Lesson plan for introducing pre-reading, while reading & post reading.

Lesson Plan For Teaching Dialogue.

Lesson Plan for Teaching Grammar.

জাতীয় ফুল শাপলা/ আমার প্রিয় ফুল।

ভূমিকাঃ শাপলা আবহমান গ্রাম বাংলার অতি পরিচিত একটি জলজ ফুল। শাপলা আমার খুব প্রিয় ফুল। শাপলা ফুল তার শান্ত-সৌন্দর্য আর নির্মলতা দিয়ে সবার মনকে মুগ্ধ করে। প্রকৃতি-নির্ভর বাঙালি জনজীবনের সর্বত্রই শাপলা চিরচেনা একটি ফুল। তাই শাপলা বাংলাদেশের জাতীয় ফুল। শাপলা জলজ ভূমিতে প্রকৃতির অপার সৌন্দর্য নিয়ে যেন এক ঝাঁক তারার মতো বিরাজ করে। এর সৌন্দর্য দেখে চোখ যেন ফেরানো যায় না। 
পরিচয়ঃ এটি এক প্রকার জলজ ফুল। আমাদের দেশে তিন রকমের শাপলা ফুল জন্মে থাকে-সাদা, লাল ও নীল। তবে সাদা শাপলা ফুলই দেশব্যাপী বেশি দেখা যায়। এজন্য সাদা শাপলাকেই আমাদের জাতীয় ফুল হিসাবে গণ্য করা হয়েছে। 
বিবরণঃ শাপলা ফুল পানিতে ফোটে। পানিতেই এর জন্ম এবং পানিতেই এর বৃদ্ধি হয়। গ্রামবাংলার ডোবা, নালা, খাল, বিল, পুকুর, দীঘি ইত্যাদিতে শাপলা ফুল জন্মে। শাপলা ফুলের রং সাদা, লাল ও নীল। তবে সাদা শাপলা ফুলই বেশি দেখা যায়। শাপলা ফুলের অনেক পাপড়ি থাকে। পানির নিচে মাটিতে এর শিকড় থাকে। কিন্তু ফুল ফোটে পানির উপরে। শাপলার কাণ্ড লতার মতো। শাপলা ফুলের গোড়ায় গোলআলুর মতো শালুক হয়। শাপলার ডাঁটা ও পাতা পানির উপরে থাকে। এই ডাঁটাতেই শাপলা ফুল ফোটে। শাপলা ফুল থেকে ঢ্যাপ নামক একটি গোলাকার ফল ধরে। ঢ্যাপ পাকলে বীজগুলো পানিতে ভাসতে থাকে। এই বীজ থেকেই শাপলা ফুলের জন্ম হয়। আবার শালুক বা মরে যাওয়া গাছের মূল থেকেও শাপলার জন্ম হয়।
বৈশিষ্ট্যঃ পদ্ম জাতীয় এ শাপলা ফুল আমাদের সহজ-সরল জাতীয় জীবনের প্রতীক। পানিরাশির গতিময়তার সঙ্গে আমাদের প্রবাহমান জীবনধারার যে মিল আছে তারই সঙ্গে একাত্ম হয়ে আছে শুভ্র সুন্দর শাপলার হাস্যময় গতিছন্দ। আমাদের টাকায় ও পোস্টকার্ড-ইনভেলাপে প্রস্ফুটিত শাপলার ছাপ তার প্রমাণ বহন করে।
প্রাপ্তিস্থানঃ শাপলা ফুল শরৎ ও বর্ষাকালে ফোটে। প্রকৃতির নিয়মে মাঠের জলাশয়ে, বিলে, ঝিলে, হাওড়ে-বাঁওড়ে, নর্দমায়, পুকুরে এবং দীঘিতে শাপলা ফুল ফোটে। শাপলা ফুলের বীজ থেকে চারা বের হয়। ধীরে ধীরে সেই চারা বড় হয় এবং ফুল ফোটে ও ফল ধরে।
কেন জাতীয় ফুলঃ শাপলা চিরন্তন গ্রামবাংলার শুভ্রতার প্রতীক। গণপ্রজাতন্ত্রী বাংলাদেশ সরকার ১৯৭২ সালের সংবিধানে শাপলাকে জাতীয় ফুলের মর্যাদা দিয়েছে। শাপলা যেমন পরিচিত ফুল তেমনি এর সৌন্দর্যও মোহনীয়। শাপলা আমাদের দেশজ ফুল। সাদা শাপলা যেন বাঙালির সহজ সরল শুভ্র মনের প্রতীক। বাঙালির এই সাবলীল সরলতার বৈশিষ্ট্য যেন এ ফুলটির মধ্য দিয়ে প্রকাশ পায়। তাই শাপলাকে জাতীয় ফুল বলা হয়।
উপকারিতাঃ শরৎকালে সৌন্দর্যের এক প্রধান উপকরণ এ শাপলা ফুল। এ যেন রূপময়ী শরৎরানীর অঙ্গের সেরা অলঙ্কার। তাই কবির ভাষায় বলতে পারি ‘বাংলার রূপ আমি দেখিয়াছি- তাই পৃথিবীর রূপ খুঁজিতে যাই না আর।’ শাপলার ডাঁটা আমাদের খাদ্য। শাপলা ফল থেকে তৈরি হয় খই। গ্রামের ছেলেমেয়েরা তা পরম আনন্দে খায়।
অপকারিতাঃ শাপলা অনাদরে যেখানে সেখানে জন্মায়। কাউকে কষ্ট করে শাপলা চাষ করতে হয় না। শাপলা আমাদের পানিবেষ্টিত ধানক্ষেতেও জন্মায়। ফলে ধানের চারা বাড়তে পারে না। কৃষকরা তখন বাধ্য হয়ে শাপলা তুলে ফেলে।
উপসংহারঃ বাংলাদেশে শাপলার মতো সম্মান কোনো ফুল পায়নি। নদীর প্রবাহের মতো, শ্যামল øিগ্ধ প্রকৃতির মতো, ভালোবাসার সুগন্ধির মতো এ শাপলা আমাদের জীবনাদর্শের প্রতীক হয়ে আছে। প্রকৃতিতে পরম অবহেলায় জন্মগ্রহণ করেও শাপলা ফুল সবার প্রিয়, শাপলা আমাদের জাতীয় ফুল, আমাদের রাষ্ট্রীয় প্রতীক। শাপলা ফুল বাঙালি জাতির প্রাণের প্রতীক। তাই কবির ভাষায় বলা যায়-
                                                       “বাংলাদেশের বিলে ঝিলে
                                                         শাপলা রানী হাসে খেলে।” 

