Tejas TEACHER ACTIVITY GROUP RESOURCE BOOK- YEAR 1 Flipbook converted by Suresh Mistri

A classroom activity – talking about experience

Give students the language they need to talk about their own  Students ask and answer the questions in pairs.
experiences in English with this activity.
 You could finish by saying ‘Hands up if you spoke English
 Write three yes / no questions on the board with the words at the weekend’. ‘Hands up if you …’ and indicate hands up
in the wrong order. For example: with a gesture.
English / at / Did / you / speak / the / weekend?
you / read / a / book / yesterday/ Did? Tip: If you are more confident at speaking then add more
this / morning / for / breakfast / Did / you / eat / cereal? information to your answers – ‘Yes, I did. I spoke to some
tourists in the city centre’. Encourage the students to do
 The students sort the words to make questions. (Did you the same.
speak English at the weekend? Did you read a book
yesterday? Did you eat cereal for breakfast this morning?)

 Now the students can ask you the questions. Answer either
‘Yes I did’ or ‘No I didn’t.’

Glossary Think about

A gesture is a movement of moving your hand or  When you plan future lessons, build up your confidence
body to explain ideas. by aiming to be a step ahead of your students.

In personalised activities students communicate real  If you are following a text book or a syllabus and you
information about themselves, e.g. talking about their know what is coming up, then look at future
favourite sport. units – check the key language in a dictionary and
think about what instructions and conversations you
A syllabus is a list of language items in the order that they will need in English to introduce and practise the
will be taught on a course. language, then write it down.

A yes/no question is a question that can be answered by
yes or no, e.g. Do you like chocolate?

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FINDING AND CREATING RESOURCES

Many English teachers don’t have resources such as
posters, photocopies, internet access or even books.

Read these comments from teachers. Do you agree with them?

‘You don’t need new ‘When there are no
technology to create an materials the teacher
effective English lesson; and the students are
you need imagination.’ the main resource.’

Geoffrey, Malawi

Kuheli, India

What can we use to help us teach English?  Ask your students to find newspaper articles to discuss
 Draw or cut out pictures from magazines to present new in class.

words and revise language (for example, numbers, letters,  We can even use old newspapers as craft material and
sports, daily routines, greetings, etc.). Stick the pictures on tear it into shapes to make vocabulary items.
card if possible to make reusable flashcards.
 Ask students to collect authentic materials in English such
 Use yourself and your students as teaching aids; for example, as train timetables or application forms to practise dialogues
you can teach clothes, describe where things are, and in different situations: ‘When is the next train to …?’
practise parts of the face using the people in the class. ‘What’s your surname?’

 Mime actions (sleeping, cooking, reading, etc.) and ask the  Students can bring in a picture to describe or a photo of
students to guess where you are and what you are doing. their family to talk about.

 Use your voice. Beginners can listen and repeat new words.  Use objects in and around the classroom to represent
Higher levels can listen to the teacher then talk about their words: ‘This table/pencil/chair is an animal. It can swim but
own experiences. it can’t walk. It’s a…?’

 Students can learn new songs and chants by repeating Be creative with limited resources and use your students’
each line after the teacher. Adding actions to songs is fun knowledge and creativity to actively involve everyone in
and makes them easier to remember. learning English.

What do you think?

Dario from Argentina writes:

I make flashcards from old magazines and books to help me teach English. I also draw stick figures (on the board or
on cards) to show people doing different actions or in different situations. I’m a terrible artist but my students have fun
guessing what my drawings mean! I paste the pictures onto card and keep them in a folder so that we can use them again
and again. I use flashcards to teach new language or to have fun with English in class. Here are some ideas … Show the
class ten cards then mix them up and remove one – ask which one is missing. Show the students ten cards then turn them
over and ask them to remember the pictures. Students work in small groups to invent a story about five picture cards.
Hold up two pictures of famous people and ask the students to invent their conversation.

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A classroom activity – a back-to-back game

You can use objects in and around the classroom to practise  Tell more advanced students that they can’t use the
giving and understanding instructions. name of the object. This is good for practising adjectives;
‘Put the long, black thing next to the soft, round object.’
 Ask students to collect a few things in the classroom
(pencils, erasers, pieces of chalk, stones, leaves, etc.).

 Place the students in pairs back to back.
 Student A has to place his objects in a pattern and then

tell his partner what order they are in. Student B has to
listen and recreate the pattern.

Glossary Think about

Authentic material is taken from real-life written or spoken  How could you use a newspaper as a teaching resource?
English; for example, a native speaker talking, a newspaper
article, or a radio programme. It is used with learners  Can you cut out pictures of people and ask your students
without changing the language level, but with appropriate to describe what they are wearing, doing or saying?
tasks for the learners.
 Perhaps there are photographs that would prompt your
A chant is similar to a song; a chant has rhythm but no tune. students to discuss recent news or sports events.

Dialogue is conversation.  Children could use pieces of newspaper (and their
imagination) and tear out shapes of animals or favourite
Flashcards are pictures on cards to help students to food and talk about them with their classmates.
understand new vocabulary without translation.

Presenting language is introducing new language.

Revising is practising language that learners have seen
previously.

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MAKING LESSONS MOTIVATING

How can we make our students interested in learning English?

Read these comments from teachers. Do you agree with them?

‘My students don’t see any ‘We have to find out
practical uses for English in what our students are
real life so they are not interested in to create
motivated to learn.’ motivating lessons.’

Agar, Ethiopia Nery, Mexico

Why learn English? How can we plan interesting and varied activities?
 We need to give students a reason to learn and show them  During the course, ask what classroom activities your

how English is useful; for example, in education, work or students find most useful. Use this information to help
travel to other countries. you plan lessons that are relevant to your students.
 Students need to feel that English is ‘real’ and they can
use it. Inviting a native English speaker to chat with your  Plan some pair work. For example, tell each student to find
class is a great way to show this. out three things that their partner did at the weekend; they
must ask and answer questions to find the information.
How can we make lessons motivating?
 We can find out what the students are interested in and  Students can work in groups. Give different roles to suit
students’ abilities and personalities. For example, a project
then use this in class; for example, a World Cup project about animals where some people design a poster, others
for football fans, understanding song words for teenagers, write descriptions and others interview classmates about
games for young children. their favourite animals.

