Secondary Session Plans

Math (Secondary)
Session plan for face to face session of induction program
1
Session Time:
Math (Secondary)
1 90 min
1
Date From To
Unit# 1 Numbers and operations

Topics/Content  Real and complex numbers
covered in SoS.  Radicals and Radicands
 Logarithms
Objectives: After the completion of these two weeks session the trainee teachers will be
able to:
 Describe and exercise the properties of Real numbers.
 Apply and use the arithmetic operations on set of complex number.
 Recognize the laws of the exponents and radicals, radicands and index.
 Exercise the arithmetic operations in Logarithms.
 Prove and apply the laws of logarithm.
Material required Writing board, duster, charts, marker, text book, ruler ,log table etc.
Introduction  Tell the trainee teachers that in these two weeks sessions we are going
of the session to discuss the numbers and operations.
5 (minutes)  Write the following Set notations on the writing board.
 Z, W, N, Q, C, Q, R.
 Ask them which set of numbers do these alphabets represent?
 Arrange the alphabets in a proper subset order.
 Give them time for thinking and discussion
 Note their responses on the writing board and summarize the discussion
by sharing your own expert opinion if needed
The following sub topics will be covered during these two week sessions.
Sub Topics 1. Rational and irrational numbers
2. Properties of real numbers
3. Distinguish between real and complex numbers and apply four
operations on Complex numbers.
4. Real and complex numbers on the number line
5. Numbers with terminating and non-terminating recurring decimals on
the number line
6. Decimal representation of rational and irrational numbers
7. Understanding radicals and radicands
8. Transformation of an expression given in radical form to an exponential
form and vice versa.
9. Scientific Notation
10. Logarithm
11. Anti-Logarithms
Instructions\ Sub topic 1: Rational and irrational numbers
Activity no 1  Write the following on the writing board
(10 min)  3,2 5,0.7,-10/3,22/7,1.4142135624, 0.3333333….25,5,
-7,3, 5,1 5, 3, 2
 Ask them to separate above into rational and irrational numbers
2
individually.
 Ask one of TT to come in front and explain her/his response with class by
using board.
 Summarize the activity by giving your input focusing the difference of
rational and irrational numbers for further clarity.
Instructions\ Sub topic2: Properties of real numbers
Activity no 2  Make 3 groups of the trainee teachers.
(15 min)  Assign the following tasks to each group.
Group-1:
 Discuss and verify the following properties.
a. Commutative, Associative and Distributive property of
multiplication over addition for real numbers.
Group-2:
 Discuss and verify the following properties:
a. Commutative, associative and distributive (multiplication over
addition) property of real numbers.
Group-3:
 Discuss and write the
a. Additive identity, additive inverse & multiplicative identity in a
set of Real numbers
b. Give them time for completing the activity and facilitate them.
c. Each group will present their work on the writing board.
d. Arrange open discussion for further clarity.
e. Summarize the activity by sharing your expert opinion with them.
Instructions\ Sub topic 3: Distinguish between real and complex numbers and apply four
Activity no 3 operations on Complex numbers.
 Videos and self-practices are available in LMS related to the topics for
the coming fortnight.
Use of arithmetic operations on complex numbers
 Write the following four questions on the writing board.
15 min
a. What is the general form of complex numbers?
b. Add 3+9𝑖 and 15𝑖-12
c. Subtract 4𝑖+6 from 10+16𝑖
d. Multiply 1+10𝑖 and 5+5𝑖
e. Divide 3+2𝑖 by 5 +4𝑖
 Ask them to solve individually in your note book.
 Select any four participants to present one different question on the
writing board by explaining the process of the concern operation.
 Make open discussion for questioning and answering to resolve
difficulties.
 Summarize the activity by sharing your input if needed.
Instructions Group-1:
Activity No. 4  Sub topic 4: Real and complex numbers on the number line
Time: 30 Mints  Sub topic 5: Numbers with terminating and non-terminating recurring
decimals on the number line
Group-2:
 Sub topic 6: Numbers with terminating and non-terminating recurring
decimals on the number line
 Sub topic 7: Understanding radicals and radicands
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Group-3:
 Sub topic 8: Transformation of an expression given in radical form to an
exponential form and vice versa.
 Sub topic 9: Scientific Notation, Logarithm, Anti-Logarithms
 Ask to watch the assigned topic videos and present their work.
 The group members will support the presenter where needed.
 Give them proper feedback if required.
Instructions/ Sub topic 10:Applications of logarithms
Activity No. 5  Make four groups of the trainee teachers for this activity
Time: 5 min  Write the following on the writing board
a. 𝑙𝑜𝑔( a×b)=𝑙𝑜𝑔 a+ 𝑙𝑜𝑔 b
b. 𝑙𝑜𝑔(a/b)=𝑙𝑜𝑔a-𝑙𝑜𝑔b
c. 𝑙𝑜𝑔𝑎𝑛 =n𝑙𝑜𝑔a.
 Ask them to prove one law per group. (Group 1: Law No 1).
 Give them proper time to work and facilitate the groups. (Group 2: Law
No 2)
 Ask each group to present their work on the writing board. (Group 3:
Law No 3)
 Arrange open discussion after each presentation for clarity if any
 Summarize the activity giving your input if needed.
Assessment  Write the following task on the writing board
Time: 5 minutes  Fill in the blank
a. 0.3333333 is _____________number
b. __________is Multiplicative Identity in set of real number
c. General form of complex number is ______________
d. Logan= _______________
𝑎
e. Log (𝑏 )= ______________
 Take response from trainee teachers
 Discuss openly
 Give proper feed back
 Write any two questions from above discussed topics and
 Ask them to solve individually and present their work.
Teaching Learning Tell the trainee teachers that they can use the following teaching learning
Strategies/ Tips for strategies along with the activities we have used in today’s session.
trainee teachers to 1. Activity based teaching & learning
teach effectively 2. Group Discussion method
3. Lecture method
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Session Time:
Math (Secondary)
2 90 min
1
Date From To
Unit# 1 Numbers and operations