                                                                                                                 সংগৃহীতঃ যুগান্তর পত্রিকা 

My Experience in a Scout Jamboree or My Experience in a Cub Camporee

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My Experience in a Scout Jamboree or My Experience in a Cub Camporee

I went to a cub camporee / scout jamboree last January. We went to Sylhet from Dhaka by train. Our group had ten members. We stayed in tents and cooked food by ourselves. We visited many beautiful places like tea gardens, rubber gardens, forests, mountain streams etc. The two days program was ended with a bonfire and the scout oath.

ল.সা.গু নির্ণয়ের তিনটি পদ্ধতির বিস্তারিত আলোচনা।

Reading lesson plan, introducing pre-reading, while reading & post reading.

Narration কাকে বলে? কত প্রকার ও কী কী? Direct & Indirect Narration Changing in detail.

Article কাকে বলে? কত প্রকার ও কী কী ? Article এর ব্যবহার।

গ.সা.গু নির্ণয়ের তিনটি পদ্ধতির বিস্তারিত আলোচনা।

The Liberation War Museum or A visit to the Liberation War Museum

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The Liberation War Museum
Or
A visit to the Liberation War Museum

A Liberation War Museum is a place where the relics of our Liberation War have been kept. It was 20th January 2019, I went to the Liberation War Museum at Agargaon, Dhaka. I went there by train. I reached the museum at 10 a.m. Our team had ten members. There are six galleries in the Liberation War Museum. I visited different galleries. I saw many photographs, documents, newspaper clippings and many objects etc. Our teacher read out to us the declaration of Independence by Bangabandhu. I left the museum at 3 pm. It was a memorable day of my life.