Where can we find motivating resources? How can we involve students in their learning?
Motivating resources don’t have to be expensive or high-tech.
We can find them anywhere.  Students can make materials for others to use in class;
 We can ask students to collect materials to provide the for example, questions about a text, word puzzles, mini
vocabulary or grammar tests.
class with free but stimulating resources.
 Giving homework helps students understand that learning
 Ask students, their parents, or other teachers to bring also continues out of the classroom.
in old toys for primary classes. We can use the toys as
puppets for dialogues, to identify colours or animals, etc.  We can encourage students to keep vocabulary records,
and to read at home.
 Students can bring in pictures from home (for example,
of a favourite person) to talk about to the class. We can keep our students motivated by explaining why
learning English is beneficial and using relevant materials
What do you think? and activities in class.

Saba from Pakistan writes:

As teachers, we understand why we do certain activities, like working in pairs or groups. However, these reasons are not always
clear to our students.

We may need to explain why we do these things in class; for example, we can tell the students that pair work gives everyone a
chance to speak, rather than individuals talking to the teacher or the teacher talking to the class. We can also explain that when
students work in pairs or groups, they are concentrating on fluency and it is not too important if they make or hear mistakes.

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A CLASSROOM ACTIVITY – STUDENT FEEDBACK

Use this activity to help students think about what they like  To finish the activity, you could ask two or three groups
doing in class, why they are learning English and how they to tell the class about ways to practise English at home
can learn outside the classroom. (for example, reading, writing vocabulary records).

 Write the sentences below on the board.  Plan to include more activities that the students find useful
 Students copy and complete the sentences. in future classes.

Encourage them to be honest. Tip: If your class doesn’t have writing materials, invite students
from different groups to complete the sentences on the board.
 In groups, students compare their answers. Are they Do their classmates agree?
similar or different?

 Walk around the class; make notes of students’ opinions.

1 The most useful activities in class for me are
2 In class I don’t like
3 This year I’m studying English because
4 To learn English at home I can

Glossary Think about

Fluency is how well a learner communicates meaning  Why are your students learning English? Do they
– mistakes aren’t important. need to pass a specific exam, or will they need it
for future studies or for work?
Learners in threes or a class separated into two are
examples of groups. Students can work together on  Ask your colleagues how they motivate their
an activity in groups. students – the best ideas are the ones that will
work in your situation.
A native English speaker is a person who speaks English
as their first language.

Pair work is when two students working together in class.

A project is a series of activities where students work
together on a specific topic. For example, a group of
teenagers produce a poster and give a talk about using
social networks such as Facebook.

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DEVELOPING AS A TEACHER

Read these comments from teachers.

Do you agree?

‘I want to learn more ‘Developing as a teacher
about teaching and is important but I don’t
language learning but I’m have the time or the
not sure where to start.’ money to do a course.’

Yolanda, Mexico Rashid, Pakistan

What can we do to develop professionally?  Try team teaching. Plan and teach a lesson with another
Here are some ideas. teacher. Decide who is going to teach which parts of the
 Talk to other teachers. The staff room is a great resource class. This is a great way to learn about different ways of
teaching from each other.
– it’s full of teachers with ideas that you can borrow to try
with your classes.  Give a session/workshop at your school. Choose a topic
that interests you, such as creating resources. Do some
 Keep a teaching diary. After each lesson, makes notes on research and plan what you want to say to your colleagues.
what you learned about your students, yourself, teaching, Give teachers ideas for activities to use in class.
and the English language. List simple personal goals such
as trying group or pair work.  Start a professional community with colleagues. You can
meet (in person or online) to exchange teaching tips, share
 Read about your profession in teaching journals, books, resources, compare experiences, and work on projects
online articles, blogs, etc. together (for example, improving English). The community
can be just two people or as big as you like.
 Try a blind observation. This is good if you don’t want
someone to watch your class at first or if it’s difficult to  Think about professional training. You could learn to be a
find a time when someone can watch you teach. The teacher trainer or an online tutor. Perhaps your school can
teacher tells the ‘observer’ (a colleague) about the lesson help pay for training courses (some online courses are free).
she is going to teach and describes one or two areas that
she wants to improve (for example, instructions). She then Be open to trying new ideas and look for ways to learn more
teaches the lesson (without the ‘observer’). After the about your profession. Developing professionally can make
lesson, the two colleagues have feedback, paying your job more interesting and improve your teaching.
particular attention to those one or two areas.

What do you think?

Osman from Turkey writes:

Do you know what a PLN is? It means Personal Learning Network. A PLN is a group of people that can help you to develop
and learn.

Many people nowadays associate PLN with the connections made online with other teachers; for example, through blogging,
Twitter and Facebook. However, we sometimes forget the most important people in our PLN – the people we work with
every day. They know the context we work in and they can be the most useful source of advice and support.

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A classroom activity – learner diaries

Learner diaries help students to think about their learning  Check the diaries as students are writing or collect them
and provide information on their progress. They can also to read from time to time. Write comments if you like.
help the teacher to see what activities work well and not so
well in class.  With a large class, correction may be impractical but give
students help with writing if needed.
 Students can use the back of their notebooks as
a diary. Or fold a sheet of paper into a z-shape to make
a six-page diary.

 At the end of each class give the students five minutes
to complete sentences in their diaries (see below for examples).

Today I learnt…
One thing I said very well in class today …
One mistake I made today …
One activity I liked in class today was …
In the class today I didn’t like …

Glossary Think about

A teaching diary is a record a teacher keeps of their  Write a list of three ways that you want to
classes – what worked well and what didn’t and notes develop as a teacher:
about classes.
1
A lesson observation is where one teacher watches
another’s lesson to give feedback and advice to help the 2
teacher develop. A blind observation is one
type of observation. 3

Team teaching is when there are two teachers in the  Tick the boxes as you do them.
classroom teaching a lesson together.

