ELT+Activities

Students, this is your page for brainstorming and learning about activities that encourage Reading, Listening, Writing and Speaking English.

The table below has been organised to allow you to insert your improved presentation (done on April 2nd), questions and comments from other groups and response from the presenting group members. You will be awarded quiz marks for this assignment, once you have posted your work, as follows:

Presentation: 12 marks (Group mark) Questions asked or comments given: 2 marks for each question or comment. (Individual mark) Response given: 2 marks each (Individual mark)

Maximum of 20 marks. Each individual should therefore ask at least TWO questions, one on each of the other presentations and respond to any TWO comments or questions on own presentation. Pls include your name and ID each place. Remember that anyone in the world can see what you are posting. So take pride and write as well as you can after consulting with your group members. 1 mark will be deducted for each sentence copied. **(Please RIGHT CLICK on the image and press 'VIEW IMAGE' for enlarged version)** Questions and comments from Group B: You have presented a attractive, impressive and clear presentation. My quarries are-
 * =**Presentation: Group A (Reading)**: Khalid, Nowshin= ||

2. For our class how long you continue this syllabus? Sanjeeda Monowar ID4110 || 1. Why is she called little will red ridding Hood? 2. How with will you identify the wrong things from a passage of hundred words? (Mahmuda Aktar)
 * 1. Some students are afraid of reading. They like to listen and watch attractive picture rather than read. Can you give any suggestion how to motivate them?

Responses from Group A : Yes Sanjeeda you are right but its a very old problem where experts already worked out an established a system of hearing and reading with help of an instructor. I remember I had this exercises at my childhood where we listened to the rhymes n at the same time we read. For our class honestly speaking we should have this syllabus along the usual syllabus. In order to develop we must give them the time we must have extra class everyday only focusing on 2nd Language learning.

Ans: Mahmuda, it seems to me that as the story was about the little girl visiting her grandmother, the writer focused on her journey and the colour of the hood and so the author gave the name little red ridding hood. || Questions and comments from Group C:

1.Can you explain basic phrases? 2. How can you make the dictionary work interesting? give some sample work. (Shirin Group C) || Responses from Group A : Before I answer the question asked by Shirin I would like to focus on the definition of phrase I guess that would clear the maximum of the query. According to the text books we know a phrase in a group of words which make sense but not a complete sense. let me give the example from the presentation of mine. I have discussed about the story Little Red Riding Hood where the writer says Little Red Riding Hood went __deep into the forest__ here the underlined words is a phrase. I hope this will work for you....Thank You Khalid || Questions and comments from Group D: Thanks for the interesting presentation Khalid and Nowshin. Few queries follows below: 1. If we take the syllabus of Class 6 (Bangla Medium) in focus, how will your components under 'reading' help in 'base building?' 2. What is the mechanism here for testing aptitude or in simpler terms- the knowledge delivered? (Sahil, ID- 1051, BA English)

1. How can we find the basic phrases? (Arpita) || Responses from Group A: The presentation focused on the present students of our Batch who wished to learn English Language, a second language. I think if we consider even class 6 the process would be the same. The syllabus of class 6 would definitely have comprehension work and some literature text books. We first need to read the text understand the story along the meaning of the difficult words, write the summary in own words,Character Identification etc... I hope this would clear Sahil's queries...  Thank You Khalid Ahmed ID:4127, BA English || Questions and comments from Group A: || Responses from Group B: || Questions and comments from Group C: || Responses from Group B: || Questions and comments from Group D: Sanjeeda and Priti the presentation was vibrant. I enjoyed it. However, as we have to (for marks) ask questions, here goes: 1. Does your 'activities' focus on orienting a learner into writing stories on their 'own'? If yes, how do you achieve it? 2. How many group work, you intend to put the learners through for a successful delivery of an ELT course? 3. Are there any activities helping them know how to 'use' the internet for gathering information or complying with the home-works? (Sahil, ID- 1051, BA English)
 * =**Presentation: Group B** (Activities): Sanjeeda, Priti, Mahmuda Aktar= ||

1. How can we do a group work? 2. What is a role play? 3. How does it help classroom activities? (Arpita Group D) Thanks Arpita for asking me the question. OK 1. After finishing a story teachers will divide all students into 3/4 group and give them some clue to make4 a new story. Each group consult and write their own story. 2. Role play is a drama which will be performed by students after reading a story. 3. When a teacher tell a story or students read a story the class will be not that much interesting. Sometime it will be monotonous. But when they will play the role of the story, the class will be more interesting and they can understand the story easily. Sanjeeda Monowar,ID-4110 1. Will the listening CDs be educational or entertaining? 2. How many students will be in a group? Will group sense work among children? What will be the psychological impact on the students? (Binte Group D)

Of course Listening CD is a part of our education. It depends what we are going to listen. It must be related with our syllabus. There will be 5/6 students in a group.Group sense work among children very effectively. It build up competitive mentality into children mind. So they will try to improve their-selves willingly. Everyone like say, "I'm the best". Here they will say," We are the best."So here they will be learn about competition as well as shearing, competitive environment as well as friendly environment. I hope I can make you clear Binti.