বার্ষিক পরীক্ষার পর প্রিয় বন্ধুকে গ্রামে বেড়াতে আসার আমন্ত্রণ জানিয়ে পত্র।

দিরাই,সুনামগঞ্জ।
তারিখ ০১-০১-২০২৪

প্রিয় সৃজন,
পত্রের প্রথমেই আমার আন্তরিক ভালোবাসা নিও। আমার পরীক্ষা শেষ হয়েছে আজ দুই দিন হলো। আগামীকাল তোমার পরীক্ষাও শেষ হয়ে যাবে। বার্ষিক পরীক্ষা শেষ হওয়ার পর তোমার, আমাদের বাড়িতে আসার কথা। তাই পরীক্ষা শেষ হওয়ার পরের দিন তুমি তোমার বড় ভাইকে নিয়ে আমাদের বাড়ি চলে আসবে। আমাদের এলাকায় বড় মেলা অনুষ্ঠিত হবে। তুমি এলে খুব মজা হবে এবং খুব ভালো লাগবে। আমাদের গ্রামের এ মেলায় অনেক মানুষের সমাগম হয়। তুমি এলে আমরা দুইজনে মিলে মেলায় ঘুরবো এবং অনেক গল্প করব।
আর বিশেষ কিছু লিখছি না, সাক্ষাতে কথা হবে। তোমার বাবা মাকে প্রণাম জানিয়ে শেষ করলাম।
ইতি
তোমার প্রিয় বন্ধু
রবিন হুড।

Lesson plan for Introducing and Practicing Vocabulary.

Model Lesson Plan

সরকারি পরিপত্র

প্রয়োজনীয় সরকারি পরিপত্রগুলো ডাউনলোড করতে নির্দিষ্ট ফাইলের  উপর ক্লিক করুন। 

1.   গেজেট- ২০১৫ ডাউনলোড করুন । 

2.   চাকুরীর ছুটির বিধান। 

3.   অবসরকালীন সুবিধা। 

4.   মৃত্যুকালীন সহায়তা। 

5.  পেনশন নির্দেশিকা । 

শুদ্ধ সুরে জাতীয় সংগীত-আমার সোনার বাংলা আমি তোমায় ভালোবাসি।

My Best Friend

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My Best Friend

Man is a social being. He cannot live alone. So he wants company. I also like to be with people. Belal is my best friend. He is frank, truthful, sincere and friendly. He helps me a lot when I feel a problem. Moreover, we help each other. His habit is appreciable. His parents are very good and like me very much. I love him from the core of my heart.

My Hometown and Home District

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My Hometown

The name of my home town is Sunamganj. It is a district headquarters and only 264.3 kilometers north of Dhaka. It is very nice and quiet. The area of Sunamganj town is 3669.58 square kilometers. The river Surma flows across the town. There are almost 24,67,968 people in the town. There are many Schools, colleges, hospitals and markets in my hometown. There are some important and interesting places too. Sunamgonj is famous as the home of some important personalities. Hason Raja was born in Sunamganj. The Ekushey Paddak winner Dewan Mohammad Azraf also comes from Sunamganj. Like all I also feel very proud of my home town.

My Home District

The name of my home district is Kishoreganj. It is about 145 kilometers from Dhaka. The area of Kishoreganj town is 10 square kilometers. The largest Eid ground known as Sholakia Eid Ground, the Pagla Mosque, the Govt. Gurudayal College are some of the important places of the District. People from many districts come to Solakia Eid Ground to celebrate Eid. Chandrabati, Syed Nazrul Islam, Upendro Kishore Roy Chowdhury, Sukumar Roy and Zainul Abedin are from Kishoreganj. Like all I also feel very proud of my home town.

My School and My Daily Life/Routine

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My School

The name of my school is Derai Model Govt. Primary School. It is in Sunamganj District. The school has nine hundred students and fourteen teachers. The school has brick walls with a tin roof. There are seven rooms in the school. Five rooms are for classes, one room is for the teachers and the other is for the Head Teacher. There is a big playground in front of the school. This is a famous school in our area. I love my school very much.

My Daily Life/ Routine

I am a student. I strictly maintain a daily routine. I get up early in the morning. After brushing my teeth and washing my hands and face I say my prayer. Then I go out for a walk. After the walk I sit down to learn my lessons and do my homework. At 9.30am I take my bath, eat my meal and leave for school. After school I return home, wash hands and face and eat my meal. Then I play with my friends in the field. After returning home, I begin to prepare my lessons. I eat my supper at 10pm. Then I watch TV for a while and go to bed at 10:30pm.