A professional community is an organisation of teachers
that lets them exchange information and ideas.

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ERROR CORRECTION

When and how can we correct our students’ speaking errors?

Read these comments from teachers. Do you agree?

‘I worry that my students ‘My students make lots
won’t learn if I don’t correct of errors when they speak
all their errors.’ but I’m not sure how to
correct them.’

Sami, Palestine Ay egül, Turkey

Why do students make errors? How can we correct errors?
 Students sometimes use language forms and structures  A shake of the head or raised eyebrows can show a student

from their first language when they speak English. that he or she has made an error.

 Perhaps students make errors because they are tired and  We can use hand gestures; for example, point behind you to
find it difficult to pay attention. show that a past tense is needed.

 When many students are making the same errors we may  Remember to give the student time to think and to correct
need to review that part of the lesson. his or her error.

 Errors are a natural part of learning. Students try to say  We can correct what the students said like this:
something but may not get it right first time. Student: ‘I go to the shop yesterday.’
Teacher: ‘… went to the shop yesterday.’
When should we correct errors?
 When we do a class activity that practises fluency  We can note errors and ask students to correct them after
the activity.
– for example, a discussion – we can pay attention to
communication and not worry about errors.  Students can choose a secretary to listen and note errors
 A class activity that practises accuracy – for example, during speaking practice in groups. The group corrects the
students performing a dialogue that they have errors later.
prepared – needs more attention to error correction.
 If we correct too much our students may worry about  Another correction method is to record students speaking
making errors and decide not to speak! and then ask them to listen and try to correct any errors.
 Praising good use of English rather than correcting errors
can be very effective. This shows students that they are Errors give teachers essential information about where their
using the language correctly. learners are, and what needs to be done next. We can help
 Often students have clear ideas about correction. We can students learn from their errors by correcting them (or not) in
ask our students when and how they like to be corrected. different ways.

What do you think?

Anup from India writes:

We need to remember the difference between a mistake and an error. The main difference is that mistakes, when attention
is called to them, can be self-corrected; an error cannot.

Often when a learner produces accurate language, they aren’t sure that it’s right. The teacher might think that the student
‘knows’ that piece of language, when really the student was just experimenting or trying to communicate with the new
language. By praising this good language use, the teacher shows that the language used was correct. Now students know
that they can say it the same way again in the future.

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A classroom activity – team correction

This activity is a fun way for students to correct their own  In teams, the students try to correct the sentences.
errors.
 The teams take turns to choose a sentence to correct.
 Students do a speaking activity; for example, a discussion Give a point if they get it right.
in groups.
 The winner is the team with the most points.
 Walk around the class quietly and take notes on the
mistakes you hear.

 At the end of the activity or next class, write sentences on
the board with the errors you noted from the previous class.

We will bake a cake tomorrow
My friend has gone on holiday
I g the shop yesterday

Glossary Think about

Reviewing is practising language that learners have  Think about how and when you correct your students
seen previously. when they are speaking.

Fluency is how well a learner communicates meaning –  Do you use gestures to show errors?
mistakes aren’t important.
 Do you give your students the chance to correct
Accuracy is how correctly a learner uses the language. their errors?

 How do you like your errors to be corrected
when you are speaking a foreign language?

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SECTION 3

LEARNING BY
WATCHING

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INTRODUCTION TO THIS SECTION

This section has seven video clips that show teachers in Maharashtra using learner-centred
techniques, games and activities to teach English. They focus on using questions, flashcards, drills,
pair work, and developing learners’ speaking, listening, reading and writing skills.

You can watch these clips on your computers/laptops. They are also on YouTube. You can watch
them in any order in your TAG meetings.

In these clips, you can see teachers and learners doing activities that are based on the vernacular
medium My English Book (standards one to four). These activities show how teachers can use and
adapt their textbooks in learner centred ways.

Each clip lasts around two minutes, and focuses on a learner-centred activity, game or technique.
The teachers in the clips are working as lower primary teachers in vernacular medium schools
(standards 1-4). The clips were filmed in their classrooms with their learners from urban, rural and
tribal schools in Maharashtra.

The aim of this section is to:

• help you think about why the teachers are using the activities
• give you ideas on how to adapt and use these activities with your textbook
• give you some useful support to help you develop your classroom English

Remember, these clips are for teacher training. They are not for showing directly to learners in your
classrooms.

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HOW TO USE THE CLIPS

1. Choose a clip.

2. Find its accompanying worksheet. Read the introduction section and think about the before
watching question (you don’t need to write anything, only think).

3. Watch the film. While watching, look at the information at the start and end of the clip. It is there
to guide you.

4. Look at the Using it in class section on the worksheet. This helps you think about how you can
use the activity with your class and textbook.

5. Look at the Classroom English section and do the exercises. Then check your answers in
Appendix 1 at the end of this section.

6. Note down the ideas that you think you can use and then try them out in your classroom!

LINKS TO THE CLIPS

Clip 1 Involving learners with https://youtu.be/qQJ3vn-8Y7I
simple questions https://youtu.be/ousHoIvAa2Y
https://youtu.be/bDQl2EFz5N8
Clip 2 Picture pair work https://youtu.be/jIjneEl9EfY
Clip 3 Using flashcards part 1 https://youtu.be/l63OyqIL1y0
Clip 4 Using flashcards part 2 https://youtu.be/lAQKJ_LnvDE
Clip 5 Point to the… https://youtu.be/1to3aUy-YFs
Clip 6 Chain drill
Clip 7 Jump left jump right

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CLIP 1: INVOLVING LEARNERS WITH
SIMPLE QUESTIONS

A. Introduction

It can be difficult to give speaking practice of grammar points. To make it easy, the teacher can ask
simple questions about classroom objects and textbook pictures. This gives learners simple
speaking practice of grammar points and also builds their confidence.

ाकरणा ा मु ाचं ं बोलताना सराव क न घणे े किठण आहे. हे सोपे हो ासाठी श क वगातील व ू आ ण पाठयपु कातील च े
ाब ल साधे वचा शकतो. ामळु े व ा ाला ाकरणा ा मु ाचं ा बोलताना सोपा सराव होतो आ ण ाच माणे ां ात
आ व ास नमाण होतो.