Topics/Content  Surds and their Applications
covered in SoS.  Sets and Functions
Objectives: After going through these fortnightly sessions all trainee teachers will be
able to:
 Describe the surds and solve the problems involving surds.
 Define set and various types of sets
 Describe different methods for the Representation of different sets
 Define the function and solve the problems related to functions
 Find the Cartesian product of sets and Plot the order in pairs in Cartesian
plane.
Material required Writing board, chalk, duster, text book, graph paper, ruler, pencil eraser, etc.
Introduction  Tell the trainee teachers that in coming week sessions you will cover the
of the session whole chapter of sets, functions, and Cartesian plane.
10 minutes  Ask the following questions from them
a. What is set?
b. Why we need sets?
c. Name different Number sets?
 Note their responses on writing board
 Summarize the discussion by sharing your input on writing board
through examples.
Sub Topics 1. Surds and their applications
2. Rationalization of a Surd
3. Sets and Operations on Sets
4. Functions
Instructions/ Sub topic 1: Surds and their applications
Activity no 1  Make six groups of trainee teachers.
15 minutes  Write the following questions on writing board
a. What is a Surd?
b. Are 9and 16, 3surds?Explain
c. Write the following surds in simplest form.
i. 12× 3
ii. 75, 300, 12, 48, 32, 128, 84.
 Ask them to work on these questions in their groups
 Facilitate them during the work ask any two groups to present their
work. Make open group discussion for clarity.
 Summarize the activity by giving feedback
Instructions/ Sub topic 2: Rationalization of a Surd
Activity no 2  Videos and self-practices are available in LMS related to the topics for
20minutes the coming fortnight.
 Summarize this discussion with them on the writing board.
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Practice a. Write the following questions on the writing board
i. (2+6)/ (7+3)
ii. (x-1)/( 𝑥 2 +1)
iii. (12-3)/ (19+5)
 Ask them to solve in their note book individually
instructions/ Sub topic 3: Sets and operations on sets
Activity no 3  Videos and self-practices are available in LMS related to the topic/s for
20minutes the coming fortnight.
 Write the following questions on the writing board for more clarity
a. What is a universal set? How we can represent it?
b. What do mean by compliment of a set?
c. If U=Set of first 20 natural numbers,
A = first 10 even numbers,
B= Set of natural numbers between 4& 16 then find compliment
of A,B, A∪B, A∩B.
 Give them time to solve the above individually in their note book.
 Facilitate them during the work and summarize the activity through
open discussion using writing board for further clarity.
Instructions/ Sub topic 4: Functions
Activity no 4  Ask the following questions.
15minutes a. What do mean by a Cartesian product?
b. How we can plot the ordered pair in Cartesian plane?
c. What is a function?
 Note their responses on the writing board and discuss with them to
clear the above concepts by giving feedback.
practice
 Write the following questions on the writing board.
a. If A={1,2,3,5} and B={-2,4,-6,5} then find A×B and plot it in
Cartesian plane.
b. If f(x) = x+1, Dom (f) is first five natural numbers then find its range.
c. If f(x) = 2𝑥 2 if x is an even number then find its range and plot it in
Cartesian plane.
d. Ask them to solve above questions working in pair.
Assessment  Write the following questions on the writing board.
(10 minutes) a. Simplify (3+12)
b. If U = {1,2,3,…..10} and A={1,3,5,7,9} then find 𝐴/ .
c. If A={2,4,6} and B={1,2} find A×B and B×A.
d. If f(x)={(1,2),(3,5),(2,7),(4,6)} then plot it on graph paper.
 Ask them to solve the above questions in their note book.
 Ask the participants randomly for presentation.
 Give proper feedback where needed and check some of them randomly
trainee teachers to 1. Individual activity
teach effectively 2. Pair work
3. Open group discussion & group work.
4. Lecture method.
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Session Math (Secondary) Time:
3 90 min
Date From To
Unit#1 Numbers and operations

Topics/Content  Variations
covered in SOS.  Laws of exponents
 Complex numbers
Objectives: After going through these fortnightly sessions all trainee teachers will be
able to:
 Describe the ratios and proportions and their applications in daily life.
 Prove the different theorems of proportions and solve the problems
related to them.
 Exercise the laws of exponents to solve the problems.
 Define complex numbers and can find its conjugate
Material required Writing board, chalk, duster, text book, graph papers, pencil eraser, etc.
Introduction  In coming two week sessions the above mentioned topics are hopefully
of the session covered by watching the videos and through self-practice.
 Write the following questions on the writing board
5 minutes a. A pizza is divided into three equal parts, 2 parts ate by Adnan. How
can we represent it and what does it mean?
b. What do we mean by equality of two ratios?
c. Tell any two laws of exponents.
d. What is the square root of -1?
 Note their responses and link the discussion to the sub topics.
Sub Topics 1. Ratio proportion and variations
2. Theorems on proportions
3. Explaining the laws of exponents and their applications
4. Imaginary numbers
5. Conjugate and equality of complex numbers
Instructions Sub topic 1: Ratio proportion and variations
Activity no 1  Write the following questions on the writing board
a. Define ratios and proportions.
15minutes b. If Seema obtain 75 marks and Ayesha obtain 45 marks out of 100,
then what is the ratio b/w their obtained marks?
c. If there are 24 students in class 9th, out of which number of girls is
16, then find the ratios of girls to boys in class?
d. Write in proportion form if the ratio among the ages of two boys is
6:10 and two girls are 3:5.
e. Solve: 35 : x : :7 : 84
 Ask them to solve these questions in their note books individually.
 Facilitate them during the work and summarize the activity through
discussion giving feedback when needed.
Instructions Sub topic 2: Theorems on Proportions
 Write the following topics on the writing board
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Activity no2 a. Intervendo theorems
b. Dividendo theorem of proportion
40 minutes
c. Componendo theorem of proportion
d. Dividendo and Componendo theorems
 Ask the trainee teacher which two theorems are challenging for them
 Take response from the trainee teachers; identify any two theorems as a
challenging. Write these theorems on the writing board,
 Prove and discuss these theorems on the writing board with the help of
the trainee teachers
 Arrange open group discussion after presentation, for clarification
 Assign some question to the trainee teachers for practicing these
theorems. Give them proper feed back
Instructions/ Sub topic 4: Imaginary Numbers
Activity no4  Write the following questions on the writing board.
 𝑥 2 +1 =0
15 minutes  Ask them, what will be the value of x in that equation?
 Ask them, Is the possible value of x is real number?
 Discuss the solution of the equation and derive that the value of square
root of negative numbers is an imaginary number and explain the
concept by using the following
An "imaginary number" is a multiple of a quantity called "i" which is
defined by the property that i squared equals -1. This is puzzling to most
people, because it is hard to imagine any number having a negative
square. The result: it is tempting to believe that i doesn't really exist, but
is just a convenient mathematical fiction.
 Summarize the activity by giving your input if needed.
Instruction/ Sub topic 5: Conjugate and Equality of Complex Numbers
activity no 5  Write the following complex numbers on the writing board
 2+3i, -7+9i, 7-11i, 5i-5, -6-19i, 0+i
10 minutes
 Ask them to work individual and convert the above in its conjugate
complex numbers and Draw these conjugates and complex numbers on
Cartesian plane. Ask one or two trainee teacher for presentation using
writing board. Hold discussion on the concept and elaborate its key
points. Gives some more questions for practice
 Summarize the activity through discussion on the writing board with
them till clarification.
Assessments.  Write the following questions on the writing board
Time: 05 Minutes a. Solve 4 : 6: : 8 : x
b. Write in simplified form 78:105
c. If a/b=c/d then (a+b)/b= (c+d)/c is which theorem of proportion?
Name it
d. If z=-5-16i then write its conjugate.
teach effectively 2. Group work
4. Lecture method.
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4 90 min
Date From To
Unit#1 Numbers and operations
Topics/Content  Matrices and determinants

