect to a literary text using

contextual clues

Therefore, in this experience

Students will be exposed to different genres of literary texts, reflect on the

elements of storytelling (plot, character and setting) which will enable them
to connect to the text, and based on that they will be able to express their
appreciation.
Experience (Six hours)
● Firstly, SS will describe the surroundings of their houses (if there are rivers,
open sky, trees, ponds, green fields, playgrounds, etc. near their houses).
● Then, SS will engage in reading the story.
● After that, they will engage in discussing the interesting things in the text. SS
will also reflect to identify the characteristics of a story.
● Finally, they will produce some texts on given illustrations based on themes
extracted from the storyline using their imagination.

In doing so –
Firstly, SS will talk about the surroundings of their houses.

Instructions: (i) Engage SS in activity 15.1 in groups/pairs (ii) Provide SS sufficient

time to speak and give clues if needed (iii) Complete the task in one hour.
Activity:
15.1 Ask and answer the questions in pairs.
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a) Where do you live?

b) What things (river, house, yard, tree, etc) can you see in your surroundings?
c) What do you like most about your surroundings? Describe two of these.
d) Is there anything you do not like about your surroundings? What is that? Give
one reason. Secondly, engage SS to read the story.

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 Teachers’ Guide: English

Secondly, engage SS to read the story.

Instructions: (i) Ask SS to read the story individually, referring to activity
15.2 (ii) Check if there are any unknown words and try to elicit the meaning of
unknown vocabulary from SS. (iii) Engage SS in activities 15.3 in groups/pairs
and monitor (iv) Use rubrics to assess student engagement (v) Ask SS to do pair
checking (vi) Complete the task in one hour.

Activity:

15.3 Read the story again and rearrange the sentences given below to make
a meaningful story.
a. They stayed there for a few days and nights.
b. The son replied, “Now I understand that we are poorer than the farmer.”
c. One day a rich father visited a poor farmer’s family with his son.
d. After their return, the father asked his son, “Have you understood how
poor the farmers are?”
e. The father wanted to show his son how it was to be poor.

Sample Answers: c, e, a, d, b

Thirdly, engage SS in the discussion.

Instructions: (i) Engage SS in activity 15.4 in groups/pairs and monitor (ii)

invite SS to do peer checking and elicit answers (iii) Engage SS in activity 15.5
in groups/pairs and monitor. (iv) Use rubrics to assess student engagement
and democratic practice (v) Elicit answers and provide feedback (vi) Complete
the task in two hours.

Activity: 15.5
Read the following note and discuss the characteristics of the story in pairs.

Note: A story has a beginning and an end, character/characters, time, place,

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incident, and theme. These characteristics make a story different from a poem
or an essay.

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 A Fresh Pair of Eyes

Sample answers of 15.5: theme, beginning, ending, character, time, place,

moral
Finally, SS will produce texts both orally and in writing.
Instructions: (i) Engage SS in activity 15.6 and elicit answers (ii) Ask SS to
discuss in groups/pairs for activity 15.7 to generate ideas for the story. Help
them with clues, when required. (iii) In elicitation, allow peer feedback and add
your comments (iv) Use a rubric to assess student engagement. (v) Complete
the task in two hours.
15.6 Read the story ‘Into the Wild.’ Identify the following characteristics of
the story given below:
● The beginning
● The end
● Characters
● Incidents
● Time
● Place
● Theme

15.7 Discuss in groups and write a description individually on the illustrations.

You can also choose any other theme.

Note: While writing the description follow the guidelines below:

- Select the theme.
- Decide the time and place
- Now think, how will you start and end the description?
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 Teachers’ Guide: English

16
Save Our Home
The focus of this experience is on:

Competency 3: Ability to appreciate a democratic atmosphere in

communication and participate accordingly.