B. Before watching:

How do you practise ‘There are’ with your learners?

तमु ा व ा ाबरोबर तु ी ‘There are’ चा सराव कसा कराल?

C. While watching

Look at how the
learners practise

there are.

D. Using it in class

The teacher asked simple questions to practise ‘There are’:

श काने ‘There are’ चा सराव कर ासाठी साधे वचारले आहेत.

How many boys are there in the class?
How many girls are there in the class?
How many mirrors are there in the class?

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Which objects from inside and outside your classroom could you use to practise ‘There are’
with your learners?

तमु ा व ा ाबरोबर ‘There are’ चा सराव कर ासाठी वगा ा आतील आ ण बाहरे ील कोण ा व ंचू ा तु ी उपयोग क
शकता?

For example:

benches, windows, trees

(See the answer key in Appendix 1 for more examples)

E. Classroom English

Look at this picture from your textbook.

(From My English book 1 page 45 unit 9) 112

How could you use it to practise ‘There are’? Fill in the blanks.

तु ी ‘There are’ चा सराव क शकता? गाळले ा जागा भरा.

1) Q: How many cats are there?
A: There are two cats.
2) Q: How ........... dogs ........... ...........?
A:........... ........... three dogs.
3) Q: ........... ........... ducks ........... ........... ?
A:........... ........... ........... ducks.
4) Q:........... ........... cows ........... ........... ?
A:........... ........... ........... cows.
5) Q: ........... ........... hens ........... ........... ?
A:........... ........... ........... hens.
6)Q: How........... clouds ........... ...........?
A:........ ........... ........... clouds.
(See the answer key in Appendix 1)

Now use simple questions with your learners!

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CLIP 2: PICTURE PAIR WORK

A. Introduction

After teaching new English words, teachers should give learners speaking practice. A good way to
do this is through pair work. Learners can work with another learner, speak to each other and
practise the new words they have learnt.

इं जीचे नवीन श शक ानंतर, श काने व ा ाचा बोल ाचा सराव क न ावा. हे कर ाची सव म प ती णजे pair
work. व ाथ दसु -या व ा ाबरोबर सराव क शकतो, एकमके ाशं ी बोलू शकतात आ ण ानं ी शकले ा न ा श ाचं ा सराव क
शकतात.

B. Before watching:

Look at the picture below. How can you use it for pair work?

खालील च पहा. तु ी येथे pair work चा उपयोग कसा क शकता.

(From My English Book Three, page 67)

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C. While watching

Look at the steps
for this pair work

activity.

D. Using it in class

Look in your textbook. Can you use pair work with your textbook? What will the learners do
in pairs? Write below:

पाठयपु कात पहा. तु ी pair work चा उपयोग पाठयपु क शकवायला क शकता का?
व ाथ जोडीने काय क शकतात? खाली लहा:

1. My English Book Four, page 69. The learners learn the meaning of the new words. Then, the
learners work in pairs: One learner asks questions about how many green doors/windows/trees there
are in the picture. The other learner answers. The teacher monitors and helps them when they need
help.

2. __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

3. __________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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E. Classroom English

Teachers should be positive with learners. This makes them more confident. Watch the clip again.
Notice how the teacher encourages the learners. She does this by clapping, using their names,
smiling, and giving praise.

श कानी व ा ाबरोबर सकारा क वागावे. यामळु े ाचं ा आ व ास वाढतो. ही प पु ा पहा. श का व ा ाना कसे
ो ाहन देते ते पहा. टा ा वाजवनू , ां ा नावाचं ा उ खे क न, हसून आ ण कौतूक क न ो ाहन देत.े

Here are some ways to praise learners:

व ा ाचे कौतकू कर ाचे हे काही माग आहेत:

• Very good!
• Well done, Shefali!
• Great work, Rehman!
• Brilliant!
• That’s a nice idea, Manish!
• Excellent!
• Thanks for helping me, Ayesha.
• That’s a good answer, Jyoti!
• Everyone clap for Dipti and Santosh!

How could you praise learners in the following situations? Use the sentences given above to
help you.

खालील प र तीत तु ी व ा ाचे कसे कौतकू क शकता? तु ाला मदत ावी यासाठी वरील वा ाचं ा उपयोग करा:

1) Divya gives the correct answer to your question.

Excellent Divya!

2) Sachin cleans the blackboard for you.
__________________________________________________________________________

3) Dipika and Sunil make a very nice poster.
__________________________________________________________________________

4) Harsh does his homework well.
__________________________________________________________________________

5) Smita and Danesh do the pair activity very well.
__________________________________________________________________________

(See the answer key in Appendix 1)
Now try to use these sentences to praise learners in your class!

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CLIP 3: USING FLASHCARDS 1

A. Introduction

A flashcard is a piece of paper with a picture. Pictures help learners understand and remember

meanings of new words. They are also useful for asking learners to repeat words. Teachers and

learners can use flashcards in many different ways.

Flashcard हा एक कागदाचा तकु डा असतो. व ा ाना नवीन श समजून घे ास आ ण ाचं ा अथ ल ात ठेव ास

मदत होते. श ाचं ा पुन ार कर ासाठी देखील व ा ाना ाचा उपयोग होतो. श क आ ण व ाथ flashcards चा अनके

कारे उपयोग क शकतात.

B. Before watching

Write two more reasons why using flashcards is a good idea. It’s good to use flashcards
because...

Flashcards चा उपयोग करणे ही चागं ली क ना आहे याची अजनू दोन कारणे लहा.
Flashcards चा उपयोग करणे चागं ले आहे कारण...

1. learners can look at the picture and repeat the words.

2. __________________________________________________________________________
__________________________________________________________________________

3. __________________________________________________________________________
__________________________________________________________________________

C. While watching

Look at how the
teacher uses
flashcards to

encourage learners
to speak.

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D. Using it in class

Before doing exercise 32 My English Book Three (page 63), the teacher made flashcards to
introduce and practise the words.