covered in SOS.
Objectives: After going through these two weeks sessions all the trainee teacher will
be able to:
 Define matrix and exercise the arithmetic operations on matrices.
 Find the inverse of matrix by using different rules.
 Solve the linear equations by using matrices.
Material required Writing board, chalk, duster, text book, pencil eraser, etc.
 In the coming week sessions the above mentioned topics will be
Introduction covered by watching the videos, through self-practice and by
of the session attending today face to face session.
10 minutes  Ask the following questions from trainee teachers
a. Define matrix.
b. Name different kinds of matrices.
c. What do you mean by the order of a matrix?
 Give them time for thinking.
 Write their responses on the writing board.
 Summarize the activity by sharing your input using board and link up
the discussion to introduce the sub topics.
Sub Topics 1. Types of matrices.
2. Operations on matrices.
3. Inverse of a matrix
4. Solution of simultaneous linear equations.
Instructions/ activity Sub topic 1: Types of Matrices
no 1  Make pairs of the trainee teachers.
10 minutes  Ask them to discuss different types of matrices in their pair.
 Give them time for discussion.
 Note their responses on the writing board.
 Summarize the activity by sharing your input till clarity
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Instructions/ activity Sub topic 2: Operations on Matrices
#2  The two operations addition and subtraction on matrices are self-
20 minutes explanatory by watching the videos and self-practice.
 Hopefully you will find no difficulty in teaching and learning of these
subtopics.
Multiplication of matrices
 Make two groups of trainee teachers.
2 3
After a. A= and B=[13 7]
4 6
the Activity
3 10 9
b. X=[ ]and Y=
7 7 11
 Ask the group No. 1 work on finding AB, BA
 Group No. 2 work on finding X× Y,Y × X.
 Give them time for solution
 Facilitate them during the work
 Each group present their work by explaining the step by step process.
 After presentation questioning answering session take place till clarity.
 Summarize the activity by giving your input if needed.
Instructions/ activity Sub topic 3: Inverse of Matrices
#3  Ask the following questions
20minutes 1. What are different rule for finding inverse of matrics?
2. Take response on the writing board
3. Discuss about rules
4. Conclude the discussion with proper input if required
3 2 2 3
𝑖𝑓 𝐴 = and B=
5 8 4 6
 Ask them to find inverse of A and B individually.
 Give them time for solution
 Ask two trainee teachers to present their work on the writing board
for further clarity.
 Summarize the activity by sharing your own input with them till
clarification.
Instructions/ activity Sub topic 4: Solution of Simultaneous Linear Equations
#4  Make three groups of trainee teachers
15 minutes  Write the following linear equations on the writing board
a. 3x-2y=1,9x+5y=6
b. 5x+7y=4 , 7x-4y=8
c. -6x+6y=10 , x+y=13
 Give one question to each group to solve with the help of matrices.
 Give them time and facilitate during work
 One presenter from Each group will present their work on the writing
board
 Summarize the activity by giving your own input if needed
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Assessments. Write the following question on the writing board and ask them to solve
10min individually.
1 3
 If A= then find determinant of A.
5 4
 If 5x + 9y = 9, 4x – 7y = 0 solve with the help of matrix.
6 5
 X= find x –1
5 6
3. Group work
5. Lecture method
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5 90 min
Date From To
Unit#2 Algebra and algebraic thinking

Topics/Content  Exploring Relationships: Functions and Equations
Covered in SOS.
Objectives After going through the coming fortnightly sessions all the trainee teacher will
be able to:
 Construct a linear equation.
 Solve the linear equation involving absolute values.
 Define and solve the linear inequalities and draw its graph.
Material required Writing board, chalk, duster, text book, pencil eraser, etc.
Introduction  Tell the trainee teachers, in these two weeks sessions the above
of the session mentioned topics will be covered through watching the videos, self-
10 minutes practice and attending face to face session.
 Ask the following questions
a. What is the linear equation?
b. What is difference between linear equation and function?
c. What do you know about inequalities?
 Note their responses on the writing board
 Summarize the discussion and bring it towards the sub topics.
Sub Topics 1. Construction of linear equations
2. Solving equations with one and two variables
3. Equations involving absolute values
4. Graphing Linear equation.
5. Linear Inequalities
6. Solving Linear Inequalities
Instructions/ Sub topic 1: Construction of Linear Equations
activity #1  Write the equation Y = mx+c on the writing board.
30 minutes  Ask, what the equation represent?
 Ask, what the letters m and c represent in the equation?
 Now ask the following equations, give them 5 minute for thinking and
solution
a. If slope of the line is 3 4and y intercept is 6 then find the linear
equation.
b. If line passes through points A (2,7)and B(3,5) then construct the
linear equation.
c. If a line has slope 9 and passes through the point C (-4,-12) then
construct the linear equation.
 Now ask about each question randomly from few trainee teachers.
 Summarize the activity by sharing your input for clarity if any
Instructions/ Sub topic 2: Equations involving Absolute Values
activity #02  Videos and self-practices are available in LMS related to the topics for the
15 minutes coming fortnight.
 Summarize this discussion with them on the writing board
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Instructions/ Sub topic 3: Graphing Linear Equation
activity #03  Write the following equations on the writing board
15 minutes a. 3x + 4y = 2
b. -7x – 7y = 9
 Ask them to solve these and draw their graph individually
 Facilitate them during work.
 Ask any two of trainee teachers to present their work on the writing
board.
 Summarize the activity by open discussion for further clarification.
Instructions/ Sub topic 6: Linear Inequalities and Solving Linear Inequalities
activity #06  These sub topics is self-explanatory by watching the videos provided to
you and you can understand it easily through self-practices.
 Summarize this discussion with them on the writing board
Assessments.  Write the following questions on the writing board and ask the trainee
teachers to work on these individually.
 Write slope intercept form of an equation.
a. 8x – 3y = 6 find the y- intercept of it?
b. Solve 4x – 6y ≤ 7
Strategies/ Tips strategies along with the activities we have used in today’s session.
for trainee 1. Individual activity
teachers to teach 2. Pair work
effectively 3. Group work
5. Lecture method.
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6 90 min
Date From To

Topics/Content  Quadratic Equations
covered in SoS.
Objectives: After going through these two weeks sessions all the trainee teacher will be
able to:
 Describe and write the standard form of a quadratic equation.
 Identify pure quadratic equation.
 Use of quadratic equation in problems related to daily life.
 Construct equation with the help of the roots.
Material required Writing board, duster, charts, marker, text book, etc.
a. What is quadratic equation?
b. What are the types of quadratic equation?
c. How the quadratic equation can be solved?
 Note their responses on the writing board by sharing your own input with
them.
 Bring their attention towards the session of the day.
Sub Topics 1. Quadratic equations
2. Nature of the Roots of a Quadratic equations
3. Cube Roots of Unity and their Properties
4. Symmetric Functions of Roots of a Quadratic Equation
5. Construction of quadratic equations
6. Different methods of solving quadratic equation
Instructions/ Sub topic 1: Quadratic Equations
Activity # 1  Videos and self-practices are available in LMS related to the topics for the
10 minutes coming fortnight (Video 2.2.1.2 and 2.2.1.3)
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Sub topic 2: Nature of the Roots of Quadratic Equation
Instructions/  What is discriminate of quadratic equation?
Activity # 2 a. If a𝑥 2 + bx + c=0 such that a, b, c𝜖Z where a≠0 then write the
25 minutes discriminate of quadratic equation.
b. Discuss the nature of the roots of a quadratic equation.
 Write their responses on the writing board discuss with them,
 Summarize the activity by sharing his/her own experience if needed..
practice
 Make pairs of trainee teachers.
 Write the following question on the writing board
a. x2 - 4x – 12 = 0
b. 24𝑥 2 + 10 x +1 = 0
c. -3𝑦 2 + 7y + 6 = 0
d. 7y2 – 11y – 6 = 0
 Ask them to solve these questions and discuss nature of the roots of the
above each quadratic equation.
 Give them time for discussion and solution
 Ask any four pairs to represent their work on the writing board.
 Summarize the activity by sharing your own experience if needed.
Instructions/ Sub topic 3: Cube Roots of Unity and their Properties
10 minutes coming fortnight (Video 2.2.4.1).
 You can easily understand it and hopefully find no difficulty in teaching
and learning process
 Summarize the above discussion by sharing his/her own input with them
on the writing board
Instructions/ Sub topic 4: Symmetric Functions of Roots of Quadratic Equation
10 minutes coming fortnight. (Videos # 2.2.5.1 to 2.2.5.3)
 You can easily understand it and hope fully find no difficulty in teaching
on the writing board.
Instructions/ Sub Topic 5: Construction Of Quadratic Equation
Activity # 5  Write the following on the writing board
10minutes a. a𝑥 2 + bx + c = 0 such that a, b, c𝜖Z where a≠0, if α, β be the roots of
the equations,
b. Ask them to write the process for the constructing of a quadratic
equation.
 Give them time for work individually
 Facilitate them during work
 Ask only one or two trainee teacher present their work on the writing
board.
practice  Facilitate open group discussion for clarity
 Summarize the activity by sharing your input on the writing board.
 Write the following on the writing board
a. If α, β are the roots of the equation such that α=3, β=1 6, then construct
the quadratic equation.
15
 Ask them to solve it individually in their note book.
 Supervise their work for precession.
Instructions/ Sub topic 6: Different methods used for Solving Quadratic Equation
10minutes coming fortnight (Videos (2.2.7.1, 2.2.7.2, 2.2.8.2).
Assessments. Write the following questions on the writing board
5 minutes  a𝑥 2 +bx+c=0 such that a,b,c𝜖𝑍 where a≠0 ,if α,β are the roots of the
equations, then write the characteristics of the quadratic equation.
 4𝑥 2 -9=0 name and solve the equation.
 15𝑥 2 -17x+19=0 solve with the help of formula.
 2𝑥 2 -x-3=0 solve with completing square method
5. Lecture method.
6. Presentation on the writing board.
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7 90 min
Date From To