Therefore, in this experience

SS will experience, reflect on and use common verbal and non-verbal

expressions (linguistic, vocal and gestures etc.) for expressing intentions,
attitudes, feelings, and conventions promoting and maintaining democratic
values and practices in and outside the classroom.
Experience (6 hours)
● Firstly, SS will reflect and share their views on a safe home environment from
their experiences.
● Then, SS will be exposed to a comic strip on an environmental issue.
● After that, SS will be engaged in a discussion on the environmental issues
depicted in the comic strip.
● Finally, SS will recreate a comic strip (by writing/drawing/creating a comic
strip) to provide some environmental solutions based on their discussion.
In doing so –
Firstly, SS will share their views on a safe home environment from their
experiences based on some guided questions/clues.
Instructions: (i) Engage SS in activity 16.1 in groups/pairs and elicit answers from the
whole class. (ii) Now engage SS in activity 16.2 in groups. (iii) Provide SS sufficient
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time to think and discuss; give clues if required. (iv) Ensure participation of all SS
during the discussion, and use a rubric to assess student engagement. (vi) Ask each
group to share their findings in the class. (vii) Complete these tasks in one and a half
hours.

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 Save Our Home

Answer Key:
Activity 16.1

Things that are increasing in Things that are decreasing in your

your environment environment
1. roads 1. rivers
2. cars 2. ponds
3. houses 3. rain
4. heat 4. cultivable land
5. machines 5. trees
6. plastic 6. birds
7. market places 7. playgrounds
8. dust 8. animals
9. buildings 9. fishes
10. wastes 10. forests
11. rickshaws
12. floods
13. chemical fertilizer
14. brick fields
15. crops

Secondly, SS will engage in reading a comic strip and will reflect to discuss
the environmental issue depicted in the text.
Instructions: (i) Engage SS in activity 16.3 in groups/pairs. (ii) Check if there are any
unknown words and expressions, and try to elicit the word meanings from the class.
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(iii) Now engage SS in activity 16.4 in groups/pairs. (iv) Do peer checking and elicit
answers from the whole class. (v) Complete these tasks in one and half hours.

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 Teachers’ Guide: English

Answer key:
Activity 16.3

Expressions Meanings
1. Why the long face? It’s time to be happy. (3)
2. If not, what are friends It’s very sad! (4)
for?
3. Be done with your sad Life in the world isn’t as safe as it was
face. in the past. (5)
4. That’s awful! What makes you sad? (1)
5. What this world is coming In need, a true friend is always beside a
to! friend. (2)

Answer key:
Activity 16.4

The characters in the comic

The reasons for sadness
strip
1. Sifat his best friend is moving to another city
2. The tree There are no trees left
3. The bird It’s friends and family are homeless
4. The fish the pond is becoming small

Finally, SS will recreate a comic strip (by writing/drawing/creating a comic

strip) to provide some environmental solutions based on their discussion.  

Instructions: (i) Engage SS in activity 16.5 in groups/pairs. (ii) Provide them

sufficient time to think and elicit answers from the whole class. (iii) Now engage
SS in activity 16.6 in groups/pairs. (iv) Provide them sufficient time to think
and plan prior to writing the ideas. (v) Ensure participation of all SS during the
discussion. (vi) Complete these tasks in three hours.
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 Save Our Home

Answer key: Probable answers are in bold

Activity 16.5
a. If one of your best friends is unhappy, you will-
i) spend a good time with him
ii) offer some gifts.
iii) listen to him attentively
iv) tell a joke
b. If your friend, the bird, has lost its home as someone has cut the tree where
it used to live, you will-
i) buy it a cage
ii) plant as many trees as possible
iii) tell people not to cut trees
iv) make a new nest in a tree
c. If your friend, the tree, has lost its family to meet up human needs, you
will-
i) plant new trees
ii) tell people about the importance of trees
iii) write to newspaper against it
iv) make a long face
d. If your friend, the fish, has lost its home because people are filling the
water bodies, you will-
i) put it into an aquarium
ii) try to forget it
iii) make posters to make people aware
iv) talk to your friends and make a plan
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 Teachers’ Guide: English

17
King Lear
The focus of this experience is on:

Competency 4: Ability to comprehend and connect to a literary text using

contextual clues

Therefore, in this experience

Students will be exposed to different genres of literary texts, reflect on the

elements of storytelling (plot, character and setting) which will enable them
to connect to the text, and based on that they will be able to express their
appreciation.