पाठ 32 My English Book Three (पान 63), कर ापूव , श काने श ाचं ी ओळख आ ण सराव कर ासाठी
flashcards चा उपयोग के ला.

(From My English Book
Three, page 63)

Look in your textbook. For which units could you make flashcards to teach or revise

vocabulary?

तमु ा पाठयपु कात पहा. तु ी कोणते यु नट शक व ासाठी िकं वा उजळणी कर ासाठी flashcards चा उपयोग क शकता?

1. My English Book Three, page 58. I can draw ashcards of the faces to practise the words
sad/nice/happy/angry.

2. __________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

3. __________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

117 __________________________________________________________________________

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E. Classroom English

To learn and practise the correct pronunciation, it is very important that learners repeat the same
word many times. To make this more interesting, you can show a flashcard and ask learners to
repeat words in different ways. For example, softly, loudly, slowly, quickly, happily.

अचूक उ ार शक ासाठी आ ण ाचं ा सराव कर ासाठी व ा ानी ाच श ाचं ा अनेक वळे ा उपयोग करणे मह ाचे आहे. हे
अ धक आकषक ावे यासाठी तु ी flashcards दाखवू शकता आ ण व ा ाना श ाचं ा वेगवेग ा कारे वापर कर ास सागं ू
शकता. उदाहरणाथ, हळू आवाजात, मोठयान,े हळूहळू, चटकन, आनंदान.े

Make sentences with the following words.

खालील श ाचं ा उपयोग क न वा तयार करा.

1) repeat, Please, sentence, quickly, the

Please repeat the sentence quickly.

2) you, speak, slowly, Could, more ?.
__________________________________________________________________________

3) you, more, that, loudly, say, Can, word?
__________________________________________________________________________

4) you, quickly, repeat, more it, Could?
__________________________________________________________________________

5) happily, Prashant, say, you, it, could ?
__________________________________________________________________________

(See the answer key in Appendix 1)

Try making your own flashcards and using them with your learners!

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CLIP 4: USING FLASHCARDS 2

A. Introduction

Flashcards are a great way to motivate learners to learn new vocabulary. They also help with
revision. The teacher can show the learners flashcards in different ways to make the lesson more
interesting and varied. For example, the teacher shows the flashcards quickly and the learners have
to guess the picture. The learners have fun and learn new words!

उजळणी कर ासाठी व ा ाना रे णा दे ासाठी flashcards चा खपू उपयोग होतो. सं भाषणात ाची उजळणी कर ासाठी
देखील ाचं ा उपयोग होतो.पाठ अ धक आकषक आ ण वै व पूण हो ासाठी श क व ा ाला flashcards वेगवगे ा कारे
दाखवू शकतो. उदाहरणाथ, श काने flashcards चटकन दाखवावे आ ण व ा ाना च ओळखायला लागले . व ा ाना ामुळे
मजा वाटेल आ ण नवीन श शकता येतील!

B. Before watching:

Do you have any flashcards in your classroom? How often do you use them?

तमु ा वगात काही flashcards आहेत का? तु ी ाचा िकती वारंवार उपयोग करता?

C. While watching

Look at how the
teacher shows
flashcards in
interesting ways.

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D. Using it in class

In the clip, the teacher shows the flashcards slowly then shows the flashcards quickly to
make the exercise more interesting for his learners.
Think about other ways to use flashcards in your lessons. Write below:

ा पम ,े ा व ा ासाठी पाठ आकषक ावा यासाठी श क flashcards हळूहळू दाखवतो ानंतर flashcards
चटकन दाखवतो. तमु ा पाठात flashcards चा उपयोग कर ा ा इतर मागाचा वचार करा. खाली लहा:

A Memory Activity

1) Place ve or six ashcards on the oor in a circle.
2) Students have one minute to remember the cards.
3) In groups, give the learners two minutes to write as many of the names as they can remember.

B __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

C __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

(See the answer key in Appendix 1)

E. Classroom English

1. In the clip, the teacher shows the flashcard and asks the learners a question.

ा पम ,े श क व ा ाना flashcard दाखवतो आ ण नंतर वचारतो.

Teacher: What’s this?
Learners: It’s a rose.

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There are different questions you can ask the learners when using flashcards. Put the words in the
correct order to make questions.

तु ी flashcards चा उपयोग करताना व ा ाना वगे वगे ळे वचा शकता.श अचकू मात लावा आ ण तयार करा.

1) this / what’s?

What’s this?

2) see can What you?
__________________________________________________________________________

3) the name What’s this of?
__________________________________________________________________________

4) the card What’s on?
__________________________________________________________________________

(See the answer key in Appendix 1)

The teacher in the clip asks the learners to repeat, ‘It’s a .........’ for each flashcard.

ा पम े श क व ा ाना याचा वारंवार उपयोग कर ास सागं तो, के flashcards साठी ‘It’s a .........’

Now look at the pictures and write what the learners say.

आता पहा आ ण व ाथ काय णतात ते लहा.

1) Teacher: What’s this?
Learner: It’s a rose.

2) Teacher: What can you see?
Learner:__________________________________________________

3) Teacher: What’s the name of this?
Learner:__________________________________________________

4) Teacher: What can you see?
Learner:__________________________________________________

(See answer key in Appendix 1)
Now try using flashcards with your learners!

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CLIP 5: POINT TO THE…

A. Introduction

In this activity, the teacher uses simple objects, and tells learners to point to them. This helps
learners remember new vocabulary. The learners listen, understand, point and repeat. Learners
also lead the activity.

ा अ टीम ,े श क सा ा व ंचू ा उपयोग करतो, आ ण व ा ाना ा व कू डे बोट दाख व ास सागं तो. ामुळे
व ा ाना नवीन श ल ात राह ास मदत होते. व ाथ ऐकतो, समजून घते ो, ाकडे बोट दाख वतो आ ण पु ा बोलतो व ाथ
ा सरावात पुढाकार देखील घते ो.

B. Before watching

How can you help learners remember new vocabulary?

तमु ा व ा ाना न वन श ल ात ठेव ास तु ी कशी मदत क शकता?