Topics/Content  Algebraic Formula
covered in SOS.
Objectives: After going through these two week sessions all the trainee teachers will be
able to:
 Use and exercise application of quadratic equation in daily life.
 Reduce different kinds of equation to quadratic equation.
 Find the roots of quadratic equation and can solve the radical equation.
 Prove different algebraic formulas and utilize them.
Material required Writing board, duster, marker chalk, text book etc.
a. Do you know the application of quadratic formula in daily life? Give
any example
b. x  1  3 can it be reduced in a quadratic equation?
x
c. Solve 3𝑥 − 4+11=18
 Ask them to think and then call one of them randomly to solve these
question on the writing board.
 Summarize the task through question answer involving the trainee
teachers.
Sub Topics 1. Application of quadratic equations.
2. Equations Reducible to Quadratic Form.
3. Roots and Coefficients of a Quadratic Equation
4. Radical Equations
5. (a + b + c)2 = 𝑎2 + 𝑏 2 + 𝑐 2 + 2ab + 2bc + 2ca
Instructions/ Sub topic1: Application of Quadratic Equations
activity 1  Make two groups of trainee teachers.
30 minutes  Write the following questions on the writing board
 If the length of a rectangular region is 8 meter (m) more than its width
and area of the region is 256 𝑚2 , then find its length and width.
 If a car start from rest and moving with uniform accelerations of 12m/𝑠 2 ,
after 10 seconds it attains the velocity of 40 m/s.find how much distance
is covered by the car?
 Ask them to solve the question working in group.
 Give them time to think and facilitate them during the work
 Each group present their work on the writing board and discuss with them
and summarize the activity by comparing their work and by sharing your
own input for clarity.
17
Instructions/ Sub topic 2: Equations Reducible to Quadratic Form
activity 2  Write the following equations on the writing board
10 min a. 1 – x =5
𝑥
b. 1 +4=y
𝑦
c. 2x=𝑥 + 1 𝑥
 Ask them to reduce the equations in quadratic form.
 Give them time for thinking and solution.
 Facilitate them during the individual work.
 Ask one of them to present their work on the writing board.
 Summarize the activity by comparing their work and by sharing your own
input for clarity.
Instructions/ Sub topic 3: Roots and Coefficients of a Quadratic Equation
activity 3  Videos and self-practices are available in LMS related to the topics for the
10 minutes coming fortnight (Videos 2.2.12.1, 2.2.12.2).
and learning to your class
Instructions/ Sub topic 4: Radical Equations
activity 4  Write the following questions on the writing board
10 minutes a. 5𝑥 + 4=9
b. 3𝑥 + 4 -7= 2𝑥
c. 3𝑥 2 + 6x + 1= 𝑥 2 + 9x − 16
 Ask them to solve the questions in their note book individually.
 Give them time to solve
 Facilitate them during work.
 Ask any three trainee teacher to present one by one each question on the
writing board
 Summarize the activity by comparing their work and by sharing your own
input for clarity.
Instructions/ Sub topic 5: Formula (𝐚 + 𝐛 + 𝐜)𝟐 = 𝒂𝟐 + 𝒃𝟐 + 𝒄𝟐 + 2ab + 2bc + 2ca
activity 5  Videos and self-practices are available in LMS related to the topics for the
10 minutes coming fortnight.
Assessments. a. Expand 2a + 3b + 4c 2
10 minutes b. If 𝛼 and 𝛽 are the roots of the equation 𝑥 2 +7 5x-1 2 = 0 then find
the product and sum of its roots.
c. Find the equation with roots 𝛼 and 𝛽 if sum of the roots is 9 and
product of the roots is 8.
5. Lecture method.
18
8 90 min
Date From To