A Garment Worker and My Evening Activities

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A Garment Worker

A garment worker is a person who works in a garment factory. Reshma is a garment worker who works in a factory at Mirpur in Dhaka. She works in a garment factory because her family needs financial help. She starts her work with many other workers in the mornoing. Some of her friends go by bus, rickshaw or scooter. But she goes on foot. She generally works from 8 a.m. to 4 p.m. She is paid very low. So, she often works extra hours so that she can earn extra money. A garments worker really a hard working person in our society.

My Evening Activities

My evening activities start at 6:30 pm. After getting fresh, I take snacks and sit to study . At first I prepare my homework .My parents help me in my studies to complete my lessons. I study till 9:00 pm and then watch cartoon on TV. I take my supper at 10:00 pm. Then I read story books for sometime and go to bed.

The Race between a Hare & Tortoise and My Family

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My Family

I live with my parents in a flat in Dhaka and read in class five. My father is a banker and my mother is a housewife. My father writes stories in his free time. My mother loves making clothes in her free time. I watch cartoons on TV and read English story books everyday to improve my English.

The Race between A Hare and a Tortoise

One day when a hare was walking in a forest, he saw a tortoise. The tortoise was moving slowly. The hare laughed at the tortoise for his slow movement. At this, the tortoise got angry and finally they agreed to run a race. The tortoise won the race because the hare slept on the way. From this, we learn the lesson that slow but steady wins the race.

Leisure Time and My Country paragraph

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Leisure Time

Leisure time means free time. It is time for enjoying oneself. People spend their leisure time by doing different activities like reading, writing, drawing, walking, fishing, watching TV, gardening etc. I am a student. I also have some free time. In my leisure time, I read story books. Sometimes I read English newspapers. It makes me strong in English. I also go to the playground and play football and cricket.

My Country

The name of our country is Bangladesh. It became independent in 1971. Dhaka is it’s capital. Bangladesh is a small country. It’s land area is 1,47,570 square kilometers. But it has a large population. About 140 million people live here. Bangladesh is mainly an agricultural country. It’s main crops are rice, jute, sugar-cane and tea. Many kinds of fruits also grow here. Jack-fruits, mangoes, bananas, pine-apples, guavas and water-melons are the most common. My country also has many rivers. The main rivers are the Padma, the Meghna, the Jamuna and the Karnaphuly.

A Visually Impaired Girl and My Last Birthday Party paragraph

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A Visually Impaired Girl

Maria is a visually impaired girl. She wakes up early feeling happy. She knows that it is a nice day. She can smell the flowers, hear the sweet songs. She goes to school and reads using Braille.

My Last Birthday Party

My last birthday party was held last December, 2016. I celebrated it in our house. I invited some of my friends and relatives. I cut my birthday cake and everybody wished me singing the birthday song. I enjoyed the day doing a lot of fun with my friends.

TMTE Blockbusters Game in Detail.

Blockbusters Game

Game Instructions

1. Two teams.
2. Idea is to try and link 5 squares in a row across or upward/downward.
3. Pupils choose letter and are asked question to which the answer starts with the chosen letter.
4. If they get it right they own the square, click on square once for Yellow twice for Pink.
5. The other side now gets a go.
6. The opposition can attempt to spoil the chain by capturing a square by choosing an already won letter. The square will change as many times as required. One click after it is coloured will bring back the other colour. (If they get it wrong the original side gets two goes in a row.)
7. Will work on inter-active boards
8. I suggest you allow a square to be captured only once otherwise the game could go on for a long time.

Download Link: Blockbusters Game

TMTE Techniques for Teaching Grammar, Using Visuals.

Using Visuals

Teaching Techniques

1. The teacher uses pictures or photos and elicits the target language. For example, the teacher sticks pictures and photos showing activities that she did last weekend on the walls.
2. She/he asks learners: What did I do last weekend? Learners walk around the room in pairs, guessing what the teacher did by looking at the photos, e.g. I think the teacher went to the beach.
3. The teacher then uses the photos to elicit the target language from the learners, e.g. photo of a beach – I went to the beach.
4. The teacher elicits the question (What did you do at the weekend?) and writes it on the board.
5. She/he writes the model sentence (e.g. I went to the beach) on the board.

If you want to get it in the TMTE Participant Book: Open page-223

I'll share these techniques in this blog. Keep touch with me.

TMTE Techniques for Teaching Grammar-Using Personalising.