Experience (5.5 hours)

● Firstly, SS will talk about their known genre of literary texts (e.g., poetry, short
stories).
● Secondly, SS will reflect to associate their ideas with play/drama in terms of
their preferences and in terms of literary features.
● Then, they will be exposed to an excerpt from King Lear and will engage in a
discussion on the features of a play.
● Finally, SS will produce comparative writing on different genres of literary
texts.
In doing so-
Firstly, SS will talk about their known genre of literary texts.
Instructions: (i) Engage SS in activity 17.1 in pairs. (ii) Now engage SS in activity
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17.2 in pairs/groups. (iii) Ensure participation of all SS during the activity and elicit
answers from the whole class. (iv) Complete these tasks in one hour.

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 King Lear

Answer key:
Activity 17.2
Literary Writings Characteristics
1. Short story common themes are time & space travel; explores the
impact of science on people. (5)
2. Play/Drama Has stanza, rhyme, and rhythm. (3)
3. Poetry Has the beginning, ending, characters, facts, time, place,
and theme and is short on length (1)
4. Fable Divided into acts and scenes, includes a plot, settings and
dialogues, etc. (2) [see the SS book]
5. Science fiction Short and has a moral lesson. (4)
Secondly, SS will reflect to associate their ideas with play/drama in terms
the literary features.
Instructions: (i) Engage SS in activity 17.3 in pairs. (ii) Ensure participation of all SS
during the activity and explain if requires. Make all the elements of a play/drama clear
to the SS with sufficient examples. (iii) Complete the task in half-hour.

Note-1:
A play is a form of literature written by a playwright. It is performed on a stage. A
play is more to be seen than to be read. Usually, a play has dialogues, characters, plot
(that is, the sequence of the story like a beginning, climax, ending, etc.), and setting
(that is, where the story is set). A play is divided into acts and scenes.

Thirdly, SS will be exposed to an excerpt from King Lear and will engage in
a discussion on the features of a play.
Instructions: (i) Engage SS in activities 17.4 and 17.5 in pairs. (ii) Ensure participation
of all SS during the activity and elicit answers from the whole class. (iii) Now engage
SS in activity 17.6. (iv) For activity 17.6, the teacher will encourage and help them to
prepare the set and costume. Later, in the Annual Cultural Program or any other
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suitable celebration, SS will act it out on the stage. (v) Complete these tasks in three
hours.

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 Teachers’ Guide: English

Answer key:
Activity 17.5

Column A (Characteristics) Column B (Examples)

1. Dialogue Cordelia: Nothing, my lord.
King Lear: Nothing?

2. Characters King Lear

3. Plot King Lear wants to know who loves him
the most and divides his kingdom
among them according to their love
4. Acts & scenes Act 1 Scene 1
5. Setting Ancient Britain

Finally, SS will produce comparative writing on different genres of literary

texts.

Instructions: (i) Engage SS in activity 17.7 in pairs/groups. (ii) Provide SS sufficient

time to discuss and give clues or examples if requires. (iii) Ensure participation of all
SS during the activity and use the rubric to assess student engagement. (iv) Complete
the task in one hour.

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 Four Friends

18
Four Friends
The focus of this experience is on:

Competency 4: Ability to comprehend and connect to a literary text using

contextual clues
Therefore, in this experience

Students will be exposed to different genres of literary texts, reflect on the

elements of storytelling (plot, character and setting) which will enable them
to connect to the text, and based on that they will be able to express their
appreciation.

Experience (5 hours)
● Firstly, SS will be engaged in sharing their memories of how they celebrate
their festivals.
● Then, SS will reflect to discuss the differences among various festivals in
Bangladesh.
● After that, SS will read a story and will be engaged in identifying the key
theme of the story.
● Finally, SS will discuss among themselves and produce a text on how they can
celebrate all the festivals with their friends.
In doing so-
Firstly, SS will be engaged in sharing their memories of how they celebrate
their festivals.
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Instructions: (i) Engage SS in activity 18.1 in groups/pairs. (ii) Elicit answers from
the whole class. (iii) Now engage SS in activity 18.2 in pairs. (iv) Ensure participation
of all SS during the activity and elicit answers from the whole class. (v) Complete these
tasks in half an hour.