Topics/Content  Factorization
covered in SOS.  Algebraic Manipulation
able to:
 State and solve the problems by using remainder theorem
 State and solve the problems by using factor theorem
 Resolve the rational expression into partial fractions
 Define HCF and LCM and can solve the related problems
Material required Writing board, duster, charts, marker, text book, etc.
 Write the following on the writing board
a. What do mean by algebraic formula? Tell some of them
b. Name the methods of factorization of an equation.
 Write their responses on the writing board, and bring the discussion
towards the session of the day.
Sub Topics 1. (a + b)3 = 𝑎3 + 3ab(a + b) + 𝑏 3
2. 𝑎3 ±𝑏 3 = (a ± b)(𝑎2 ± ab + 𝑏 2 )
3. Factorizing a cubic polynomial
4. Resolve rational expressions into partial fraction
5. Highest Common Factor and
6. Least Common Multiple
Instructions/ Sub topics 1 and 2: Formula
Activity 1 1. (𝐚 + 𝐛)𝟑= 𝒂𝟑 + 3ab (a + b) + 𝒃𝟑
30 minutes 2. 𝒂𝟑 ±𝒃𝟑 = (a ± b)(𝒂𝟐 ± ab + 𝒃𝟐 )
 Make three groups of the trainee teachers and
 Write the following question on the writing board.
a. (a + b)3 = 𝑎3 + 3ab (a + b) + 𝑏 3
b. 𝑎3 +𝑏 3 = (a + b)(𝑎2 -ab + 𝑏 2 )
c. 𝑎3 -𝑏 3 = (a - b)(𝑎2 +ab + 𝑏 2 )
 Ask them to prove one formula in their respective group number.
 Ask each group present their work on the writing board respectively and
explain.
 Summarize the activity by sharing your own expert opinion with them the
process.
Instructions/ Sub topic 3: Remainder Theorem and Factor Theorem
Activity2  Make two groups of the trainee teachers
 Write the question on the writing board.
19
25 minutes a. State and prove factor theorem.
b. State and prove remainder theorem.
 Ask group to work on question No. 1 and the second group on the other.
 Give them time to think and prove.
 Facilitate them during their work in group.
 Each group present their work on board and explain the process.
 Summarize the activity by sharing your own expert opinion with them.
Instructions/ Sub topic 4: Resolve Rational Expressions into Partial Fraction
Activity 3  Videos and self-practices are available in LMS related to the topics for the
and learning in your class.
Instructions/ Sub topic 5 & 6: Highest Common Factor and Least Common Multiple
Activity 4  Videos and self-practices are available in LMS related to the topics for the
and learning in your class.
Assessments.  Write the following questions on the> + W writing board
10 minutes 3𝑥−1
a.
𝑥 2 −𝑥−6
Find LCM of x  4 x  4 & x  5x  6
2 2
b.
Find HCF x  6 x  11x  6, 3x  5x  6 x  4 , 3x  5x  6 x  2
3 2 3 2 3 2
c.
4. Presentation on board
5. Open group discussion & group work
6. Lecture method.
20
9 90 min
Date From To
Unit#3 Trigonometry
Topics/Content  Measurement of an angle (in Radian)
covered in SOS.
able to:
 Convert angles into DMS (Degree, minute, and second) and into
decimal.
 Relationship between radians and degrees
 Calculate the trigonometric ratios of a given triangles.
Material required Writing board, duster, charts, marker, text book, geometry box, log table etc.
10 minutes practice and attending face to face session
 Ask the following questions from training teachers.
a. What is 1 degree?
b. What do you mean by a circumference of circle?
c. What is the relationship between the arc and central angle of a
circle?
 Note their responses on the writing board, and bring their attention
towards the sub topics of the session of the day
Sub Topics 1. Measuring an angle in sexagesimal system (degree, minute and second).
2. Relation between Radian and Degree.
3. Understanding the rule 𝑙 = rθ
4. Relationships between lengths and angles of a triangle
5. Understanding general angle (co-terminal angles), angle in standard
position.
Instructions/ Sub topic 1: Measuring an Angle in Sexagesimal System (Degree, Minute and
activity1 Second)
Time :20 Minutes  Videos and self-practices are available in LMS related to the topics for
the coming fortnight videos (3.1.1.2, 3.1.1.3).
and learning to your students.
 Practice
Write the following questions on the writing board.
a. Convert 15.3210 to DMS format round to nearest second.
b. Express 400 72′ 22′′ in degree.
c. Convert 20 degree 25 min and 18 sec to 3 decimal places.
 Ask them to solve individually in their note book.
 Facilitate and monitor during the work.
 Discuss with them on the writing board and summarize by giving your
own input if required
Instructions/ Sub topic 2: Relationship between Radians and Degrees
activity 2  Make three groups of the trainee teachers
21
Time :25 Minutes  Draw three circles of different radii and different length of arc
subtended the central angle 𝜃
 Name them 1, 2, 3
 Ask that each group will work on the following questions with their
respective figure:
a. What is the relationship between radius r, arc 𝑙 and central angle𝜃.
b. Write the relationship between the radian and degree.
 Calculate these relations of their respective circle.
 Give them time for solution and thinking
 Facilitate the group work
 Ask any one group voluntarily to present their work on the writing
board.
 Make open discussion for question answer for clarity
 Summarize the activity by giving your expert opinion
Instructions/ Sub topic 3: Relationships between Lengths and Angles of a Triangle
activity3  Videos and self-practices are available in LMS related to the topics for
15 minutes the coming fortnight (Videos 3.1.6.1, 3.1.6.2, 3.1.6.3 and 3.1.6.4).
Instructions/ Sub topic 4: Understanding general Angle (Co-terminal Angles), Angle in
activity4 standard position
10minutes  Videos and self-practices are available in LMS related to this topic for
the coming fortnight. (Videos 3.1.7.1).
to your students.
Assessments.  Write the following questions on the writing board.
Time :10 Minutes a. Find 𝑙 if r=3cm and 𝜃=75 degree
b. Convert 200 35′ 40′′ into decimal form
c. Convert 74.527 degree into DMS format upto 3 decimal places
d. Convert 40 degree into radians.
teach effectively 2. Presentation
3. Group work
5. Lecture method.
22
10 90 min
Date From To
Unit#3 Trigonometric Ratios

Topics/Content Trigonometric identities
covered in SoS.
objectives After going through these two weeks sessions all the trainee teachers will be
able to:
 Understand the Quadrants and quadrantile angles
 Find Trigonometric ratios and their reciprocals
 Locate Trigonometric ratios in different quadrants
 Calculate length of an arc and area of a sector of a circular region
 Solve the problems by using trigonometric identities
Material required Writing board, duster, charts, marker, text book, ,geometry box, log table etc.
Time: 10 minutes practice and attending face to face session.
a. What is the quardinate plane, name its quadrants?
b. How can we solve the triangle with the given values?
c. How can you calculate the area of a circular region?
 Note their responses on the writing board and bring their attention
towards the sub topics of the session of Thursday.
Sub Topics 1. Quadrants and quadrantile angles
2. Trigonometric ratios and their reciprocals
3. Trigonometric ratios in different quadrants
4. Finding the values of trigonometric ratios
5. Calculate length of an arc and area of a sector of a circular region
6. Understanding trigonometric identities and their applications
Instructions/ Sub topic 1: Quadrants and Quadrantile angles
activity 1  Videos and self-practices are available in LMS related to the topics for
Time: 10 minutes the coming fortnight (Videos (3.1.8.1 to 3.1.8.4).
 Subject expert discuss these with them on the writing board for recalling
and summarizing.
Instructions/ Sub topic 2: Trigonometric Ratios and their Reciprocals
Time : 10 Minutes the coming fortnight (Videos 3.2.1.1 to 3.2.1.2).
 Subject expert discuss these with them on the writing board for recalling
and summarizing
Instructions/ Sub topic 3: Trigonometric Ratios in Different Quadrants
the coming fortnight (Videos 3.2.2.1 to 3.2.2.2).
23
Time : 10 minutes  You can easily understand it and hope fully find no difficulty in teaching
Instructions/ Sub topic 4: Finding the Values of Trigonometric Ratios
Time: 10 minutes the coming fortnight (Videos 3.2.3.1 to 3.2.3.3).
Instructions/ Sub topic 5: Calculate length of an Arc and Area of a Sector of a Circular
activity 5 Region
Time: 15 minutes  Make pairs of the trainee teachers
a. Find the area of a circle with diameter 16 cm?
b. Find the 𝜃 when 𝑙= 5 cm, r= 2cm
 Draw a circle of radius 5cm and construct an angle of 700 by an arc AB,
shade it and ask them
a. Find the area of the shaded region? If the Area of a sector of
shaded region 14𝜋𝑐𝑚2 and the interior angle subtended is450 ,
then find the radius of circle?
 Ask them to work in pairs. Facilitate them during the work.
 Ask any one pair to present their work on the writing board and discuss
the solution process. Summarize the activity by giving your expert
opinion.
Instructions/ Sub topic 6: Understanding Trigonometric Identities and their Applications
activity 6  Make three groups of the trainee teachers
Time: 15 minutes  Write the following questions on the writing board.
a. Prove that (tan𝜃– 1)/ tan𝜃= 1- tan𝜃
b. 𝑠𝑖𝑛2 𝜃𝑠𝑒𝑐 2 𝜃+𝑐𝑜𝑠 2 𝜃𝑐𝑜𝑠𝑒𝑐 2 𝜃=𝑡𝑎𝑛2 𝜃𝑐𝑜𝑡 2 𝜃
1−𝑠𝑖𝑛𝜃 𝑐𝑜𝑠𝜃
c. =
𝑐𝑜𝑠𝜃 1+𝑠𝑖𝑛𝜃
 Ask each group to work on the questions of their respective group
numbers. Each group present their work on board and summarize the
activity by sharing your own input.
Assessments. a. Solve 1/(1+ sin𝜃)
Time: 10 minutes b. Prove (1-cos𝜃)/cos𝜃= sec𝜃-1
c. Draw the reference angle for 4500 ,3750 and -700
d. Prove 𝑠𝑖𝑛𝜃 1 + 𝑡𝑎𝑛2 𝜃= tan𝜃
 Ask them to solve the questions on their note books. Observe their
assigned task to assess their work and understanding
3. Group work
5. Lecture method.
24
11 90 min
Date From To
Unit#3 and 4 Trigonometric Ratios