Using Personalising

Teaching Techniques

1. The teacher says some sentences about herself/himself or her/his family. She/he begins by showing a photo. She/he elicits who is the oldest, the youngest, the most intelligent and the funniest.
2. The teacher sticks the photos on the board and writes the sentences to show the grammatical structure.
3. In the next lesson, all learners bring in a photo of themselves and their family.
4. The teacher elicits the sentences to the board.
5. Learners use their own photos to prepare sentences and tell each other about their families.

If you want to get it in the TMTE Participant Book: Open page-223

I'll share these techniques in this blog. Keep touch with me.

TMTE Techniques for Teaching Grammar_Using a Song.

Using a song

Teaching Techniques

1. The teacher finds a song which has examples of the target language.
2. She/he does a lead-in activity and plays the song once for gist.
3. She/he teaches vocabulary first (e.g. animals) but also the grammatical structure (e.g. It likes …).
4. Learners match pictures and words.
5. Then they act like animals. They mime the actions and sing along.
6. Learners then listen to the song again with an activity that focuses on the target language, e.g. a gap-fill.
7. Learners then play games and do activities to practise using the structure from the song.

If you want to get it in the TMTE Participant Book: Open page-223

I'll share these techniques in this blog. Keep touch with me.

TMTE Techniques for Teaching Grammar-Using a Story.

Using a Story

Teaching Techniques

1. The teacher uses a story to teach vocabulary and grammar together, e.g. Little Red Riding Hood.
2. The teacher can revise or teach new vocabulary, such as little, red, big and bad. These words. are learnt in the context of the story and the grammatical structures, for example using adjectives (e.g. Little Red Riding Hood; the big, bad wolf; the sweet, old grandmother).
3. The order of adjectives is not analysed but will be automatically recognised as a natural way to describe people and animals.
4. Learners are exposed to the grammar without being made to use it.

If you want to get it in the TMTE Participant Book: Open page-224

I'll share these techniques in this blog. Keep touch with me.

Introducing vocabulary by using real objects(realia).

Technique: Using real objects (realia)

1. Show the object and say the name.
2. Show the object and drill pronunciation, first chorally, then individually.
3. Show the object and elicit name by asking: What’s this?
4. Show the object and elicit/give sentence: It’s a (pen).
5. Get two learners to the front to ask and answer the question: What’s this?
6. Get all the learners to practise asking and answering the question in pairs.
7. Get learners to ask classmates: What’s this? It’s a (notebook), across the class in open pairs.

If you want to get it in the TMTE Participant Book: Open at page-32

I'll share vocabulary techniques in this blog. Keep touch with me.

Introducing vocabulary by using mime.

Technique: Using mime

1. Mime the action and say the verb.
2. Mime the action, elicit the verb and drill.
3. Get a learner to mime the actions at the front. Say what she/he is doing: She/he is drinking.
4. Repeat with a different learner and ask the question: What is she/he doing? Elicit answer.
5. Get three learners to the front. A mimes, B asks, C answers the question: What is (name) doing?
6. Get learners to practise miming, asking and answering in groups of three or four.
7. Get five learners to the front. Get them all to mime actions. Ask rest of class: What is (name) doing?

If you want to get it in the TMTE Participant Book: Open at page-32

I'll share vocabulary techniques in this blog. Keep touch with me.

Introducing vocabulary by using picture flashcards.

Technique: Using picture flashcards

1. Show picture flashcards and say the names.
2. Show pictures again and drill pronunciation, first chorally, then individually.
3. Show picture flashcards and ask: What’s her/his job?
4. Get eight learners to the front, give each a flashcard. Get them to ask you What’s her/his job?
5. Get the eight learners to walk around the class, asking their classmates: What’s her/his job?
6. Give groups picture and word flashcards and get them to match them.
7. Get learners to copy and label pictures in their notebooks.

If you want to get it in the TMTE Participant Book: Open at page-33

I'll share vocabulary techniques in this blog. Keep touch with me.

Practising vocabulary by using Back to the board.

Back to the board

Procedure

1. Ask learners to form groups of three or five.
2. For each group, one learner should sit with their back towards the board, so that they cannot see the board and they are looking at their group. The other learners can sit or stand around him/her.
3. The teacher writes up a word on the board.
4. Tell the other learners in the groups to explain the word without using the actual word. The first learner with their back to the board who shouts out the word wins a point for his/her team.
5. Change the person with their back to the board and repeat several times so that most/all team members get a turn.
6. When all the learners in the group have had a turn, the teacher totals the points.