C. While watching

Look at how the
teacher uses
flashcards to

encourage learners
to speak.

D. Using it in class

In this clip, the teacher uses a watch, phone and camera. What other groups of words or
objects could you use in this activity? Write below.

ा ीपम े श क घडयाळ फोन आ ण कॅ मरे ाचा उपयोग करतो. ा सरावात तु ी कोणते इतर श िकं वा व ंचू ा उपयोग क
शकता? खाली लहा.
1) clothes.

2) _________________

3) _________________

(See the answer key in Appendix 1)

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E. Classroom English

1. The teacher uses gestures while giving instructions. Gestures help learners understand
instructions better. Watch the beginning of the clip again. Which gestures does she use?
Make notes below.

सचू ना देताना श का हावभावाचं ा उपयोग करत.े हावभावामं ळु े व ा ाना सूचना अ धक चागं ा समजतात. पची सु वात
पु ा पहा. ती कोण ा हावभावाचं ा उपयोग करत?े खाली नमदू करा.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. Match the following instructions with the gesture.

खालील सचू ना आ ण हावभाव यां ा जो ा लावा.

Instructions:
1. Open your book.
2. Stand up.
3. Sit down.
4. Listen.
5. Be quiet.
6. See/ watch.
7. Work in pairs.

(See the answer key in Appendix 1)

Gestures:

Now try this with your learners!

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CLIP 6: CHAIN DRILL

A. Introduction

In a chain drill, learners practise questions and answers. The teacher asks one learner a question.
The learner answers the question. This learner then asks the same question to another learner.
Each learner asks and answers a question. If learners make grammar or pronunciation errors, the
teacher can correct immediately.

Chain drill म े व ाथ आ ण उ राचं ा सराव करतो. श क एका व ा ाला एक वचारतो. व ाथ चे उ र देतो.
हा व ाथ ानंतर तो दूस-या व ा ाला वचारतो. ेक व ाथ वचारतो आ ण चे उ र देतो. जर व ा ाने

ाकरणाची िकं वा उ ाराची चूक के ली तर श क ात ताबडतोब दु ी क शकतो.

B. Before watching

Do you use drills and repetition in your class? How and why?

तु ी तमु ा वगात drill चा आ ण repetition चा उपयोग करता का? कसे आ ण का?

C. While watching

Look at how each
learner gets a

chance to practise
the same grammar

structure.

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D. Using it in class

We can use chain drills to practise questions and answers. Look at this exercise from My
English Book One.

आ ण उ राचं ा सराव कर ासाठी आपण chain drill चा उपयोग क शकतो. हा पाठ पहा.

(From My English Book One, page 12)

Here are the steps for the chain drill:
1) The teacher and learners repeat the question and answer four times:

Teacher: “What’s your father’s name?”
Learners: “What’s your father’s name?”
Teacher: “My father’s name is ..............”
Learners: “My father’s name is .............?”
2) The teacher asks the question “What’s your father’s name?” to one learner.
3) The learner answers “My father’s name is Santosh” The learner asks another learner the same
question: “What’s your father’s name?”
Teacher  Learner 1

Learner 1  Learner 2
Learner 2  Learner 3….

Look in your textbook. Which questions and answers can you practise using a chain drill? Describe
below.

तमु ा पाठयपु कात पहा. तु ी chain drill चा उपयोग क न कोण ा आ ण उ राचा सराव क शकता?
खाली वणन करा.

1) __________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

2) __________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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E. Classroom English

1. Here are some questions to use in a chain drill. Put the words in the correct order.

Chain drill म े वापर ासाठी यथे े काही दे ात आले आहते . श अचकू मात लावा.

1. name What your is? What is your name?

2. How you are old?________________________________________________________
3. do live Where you?_______________________________________________________
4. do What do you?_________________________________________________________
5. favourite What colour isyour?________________________________________________
6. did do yesterday What you?_________________________________________________
(See the answer key in Appendix 1)
2. Answer the above questions.

वरील ची उ र ा.
1. What is your name? My name is Ravi.

2. _______________________________
3. _______________________________
4. _______________________________
5. _______________________________
6. _______________________________
(See the answer key in Appendix 1)
Now try using a chain drill with your learners !

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CLIP 7: JUMP LEFT JUMP RIGHT

A. Introduction

When learners are active in English lessons, they enjoy themselves and learn quickly. ‘Jump Left
Jump Right’ is an enjoyable activity because learners listen and respond with movement and
speaking. This involves them physically and mentally and they have fun while learning!

जे ा व ाथ इं जी पाठां ा बाबतीत सि य होतील ते ा ानं ा तःला आनंद मळेल आ ण चटकन शकतील. ‘Jump Left
Jump Right’ ही मजा आणणारी अ टी आहे कारण व ाथ ऐकतात आ ण हालचाल क न व बोलनू तसाद देतात. ामुळे ते
शारी रक आ ण मान सक दो ी प तीनीं सहभागी होतात आ ण ानं ा शकताना मजा वाटत!े

B. Before watching:

How do you get learners to answer questions in class?

तु ी व ा ाना वगात उ रे कशी ायला लावता?

C. While watching

Look at how the
learners respond to

the question.

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D. Using it in class

You can use “Jump left jump right” to practise answering yes/no questions.

तु ी चे होय/नाही उ र दे ाचा सराव कर ासाठी ‘Jump Left Jump Right’ याचा उपयोग क शकता.

For example:

Teacher : Do you drink milk in the morning?
Learners : Yes I do/ No I don’t

How can you use “Jump left jump right” with your textbook? Describe below.
तु ी तमु ा पाठयपु काबरोबर “Jump Left Jump Right” चा उपयोग कसा क शकता. खाली वणन करा:

(From My English Book One, page 27)

1) My English Book One, page 27. The learners stand in a line. The teacher asks “Do you like
papaya?” The learners jump left or right and answer the question.

Write your examples here:
2) __________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

3) __________________________________________________________________________

__________________________________________________________________________

_________________________________________________________________________

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E. Classroom English

When we play “Jump Left Jump Right” we ask “Do you…….?” questions. Make the following
sentences into questions with “Do you……?”.