Geometrical Theorems-Exploration and Applications
Topics/Content  Angle of elevation and depression
covered in LMS  Coordinate geometry
Objectives: After going through these two weeks sessions the trainee teacher will be
able to:
 Describe angle of elevation and depression and solve the related
problems
 Define the coordinate plane
 State distance formula and solve the related problems
 State midpoint formula and solve the related problems.
Material required Writing board, duster, charts, marker, text book, pencil, eraser, graph paper
etc.
Introduction of the  Tell the trainee teachers, in these two weeks sessions the above
sessions mentioned topics will be covered through watching the videos, self-
 Ask the following question from them verbally?
a. How many there are trigonometric ratios? tell name
b. When we look at the top of the tree the angle make with the
horizontal by our eye is called?
 Discuss with them on the writing board and bring their attention to sub
topics of the session of the day.
Sub Topics 1. Angle of elevation and depression.
2. Coordinate geometry.
3. Distance formula.
Instruction / Sub topic 1: Angle of Elevation and Depression
activity 1  Make two groups of trainee teachers (say A, B)
Time: 25 minutes  write these questions on the writing board
a. A person looks at the top of the Minaar-e-Pakistan and makes an
angle of 300 with horizontal, if the distance of the person from
the base of the minaar is 400m find the height of the minaar?
b. An aeroplane makes angle of depression of 450 with the tower of
the airport, if the aeroplane is at the height 800m then find the
distance of the aeroplane from the tower?
 Ask group to work on one question and also draw the diagram
 Give them time for thinking and solution
 Each group present their work on the writing board, make open
discussion for clarity.
 Summarize the activity by sharing your input if needed.
Instructions/ Sub topic 2: Coordinate Geometry
activity 2  Make the pairs of trainee teachers.
25
25 minutes  Write the following questions on the writing board.
a. What is coordinate plane and what is coordinate geometry?
b. If A(2,3) ,B(-6,-3) and C(-2,4) then locate these point in
coordinate plane and join them by line segment.
 Ask them each pair work on these questions.
 Give them time for thinking and solution.
 Facilitate them during the work.
 Ask any two pairs to present their work on the writing board.
 Make open group discussion for question and answer.
 Summarize the activity by sharing your own input with them.
Instructions/ Sub topic 3: Distance Formula
Time :15 Minutes the coming fortnight (Videos 4.1.3.1).
to your students.
Time: 15 minutes a. If A (5,3) and B(4,9) then find distance in AB?
b. If P (-4,-6) and Q(9,6) and R(7,5) plot it Coordinate plane
c. A man in boat is looking at the top of the building with an angle
of 600 .if the building is 50m high, find the distance of the boat
from the building. Check their work on completion.
3. Group work
5. Lecture method.
26
12 90 min
Date From To
Unit#4 Geometrical Theorems-Exploration and Applications
Topics/Content  Geometrical Theorems

covered in SOS.
Objectives: After these two weeks sessions all the trainee teacher will be able to:
 Understand the proofs the of various theorems related to
1. Triangles
2. Quadrilaterals
3. Circle
Material required Writing board, duster, charts, marker, text book, geometry box etc.
Time : 15 min practice and attending face to face session.
 Ask the following questions from the trainee teachers.
a. Tell the steps involved in proof of any theorem?
b. What is the difference between congruent and similar geometrical
figures?
c. What is difference b/w the diameter and chord of a circle?
 Note their responses on the writing board and discuss and bring the
discussion towards the session of the day.
Sub Topics 1. Theorems on Congruent Triangles
2. Pythagoras Theorem
3. Theorems related with Area of Parallelogram
4. Theorems related with Chords of a Circle
Sub topic 1: Theorems on Congruent Triangles
Instructions/  Make four groups of the trainee teachers.
activity1  Use text books and write any four theorems of triangle on the writing
Time: 40 min board.
 Assign one theorem to each group for proof.
 Give them time for thinking and proof.
 Each group will present their work on the writing board.
 Arrange open group discussion for further clarity.
 Summarize the activity by sharing your own expert opinion if needed.
Instructions/ Sub topic 2: Pythagoras Theorem
Activity2  Videos and self-practices are available in LMS related to the topics for
Time: 10 mints the coming fortnight videos (4.2.2.5).
to your students.
 Subject expert discuss give them length of any three sides of a triangle
 Ask them to verify the Pythagoras theorem individually.
 Summarize the activity by giving your own input on the writing board.
27
Instructions/  Make four groups of the trainee teachers.
Activity3  Use text books and write any two theorems of parallelogram and two
15 theorem of circle on the writing board.
 Assign one theorem to each group for proof.
 Give them time for thinking and proof.
 Each group present their work on the writing board.
 Arrange open group discussion for clarity.
 Summarize the activity by sharing your own expert opinion if needed
10 min a. If 8, 6 and 10 are the sides of the triangles verify that it is a right
angle triangle.
b. If two sides and the interior angle of two triangles are congruent
then prove those triangles are congruent.
3. Group work
5. Lecture method.
28
Science (Secondary)
Session plan for face to face session of induction program
29
Session Science (Secondary) Time:
1 90 min
Date From To
Topics/content Life Processes