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 Teachers’ Guide: English

Answer key:
Activity 18.2
18.2 Bangladesh is a country of festivals. Throughout the year, we celebrate
different types of festivals such as religious, national and cultural. Now, in
pairs/groups complete the following table and share it with the class.
The festivals we celebrate
What
What is When
kind of What are What fun
the name do you Where do
dress the foods activities do
of the observe you visit?
do you you eat? you do?
festival? it?
wear?
Pahela 14 April, Panjabi, Panta Ramna, Mangal
Boishakh First day Saree (Watered Boishakhi Sovajatra,
of Bangla Rice), Mela Boishakhi
New Year Elish Mela
(Hilsha)
Eid-ul-Fitr 1st of New Sweets, Eidgah, Fun with
Eid-ul- Shawwal dress Meats, Relatives’ friends
Adha and 10th of Panjabi, Fruits house, and family
Zilhajj Salwar, Eid Mela members,
Saree Get together
etc.
Durga Bangla New Sweetmeats Pujamondop, Friends and
Puja Ashwin Dress Fruits Mondir, family get
month Laddu Mela, together,
Prasad Bijoya Gifting each-
(Foods that other
are devoted
to Goddess)
Probarana Bangla New Sweetmeats Friends and
Purnima Ashwin dress Fruits family get
month Laddu together,
Gifting each-
other
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Christmas 25 New Sweetmeats Santa Clause

December Dress Fruits and his gift
Cake treading,
New Gift
from parents,

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 Four Friends

Secondly, SS will reflect to discuss the differences among various festivals

in Bangladesh (e.g., religious and cultural festivals, national festivals, etc).

Instructions: (i) Engage SS in activity 18.3 in groups/pairs. (ii) Ensure participation

of all SS during the activity and provide clues if required. (iii) Use a rubric to assess
student engagement. (iv) Elicit answers from the whole class and provide feedback.
(v) Complete these tasks in one hour.

Answer key:
Activity 18.3
18.3 In pairs/groups, read the names of the festivals in the box below and
then categorize them in the right columns in terms of their types. Now, write
2-3 differences among these festivals/nation days. One is done for you.
Eid-al-Fitr, Durga Puja, Christmas, Prabarona
Purnima, Pahela Boishakh, Mother Language Day,
Diwali, Independence Day, Easter Sunday, Independence Day, Nabanno,
Eid-al–Adha

Types of festivals Name of the festivals

1. Religious 1. Eid-al-Fitr
2. Durga Puja
3. Christmas
4. Prabarona Purnima
5. Easter Sunday
6. Diwali
7. Eid-al-Adha
2. Cultural 1. Pahela Boishakh
2. Nabanno
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3. National 1. Mother Language Day

2. Independence Day
3. Victory day

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 Teachers’ Guide: English

Differences among these festivals:

1. Religious festivals are celebrated mainly by people from different religions. For
example, the Muslims celebrate Eid, the Hindus celebrate Durga puja. But, cultural
and national festivals are celebrated by the people of all religions.
2. Cultural festivals are celebrated by people of the same culture. For example, the
Bangalee people celebrate Pahela Boishakh as the new year’s first day, and tribal
people of our country like Chakma celebrate their Biju instead of Pahela Boishakh.
3. National festivals are celebrated by the people of a similar nation. It varies from
nation to nation. For Example, in Bangladesh, we celebrate 16 December as our
Victory Day.

Thirdly, SS will engage in reading a story, “Four Friends”, and will engage
in identifying the key theme of the story.

Instructions: (i) Ask SS to complete activity 18.4 as a home task. (ii) Now in class,
engage SS in activity 18.4.1 in groups/pairs and elicit answers from the whole class.
(iii) Now engage them in activity 18.5 in groups/pairs. (iv) Ensure participation of all
SS during the activity and provide clues if required. (v) Elicit answers from the whole
class and provide feedback. (vi) Now engage SS in activity 18.6 in groups/pairs. (vii)
Elicit answers from the whole class and provide feedback. (viii) Complete these tasks
in two hours.

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 Four Friends

Answer key:
Activity 18.5
18.5 Now in groups/pairs find out the meanings of the following words.
Also, write a sentence of your own with these words. If necessary, take the
help of a dictionary or your teacher. Then, share the table with the class.
One is done for you.