आपण जे ा “Jump Left Jump Right” खेळतो ते ा आपण “Do you…….?” हा वचारतो.
“Do you…….?” याचा उपयोग करा आ ण खालील वा ाचं े त पातं र करा.

1) I eat fruit. Do you eat fruit? ______________________________________________
2) I eat mangoes ________________________________________________________
3) I speak English _______________________________________________________
4) I play cricket _________________________________________________________
5) I like dancing _________________________________________________________
(See the answer key in Appendix 1)

Try using Jump Left Jump Right in your class!

Now work in pairs and
a group of three.

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APPENDIX 1: ANSWER KEY

CLIP 1: INVOLVING LEARNERS WITH SIMPLE QUESTIONS

D. Using it in class

benches, windows, trees, doors, clouds, chairs, desks, computers, lights, bicycles,
classrooms, bag, chalks, blackboard, posters etc.

E. Classroom English

1) How many cats are there?
There are two cats.

2) How many dogs are there?
There are three dogs.

3) How many ducks are there?
There are three ducks.

4) How many cows are there?
There are two cows.

5) How many hens are there?
There are two hens.

6) How many clouds are there?
There are 3 clouds.

CLIP 2: PICTURE PAIR WORK

E. Classroom English

2) Thanks for helping me, Sachin.
3) Very good! / Well done Dipika and Sunil!/Great work Dipika and Sunil!
4) Excellent! / Brilliant! / Well done Harsh!
5) Everyone clap for Smita and Danesh!

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CLIP 3: USING FLASHCARDS 1

E. Classroom English

2) Could you speak more slowly?
3) Can you say that word more loudly?
4) Could you repeat it more quickly?
5) Prashant, could you say it happily?

CLIP 4: USING FLASHCARDS 2
D. Using it in class

1) Invisible Flash cards
a. Put nine flash cards on the board.
b. Point to each flashcard and say the word, the learners repeat. Take away one of the

flashcards, continue to point to the flashcards and point to the empty space where
theflashcard was. The learners say the words.
c. Take away the other flashcards one by one until there are only spaces.

This activity shows how important pictures can be. It shows that the pictures ‘stick’ in students’
minds.

2) Drilling with different voices (see clip Using flashcards)
a. Drill the word with whole class.
b. Drill the word using different voices and volumes, the learners will copy your voice.
c. You can try with slowly, quietly, softly, happily, quickly etc.

3) Point or run
a. Put flash cards on the walls around the classroom.
b. Say one of them and students point or run to it.
c. Students can then give the instructions to classmates.

E. Classroom English
2) What can you see?
It’s a shirt.
3) What’s the name of this?
It’s the sky.
4) What’s on the card?
It’s a leaf.

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CLIP 5: POINT TO

D. Using it in class

Fruit, classroom objects, stationery, furniture, flashcards, pictures on the classroom walls, clothes
etc.

E. Classroom English

2
1D
2F
3A
4C
5E
6B
7G

CLIP 6: CHAIN DRILL

E. Classroom English

1
2) How old are you?
3) Where do you live?
4) What do you do?
5) What is your favourite colour?
6) What did you do yesterday?
2
2) I am 40 years old.
3) I live in Nashik.
4) I am a teacher OR I work as a teacher.
5) My favourite colour is Blue.
6) I went to the market yesterday.

CLIP 7: JUMP LEFT JUMP RIGHT

E. Classroom English 132

2) I drink milk - Do you drink milk?
3) I speak English - Do you speak English?
4) I play cricket - Do you play cricket?
5) I like dancing - Do you like dancing?

© The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

133 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

SECTION 4

REFLECTION
AND ACTION
PLANNING

© The British Council, 2016 134
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

REFLECTION AND ACTION PLANNING

TAG session number:________
Date: ____________________

1. What did we do today?
Write the resources, topic and activities you did in the circles below.

Language Learning Learning
development by reading by watching
_____________ _____________ _____________
_____________ _____________ _____________
_____________ _____________ _____________

2. My reflections
a. What did you enjoy in today’s TAG meeting? Why?
____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

b. What ideas and activities can you use in your own lessons?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

c. Will you have to change the activities for your learners? How will you do this?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

135 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

3. Action planning
What ideas, activities, and teaching techniques will you try in your lessons this month? Write what
you will do and when you will do it below. Remember to try out new teaching ideas in your lessons
at least 3-4 times over the next month.

What I will do When I will do it Tick () when
completed

Each time you try the new teaching idea in your classroom, share your experience and reflections
with your peers on WhatsApp.

Note: Fill out the table below before you go to the next TAG meeting. You will share this with your
peers in the next meeting.

Action plan report

a. What did you try out in your
lessons this month?

b. What worked well? Why?

c. What didn’t work well? Why?

d. Were there any challenges or 136
difficulties? Why?

e. What will you do differently next
time?

e. What can you share with others in
your TAG meeting? (lesson plan,
pictures or examples of students’
work, videos etc.)
Remember to bring these with you
to the next meeting.

© The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

REFLECTION AND ACTION PLANNING

TAG session number:________
Date: ____________________

1. What did we do today?
Write the resources, topic and activities you did in the circles below.

Language Learning Learning
development by reading by watching
_____________ _____________ _____________
_____________ _____________ _____________
_____________ _____________ _____________

2. My reflections
a. What did you enjoy in today’s TAG meeting? Why?
____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

b. What ideas and activities can you use in your own lessons?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

c. Will you have to change the activities for your learners? How will you do this?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

137 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

3. Action planning
What ideas, activities, and teaching techniques will you try in your lessons this month? Write what
you will do and when you will do it below. Remember to try out new teaching ideas in your lessons
at least 3-4 times over the next month.

What I will do When I will do it Tick () when
completed

Each time you try the new teaching idea in your classroom, share your experience and reflections
with your peers on WhatsApp.

Note: Fill out the table below before you go to the next TAG meeting. You will share this with your
peers in the next meeting.