covered in SoS
Objectives After this session and self-studying the trainee teachers will be able to:
 Describe structure and function of human heart
 Label different parts of Heart and Urinary system
 Know about Thalassemia and Dialysis
 Explain the process of Photosynthesis and its limiting factors
Material required Models of heart and kidney, lab. charts (printed ones) of urinary system, blood
components (if not available prepare yourself), photosynthesis, cellular
respiration, blank charts, video and articles in LMS, and all real things in the
classroom
No of videos &  20 videos and 4 articles are available in LMS related to the subtopics.
articles in a
fortnight course
Introduction of  Begin your session by providing a heart shape small cushion to any trainee
the session teacher
a. Ask trainee teachers to say something about heart (not necessarily
about its structure but more about emotions)
b. Ask them why is heart so important for us? (accept responses, do
(5minutes) not negate)
 Tell them; today we will discuss about the structure and functions of
human heart and blood, also we will learn about urinary system, and
finally about photosynthesis process. So, that they may not find any
difficulty while studying these concepts in upcoming two weeks through
video watching and article reading from LMS.
Subtopics 1. Structure and function of human heart
2. Blood components and their functions
3. Disorder of blood (thalassemia)
4. Urinary System
5. Dialysis
6. Photosynthesis
7. Limiting factors in photosynthesis
8. Cellular Respiration
Instructions
Subtopic 1, 2 and 3: Structure and Function of human heart, Blood
Components and their functions (25 minutes)
 First display readymade chart and explain circulatory system focusing on
heart. This will help trainee teachers to see the importance of heart.
 Now show the model of heart to them and explain the function of heart.
 While explaining, focus on its parts and valves
 Explain functions of veins and arteries.
 Use interactive way of learning by involving them in teaching. Questions
30
could be as simple as “what do you see here?” pointing toward any part in
the model or complex such as “what will happen if deoxygenated blood
enters the wrong part?
 Talk to them about blood i.e. its colour, consistency, smell etc.
 Display a chart about blood components and explain each of them.
 Discuss Thalassemia, its causes, symptoms, and treatment
 Encourage questions
Subtopic 4 & 5: Urinary System and Dialysis (20 minutes)
 Ask trainee teachers to share about what they know about excretory
system
 Use a lab. chart to explain urinary system
 Explain the process of filtration in detail
 Ask if anyone in the hall suffer from any kidney disease, if there is any, ask
him/her to share his/her experiences
 Converge discussion toward dialysis.
 Explain the procedure of dialysis with the help of charts, models and
diagram
Subtopic 6, 7 & 8: Photosynthesis, its limiting factors, and cellular respiration
(20 minutes)
 Prepare a chart of photosynthesis as shown in the diagram.
 Initiate discussion to interpret chart

 Define photosynthesis and explain the whole process
 Talk about its limiting factors
Practice Activity 1: (10 minutes)
 Tell them to draw and label heart diagram on their notebooks.
Assessment  Explain the diagram drawn in the practice activity (5 minutes)
Teaching Learning At the end of the session, share with the trainee teachers that they can use the
Strategies/ Tips following teaching learning activities along with the activities that are shared in
for trainee today’s session. (5 minutes)
teachers to teach 1. Develop a model from low-no cost material for demonstrating heart and
effectively its functions.
2. Make analogy red colour water solution (plasma), tiny egg-shaped
structures (white cells), and dark red structures (RBCs).
3. Can take actual animal heart and kidneys
31
2 90 min
Date From To
Topics/content Cellular Respiration

covered in SoS
 Differentiate between Aerobic & Anaerobic respiration
 Describe 3 main stages of cellular respiration
 Define and explain Glycolysis, Kreb’s cycle & Electron transport chain
 Explain main function of insulin & Glucagon
 Discuss Hyperglycemia & Hypoglycemia in detail
 Know about Adrenaline (Fight or Flight) hormone.
Material required White board, charts, yeast, real objects, glucometer, and videos and article in
LMS.
No of videos &  08 videos are available in LMS related to the subtopics.
articles in a
fortnight course
Introduction of the  Begin your session by asking the following questions from trainee
session teachers.
a. What do you know about cellular respiration?
b. How does it work in the body?
c. What is ATP?
(10minutes) d. How is ATP produced?
e. What do you know about insulin?
Subtopics 1. Aerobic &Anaerobic respiration
2. Insulin &Glucagon
3. Adrenaline
Instruction
Subtopic 1: Aerobic & Anaerobic respiration. (30minutes)
 Give brief lecture about the mentioned topic.
 Then show them some samples of, yeast, alcohol & pickles, and ask
them, how they are made?
 Take their responses, and then explain them about process of
fermentation, and ask them to view videos in detail in LMS, which are
very informative and easy to understand.
 Ask some questions from the trainee teachers for feedback i.e.
a. In which stage of cellular respiration are most ATPs synthesized?
b. In which part of the cell, does glycolysis occur?
Sub topic 2: Insulin & Glucagon (20 minutes)
 Ask the trainee teachers; “do you know any diabetic patient?” Raise
your hands please.
 Then ask, do you know what doctor prescribed to him/her to
control/balance his/her sugar/glucose level?
 Now based on their pre-existing knowledge, give them a brief lecture,
about the mentioned topics.
32
 In LMS you have very detailed and very easily understandable videos.
They are very helpful, to make your concept clear about these topics.
Sub topic 3: Adrenaline (10minutes)
 For brainstorming, ask the following questions.
a. How does your body react to unusual /scary situations?
 Now take their responses and write on white board, For example:
Shivering, Fast heartbeat, Jumping & Fast breathing
 Now give them a comprehensive / mini lecture about the above topic.
 And describe them something about nervous signals EPINEPHRINE
(chemical signals).
 The relevant videos are available in LMS.
Practice
Self-practice (10 minutes)
 Now divide the trainee teachers into two groups and assign them the
following tasks.
1. Group one: Write comparison between Aerobic &Anaerobic
respiration.
2. Group two: Write comparison between Insulin & Glucagon.
Assessment Write a note on Adrenaline with reference to daily routine life examples (10
minutes)
Teaching Learning At the end of the session, share with the trainee teachers that you can use
Strategies/ Tips for other activities to teach these concepts in your classroom along with the
trainee teachers to activities shared in today’s session. Some are suggested here:
teach effectively 1. Activity based teaching
2. Demonstration Method for teaching
33
3 90 min
Date From To
Topics/content Cell Biology

covered in SOS
 Describe the process of Mitosis and Meiosis in detail
 Explain the law of Segregation and the law of Independent Assortment
 Understand enzymes, activation of enzymes, factors affecting enzymes,
and lock and key model
Material required Models (if available in your lab.), lab. charts (printed ones) for all subtopics,
charts, colour markers, rubber bands of different colours, pencils, video and
articles in LMS, and all real things available in the classroom
No of videos & 20 videos and 4 articles are available in LMS related to the subtopics.
articles in a
fortnight course
Introduction of  Begin your session by asking the following questions:
the session a. Have you ever heard of cell division?
b. What is cell division?
c. Why is it important (accept responses, do not negate)
 Tell them; today we will discuss about two ways of cell division, the law of
(10minutes) segregation and independent, assortment, enzymes, and lock and key
model in detail. So, that they may not find any difficulty while studying
these concepts in upcoming two weeks through video viewing and article
reading from LMS.
Subtopics 1. Interphase
2. Mitosis and Meiosis and their significances
3. Law of Segregation and law of Independent Assortment
4. Activation energy and enzyme
5. Factors affecting enzymes
6. Lock and key model
Instructions
Subtopic 1, and 2: Interphase, Mitosis and Meiosis (30 minutes)
 Tell the trainee teachers that videos regarding interphase in LMS are self-
explanatory and move to the next sub-topic.
 Ask them about cell structure?
 Highlight chromosome and nucleus.
 Explain functions of chromosomes and nucleus.
 Divide them into small groups (not more than 4).
 Provide them with charts and tell half of the groups to draw mitosis
diagram and half to prepare charts for meiosis.
 Provide them with a bunch of rubber bands (two colours), a pair of
scissors and a scotch tape
 Ask them to: Assume one colour rubber band as male chromosome and
the other as female chromosome
 Cut the rubber bands and cover the diagram with chromosomes carefully.
34
 Use tape to stick
 Follow the lines and observe the pattern
 When they are done, ask groups with mitosis to hang their charts on one
side of the wall and meiosis on the other wall.
 Ask them to see the difference and focus on the end-product
 Explain the process in detail while using the models and lab. charts
 Tell them that
In humans and other animals the cell division takes place in two ways.
These are called Mitosis and Meiosis. In Mitosis, a parent cell produces
two clones of itself, each with the same number of chromosomes.
However, Meiosis a parent cell produces four cells, called gametes.
 Now call them to label their respective charts