Words/Phrases Meaning Your sentence

1. Hug Embrace, squeeze someone We hug each other on
tightly in one’s arms Eid Day.
2. Bend down Bow
3. Wrapped Covering/packaging something He wrapped the gift in
with paper or anything like that brown paper.
4. Explode To burst forth emotionally He exploded with joy.

5. Giggle keep laughing in a childlike Who is giggling there?

way/মুখ
মুখ চাপিয়া হাসা
6. Nodded Bend the head forward and She nodded to say ‘yes’
quickly backwards
7. Delight A high degree of pleasure or She takes great delight
enjoyment in writing poems.
8. Temple A place where people worship Let’s visit the temple.
their deity
9. Gazed at Starring at something They all gazed at the
plane.
10. Beard Hair grows at the chin The priest has a long
white beard.
11. Swaying Flowing/flying The pendulum is
swaying.
12. Sack Bag to keep or carry things My father bought a sack
of rice.
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 Teachers’ Guide: English

Answer key:
Activity 18.6
18.6 Can you remember the characteristics of a story? If needed open at
page 115, and have a look. One of the main characteristics of a story is ‘the
theme of the story.’ Now, read the note in the following box and find out the
major theme of the story ‘Four Friends’. Then explain it to the class.

Note:
In a story, you may find more than one theme. The key theme is the lesson that
the author wants you to learn. The author doesn’t tell it in the story. You have to
understand it. For that, you have to observe the characters, their activities and the
results of their activities.
When you will write the theme of a story, remember the following things:
● You have to write a complete sentence, not a word.
● You cannot write any character’s name of the story.
● And finally, the theme of the story will be true for everyone.
For example, the theme of the story ‘A Lair Cowboy’ may be ‘If you lie you lose
the trust of people.’

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 Four Friends

Now, let’s write!

You can start writing the theme of the story ‘Four Friends’ in the following way
or you can start in your way.

The key theme of the story ‘Four Friends’ is religious harmony. Because in the story
the main characters, the four friends, were from different religions, but they celebrate
their religious festivals with each other. Religious differences cannot make any barrier
to their friendship. They also help each other to learn about different religions and its
culture.

Finally, SS will discuss among themselves and produce a text on how they can
celebrate all the festivals with their friends.

Instructions: (i) Engage SS in activities 18.7.1 and 18.7.2 in groups. (ii) Teacher can
ask different groups to choose either one of the activities. (iii) Provide them sufficient
time to think and plan before completing this activity. (iii) Ensure participation of all
SS during the activities and provide clues if required. (iv) Use a grammar correction
checklist to assess the writings. (v) Complete the task in one and a half hours.
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 Teachers’ Guide: English

19
Model of Glossary
Talking to People
Word Meaning Example sentence Your sentence
The man appreciated the boy for
Appreciate Admire (প্রশংসা করা)
his help.
We must have respect for the
Elderly Old/ Aged (বয়স্ক)
elderly people.
We have a long conversation
Conversation Discussion (কথো�োপকথন)
about our food habit.
We should follow the direction of
Direction Way/ Course (নির্্দ দেশনা)
our teachers.
Behind/ Behind the She returned from home several
Later
time (পরে) weeks later.
I have a close relationship with
Relationship Connection (সম্পর্্ক)
my brother.
Familiarity/ Contact We have close acquaintance with
Acquaintance
(পরিচিতি) our neighbours.
Locating/ Positioning The car was parked in the parking
Parking
(যানবাহন রাখার জায়গা) place.
Protector/ Sentry He worked as a guard in the
Guard
(পাহারাদার) prison.
Incapacity/ Ailment Physical disability hampers our
Disability
(অক্ষমতা) normal life.
Nurseryman/ The gardener mows the grass
Gardener
Greenkeeper (মালি) regularly.
He waited for me outside the
Outside Outdoor (বাহিরে) classroom.
Recognize Identify (চিনতে পারা) I could not recognize her at first.
Outsider/ Unknown
Stranger I was a stranger there.
person (অপরিচিত ব্যক্তি)
We should give him complement
Compliment Praise (প্রশংসা) for his good job.
Comfort/ Happiness Physical well-being is necessary
Well-being
(সুস্থতা) for normal life.
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