If you want to get it in the TMTE Participant Book: Open at page-52

Variation

The teacher puts up a picture or writes up a word on the board that learners can mime, explain in simple English or say in Bangla. The teacher needs to make the rule clear which option to choose.
Tell the other learners in the groups, who can see the words or picture, to explain the word without using the actual word, to mime or to say it in Bangla. The first learner who has their back to the board who shouts out the word wins a point for his/her team.

Practising vocabulary by using Touch the board (gently)

Touch the board (gently)

Procedure

1. Put the vocabulary items (choose either the words or pictures) on the board in any order.
2. Form two teams. Get them to stand in a line (from front to back of the room) facing you. Learners can name their team. Put the team names up on the board and record points.
3. Demonstrate the activity with a volunteer.
Option 1: To practise listening to a word: Say the English word. Take the learner to the board and ask him/her which picture shows the word.
(Optional: After a few turns, get other learners to call out the words to give them speaking and pronunciation practice.)
Option 2: To practise reading a word: Show a picture or mime an action. Take the learner to the board and ask him/her which word shows the picture or action. Touch that word or picture on the board and gesture for the learner to do that after you. Make sure they do not hit the board loudly (as this will disturb neighbouring classes).
4. Tell the first learners in each line to get ready to run to the board.
5. Show a picture or mime an action or say the English word.
6. The first learners run and touch the correct flashcard. Other team members can help but cannot run to the board.
7. The first team to touch the correct flashcard gets a point. Keep a record of points on the board.

If you want to get it in the TMTE Participant Book: Open at page-53

Variation

1. With very large classes
Divide the learners into teams of five to seven. Give out a set of word cards to each team. Ask teams to put them on the floor or a table the learners can sit around. When you show the picture or mime the action, one learner touches the word card.
2. Using L1
If you or a Bangla master trainer in the room speak Bangla, say the word in English and the learners can touch the word on the board/floor/desk written in Bangla. Or say the word in Bangla and the learners can touch the English word on the board/floor/desk.

Practising vocabulary by using Pelmanism: A memory-based card game.

Pelmanism

Procedure

1. Demonstration

a) Put a set of cards face down on a table and mix them up.
b) Turn over two cards.
c) Show learners and ask: Is there a picture and a word? Is it a match?
d) If there are two words or two pictures, or the picture and word do not match, turn the cards over and put them back on the table in the same place.
e) Tell the learners to remember where they are.
f) Turn over two more cards. Try to get a match between a picture and a word. When you do, ask: Ok? A match? Learner’s Answer: Yes.
g) Say: The learner keeps the pair. The winner is the learner with the most pairs at the end of the game.

2. Activity

a) Divide learners into groups of four or five.
b) Give out one set of cut-up cards to each group.
c) Ask learners to mix up cards and put them face down on the table.
d) Tell them when to start the game.
e) Monitor and check if learners need support.
f) At the end of the game, ask learners to pronounce the words they won. Listen as they pronounce words. Note any problems with difficult sounds or word stress.

3. Feedback

a) Praise the learners.
b) Help learners pronounce difficult sounds, using correct word stress if there are problems.

If you want to get it in the TMTE Participant Book: Open at page-54

Earthquake and The Tourist Spots of Bangladesh paragraph.

Paragraph

Earthquake

Earthquakes are caused by the shaking of the earth which occurs when two of the earth’s tectonic plates slide over each other. These can be caused by natural factors. Some earthquakes have little or no effect while others cause serious damage. During an earthquake, it is recommended us to move to an open and safe location. So far no one knows when an earthquake will happen. So we can only ensure our safety by taking proper steps.

The Tourist Spots of Bangladesh

There are many tourist spots in Bangladesh. They are Cox's Bazar, Sreemangal, Madhabkunda, Saint Martin's Island etc. The most popular tourist spot in Bangladesh is Cox's Bazar. It is the longest sea-beach in the world. Another tourist spot is Sreemangal. It is very famous for the beauty of the tea gardens. Madhabkunda is another tourist spot. One can see the beauty of the waterfall. Saint Martin's Island is another one. It is a coral Island. We can see many coral. It has different shapes and colors. We can also see turtles and different kinds of sea fishes. I like these tourist spots very much.