Action plan report

a. What did you try out in your
lessons this month?

b. What worked well? Why?

c. What didn’t work well? Why?

d. Were there any challenges or 138
difficulties? Why?

e. What will you do differently next
time?

e. What can you share with others in
your TAG meeting? (lesson plan,
pictures or examples of students’
work, videos etc.)
Remember to bring these with you
to the next meeting.

© The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

REFLECTION AND ACTION PLANNING

TAG session number:________
Date: ____________________

1. What did we do today?
Write the resources, topic and activities you did in the circles below.

Language Learning Learning
development by reading by watching
_____________ _____________ _____________
_____________ _____________ _____________
_____________ _____________ _____________

2. My reflections
a. What did you enjoy in today’s TAG meeting? Why?
____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

b. What ideas and activities can you use in your own lessons?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

c. Will you have to change the activities for your learners? How will you do this?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

139 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

3. Action planning
What ideas, activities, and teaching techniques will you try in your lessons this month? Write what
you will do and when you will do it below. Remember to try out new teaching ideas in your lessons
at least 3-4 times over the next month.

What I will do When I will do it Tick () when
completed

Each time you try the new teaching idea in your classroom, share your experience and reflections
with your peers on WhatsApp.

Note: Fill out the table below before you go to the next TAG meeting. You will share this with your
peers in the next meeting.

Action plan report

a. What did you try out in your
lessons this month?

b. What worked well? Why?

c. What didn’t work well? Why?

d. Were there any challenges or 140
difficulties? Why?

e. What will you do differently next
time?

e. What can you share with others in
your TAG meeting? (lesson plan,
pictures or examples of students’
work, videos etc.)
Remember to bring these with you
to the next meeting.

© The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

REFLECTION AND ACTION PLANNING

TAG session number:________
Date: ____________________

1. What did we do today?
Write the resources, topic and activities you did in the circles below.

Language Learning Learning
development by reading by watching
_____________ _____________ _____________
_____________ _____________ _____________
_____________ _____________ _____________

2. My reflections
a. What did you enjoy in today’s TAG meeting? Why?
____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

b. What ideas and activities can you use in your own lessons?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

c. Will you have to change the activities for your learners? How will you do this?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

141 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

3. Action planning
What ideas, activities, and teaching techniques will you try in your lessons this month? Write what
you will do and when you will do it below. Remember to try out new teaching ideas in your lessons
at least 3-4 times over the next month.

What I will do When I will do it Tick () when
completed

Each time you try the new teaching idea in your classroom, share your experience and reflections
with your peers on WhatsApp.

Note: Fill out the table below before you go to the next TAG meeting. You will share this with your
peers in the next meeting.

Action plan report

a. What did you try out in your
lessons this month?

b. What worked well? Why?

c. What didn’t work well? Why?

d. Were there any challenges or 142
difficulties? Why?

e. What will you do differently next
time?

e. What can you share with others in
your TAG meeting? (lesson plan,
pictures or examples of students’
work, videos etc.)
Remember to bring these with you
to the next meeting.

© The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

REFLECTION AND ACTION PLANNING

TAG session number:________
Date: ____________________

1. What did we do today?
Write the resources, topic and activities you did in the circles below.

Language Learning Learning
development by reading by watching
_____________ _____________ _____________
_____________ _____________ _____________
_____________ _____________ _____________

2. My reflections
a. What did you enjoy in today’s TAG meeting? Why?
____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

b. What ideas and activities can you use in your own lessons?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

c. Will you have to change the activities for your learners? How will you do this?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

143 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

3. Action planning
What ideas, activities, and teaching techniques will you try in your lessons this month? Write what
you will do and when you will do it below. Remember to try out new teaching ideas in your lessons
at least 3-4 times over the next month.

What I will do When I will do it Tick () when
completed

Each time you try the new teaching idea in your classroom, share your experience and reflections
with your peers on WhatsApp.

Note: Fill out the table below before you go to the next TAG meeting. You will share this with your
peers in the next meeting.

Action plan report

a. What did you try out in your
lessons this month?

b. What worked well? Why?

c. What didn’t work well? Why?

d. Were there any challenges or 144
difficulties? Why?

e. What will you do differently next
time?

e. What can you share with others in
your TAG meeting? (lesson plan,
pictures or examples of students’
work, videos etc.)
Remember to bring these with you
to the next meeting.

© The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

REFLECTION AND ACTION PLANNING

TAG session number:________
Date: ____________________

1. What did we do today?
Write the resources, topic and activities you did in the circles below.

Language Learning Learning
development by reading by watching
_____________ _____________ _____________
_____________ _____________ _____________
_____________ _____________ _____________

2. My reflections
a. What did you enjoy in today’s TAG meeting? Why?
____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

b. What ideas and activities can you use in your own lessons?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

c. Will you have to change the activities for your learners? How will you do this?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

145 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

3. Action planning
What ideas, activities, and teaching techniques will you try in your lessons this month? Write what
you will do and when you will do it below. Remember to try out new teaching ideas in your lessons
at least 3-4 times over the next month.

What I will do When I will do it Tick () when
completed

Each time you try the new teaching idea in your classroom, share your experience and reflections
with your peers on WhatsApp.

Note: Fill out the table below before you go to the next TAG meeting. You will share this with your
peers in the next meeting.

Action plan report

a. What did you try out in your
lessons this month?

b. What worked well? Why?

c. What didn’t work well? Why?

d. Were there any challenges or 146
difficulties? Why?

e. What will you do differently next
time?

e. What can you share with others in
your TAG meeting? (lesson plan,
pictures or examples of students’
work, videos etc.)
Remember to bring these with you
to the next meeting.

© The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

TEJAS I TAG RESOURCE BOOK

REFLECTION AND ACTION PLANNING

TAG session number:________
Date: ____________________

1. What did we do today?
Write the resources, topic and activities you did in the circles below.

Language Learning Learning
development by reading by watching
_____________ _____________ _____________
_____________ _____________ _____________
_____________ _____________ _____________

2. My reflections
a. What did you enjoy in today’s TAG meeting? Why?
____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

b. What ideas and activities can you use in your own lessons?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

c. Will you have to change the activities for your learners? How will you do this?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

147 © The British Council, 2016
The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).