Sanjeeda monowar ,ID - 4110 || Responses from Group B: Thank Sahil for your complement and questions.

Sanjeeda monowar ID-4110 || Dear Sanjeeda, a link on ESL has been provided for you in "Improve your English" page, http://www.rong-chang.com/
 * 1) Of cores, It is a brain storming exercise. When teachers will give a plot and some clues to the students to write their own stories, they have to think and work for it. As a result they can use their imagination and their skill of creative writing will improve.
 * 2) 6/7 group work will be enough for a year. Otherwise it will be monotonous.
 * 3) As long as know//,// now a days computer classes are included as an optional subject from class 2/3(if the school is able to provide). So I can expect that if the teacher can give the students some link for kids’ site in internet and some guide of using it student can do that.

Questions and comments from Group A: || Responses from Group C: || Questions and comments from Group B:
 * =**Presentation: Group C** (Writing): Sara, Shirin= ||

Dear Sara your presentation was not clear on that day. Please if you can make it clear here. Sanjeeda Monowar ID-4110 ||
 * 1. Your activities are suitable for which class?
 * 2. Is this suitable for those students who are weak in English?

Responses from Group C: For Class III to V. This is for everyone actually.

Firstly, the weaker will start with the picture description, where key words will also be provided to them.

Secondly, writing themes/ main points of short pieces will be included for developing writing skill.

Thirdly, this design also intends to enhance writing skill for the students of all ages who have an elementary background in writing

Once the students acquires the basic writing skill, they will then be guided towards more natural use of the language through answering conversations like dialogue writings.

Summary writing then will be introduced to them at the fifth stage of writing. (Sara) || Questions and comments from Group D: Sara, 1. Will the class assignments be lesson based or fun or game play type of? 2. Will writing journal be on personal life based, or academic activities? Will that be checked to monitor progress? How does the journal help them in language learning? (Foyjun Binte, Group D) || Responses from Group C: 1. The assignments mainly will be lesson based. The instructors will decide whether to add on fun activities or game activities in the lesson according to the language use level. My opinion is that, inclusion of fun activities help enhance learning and enjoyment.

2. Personal life based. Yes, the progress needs to be monitored by the teachers. It will develop a habit of writing, and learning new things. (Sara) || Questions and comments from Group A: 1. || Responses from Group D: || Questions and comments from Group B : You have presented a organized presentation. Its really impressive. Its so tough to through a question on it. But we are bound to do that. So— Sanjeeda Monowar ID-4110 ||
 * =**Presentation: Group D (Exercises): Sahil, Foyjun Binte, Orpita**= ||
 * 1. In 1st stapes are students able to review their mistakes?
 * 2. Why don’t you set the oral segment at first?

Responses from Group D:

Thanks for the good questions! Here goes the response: 1. The first step is more focused on ‘needs-assessment’ phase of developing a syllabus. Through carrying out that phase, a trainer will know the strength and weaknesses of a student. Also, it will help the trainer assess opportunities and strategize plan of action to meet the overall goal which is successful delivery of an ELT course. So, the students will always face a review process and get to know their mistakes along with guidance to solve them properly. 2. Each of the segments is part of a year-long syllabus which means through assessing ‘what is needed’ we go down to ‘what is finally learned by the participants’. You may notice that verbal conversation is hard to catch for an amateur English learner but once the base has been built through the sequenced segments, he/she will be able to grasp the lines easily. I hope the above clarifies your queries.

Sahil (ID-1051, BA English, Prime University) ||

Questions and comments from Group C: 1. How can students 'follow the leader'? Make the concept clear? 2. How can you motivate shy students for conversation programmes? (Binte, ) || Responses from Group D: Thanks Group C for the brilliant questions. The responses are as follows::

1. 'Follow the leader' can be said to be a rather participatory activity. Here, One student leads the class into 'story telling/making' but the construction is done through words accumulated from students through previous exercises. This gives way to brain storming and thereafter matures creativity.

1. Any students, shy or bold, always will act if proper incentives (like marks on participation, performances) are provided. Also, the teacher plays an important role in this regard too! However, the solution to this problem is solely the connectivity at personal level.

I hope i'm able to satisfy with the answers.

Sahil (ID-1051, BA English, Prime University) ||