 Tell them that videos regarding law of segregation and independent
assortment are self-explanatory in LMS.
Subtopic 3: Law of Segregation and Law of Independent Assortment (10

minutes)
 Tell them that videos regrading law of segregation and law of
independent assortment in LMS are self-explanatory however, brief them
that:
Gregor Mendel in 1860s discovered the principles that governed heredity.
One of them is knows as Mendel’s law which states that allele pairs
separate during gamete formation so that each gamete carries one allele for
each gene. These gametes randomly unite at the time of fertilization.
Law of Independent assortment states that genes for different traits
segregate independently during formation of gametes.
 Explain the importance of these laws in scientific research and conclude

the activity.
Subtopic 4 & 5: Activation of Enzymes and Factors Affecting Enzymes (10 min)
 Tell the trainee teachers that self-explanatory videos regarding these
topics are given in LMS so let’s move to the next topic.
Subtopic 6: Lock and Key Model (10 minutes)

 Tell them that Emil Fischer developed the lock and key theory in 1894. It
states that enzymes have specific shapes that directly correlate to the
shape of the substrate.
 Consult the attached document (Enzymes and Their Functions - Activity
Sheets) to this plan.
 Tell them to draw and label diagrams of mitosis and meiosis
Activity 2:
 Arrange three locks and a bunch of keys and invite trainee teachers
randomly to come forward and try to open the lock
35
 This will show the specificity of enzymes in lock and key model.
Assessment  Select worksheets from the document (Enzymes and their functions)
(10 min)
for trainee today’s session.
teachers to teach 1. Develop a model from low/no cost material for teaching these concepts
effectively 2. Discussion Method
36
4 90 min
Date From To
Topics/content Interdependence
covered in SOS
 Describe the process of Competition, Predation and Symbiosis
 Explain the trophic level (energy flow)
 Identify the pyramid of number and biomass
 Describe the importance of nitrogen cycle and carbon cycle
Models, lab. charts (printed ones) for all subtopics, charts, colour markers,
Material required
video and articles in LMS, and all real things in the classroom
No of videos & 14 videos are available in LMS related to the subtopics.
articles in a
fortnight course
Introduction of the  Begin your session by asking the following questions:
session a. What do you know about the ecosystem?
b. What do you know about the competition in ecosystem?
c. What do you know about symbiosis?
d. What are the basic components of ecosystem?
(10minutes)  Tell the trainee teachers; today we will discuss about competition,
predation, symbiosis (commensalism, parasitism, mutualism), briefly
tropic level of flow of energy in ecosystem, and pyramid of number and
biomass, nitrogen cycle and carbon cycle. So, that they may not find any
difficulty while studying these concepts in upcoming two weeks through
video viewing from LMS.
Subtopics 1. Competition, Predation, Symbiosis
2. Trophic level
3. Pyramid of number and biomass
4. Nitrogen Cycle
5. Carbon Cycle
Instructions
Subtopic 1: Competition, Predation, and Symbiosis (20 minutes)
 Ask them the following questions:
a. What do you know about succession in ecosystem?
b. Differentiate between community and population
c. How many types of symbiotic relationships are there in
ecosystem?
d. Have you any idea about energy flow in ecosystem? Elaborate
briefly.
 Encourage the trainee teachers to share their ideas
 On the basis of their responses, brief them about the mentioned topic
with daily life examples such as skin diseases, viral diseases, lice etc.
 Conclude the activity by telling them that they have more detailed
videos in LMS, which are very helpful to clear these concepts
37
Sub topic 2: Trophic Level (20 minutes)
 Ask trainee teachers, what do you know about 10 % law in ecosystem?
 Briefly tell me about producers, herbivores, carnivores, omnivores
 Ask them: What do you know about thermodynamics?
 Based on their responses, give them a detailed lecture about the
mentioned topic i.e. thermodynamics, how it plays a vital role in flow of
energy in ecosystem, how much energy plants can take from sun and
describe them the cycle of energy flow in ecosystem from plants to
decomposers
videos in LMS, which are very helpful to clear their concepts
Subtopic 3: Pyramids of Biomass (10 minutes)
 Ask the following questions to brainstorm:
a. What do you know about food chain?
b. What is meant by food web?
c. How are they helpful to continue the food cycles in ecosystem?
 Give them some daily life examples about food chain such as plants
(producers), primary consumers, secondary consumers, and
decomposers
Sub topic 4: Nitrogen Cycle (10 minutes)
 Ask, what is the percentage of nitrogen in air?
 Do plants and animals directly use nitrogen?
 Which unicellular organism helps to convert nitrogen into ammonia?
 After their responses give a mini lecture about nitrogen cycle and its
importance for continuity of life in ecosystem
 Tell them that plants and animals cannot use nitrogen directly. It passes
through certain stages to become useable for plants and animals. It
should be converted in nitrogenous compound first. For nitrogen
bacteriam present in leguminous plants’ roots help to convert nitrogen
into ammonia, which then becomes nitrites and finally convert into
nitrates. Plants and animals use nitrates to make proteins for their
growth.
Sub topic 5: Carbon Cycle (10 minutes)
 Ask following questions from trainee teachers:
a. What do you know about greenhouse effect (global warming)?
b. Why is the earth becoming warmer day by day (why summer
seasons are too long than winter?)
 On the basis of their responses give detailed lecture about carbon cycle.
Address the question: why carbon is a basic component of organic
molecules in the form of protein, carbohydrates, lipids, and nucleic acid.
 What kind of human practices are responsible for carbon imbalance and
disruption in ecosystem?
 Which strategies should be adopted to maintain carbon balance in
38
atmosphere?
videos in LMS, which are very helpful to clear their concepts.
 Tell them to show the greenhouse effect diagrammatically and label it
properly.
Assessment  Divide the class into four groups. Call them group 1, group 2, group3 and
group 4 (10 minutes)
 Group 1: Draw detailed diagram of flow of energy (trophic levels) in
ecosystem
 Group 2: Draw detailed diagram of nitrogen cycle
 Group 3: Draw a detailed diagram of carbon cycle
 Group 4: Give examples of competition, predation and symbiosis
 Ask for few presentations randomly.
Strategies/ Tips for following teaching learning activities along with the activities that are shared
trainee teachers to in today’s session.
teach effectively 1. Develop a model from low/no cost material for teaching these concepts
2. Use worksheet for assessment
39
Session Time:
Science (Secondary)
5 90 min
Date From To
Topics/content Matter and Their Physical Properties

covered in SoS
 Describe about Rutherford Atomic Model
 Draw electronic orbits and do electronic configuration of different atoms
 Describe ten zones of Periodic table
 Explain trends in atomic sizes and ionization potential in groups and
periods
Material required Periodic table, charts (refer to subtopic 1), models (refer to instructions), and all
learning aids in the classroom
No of videos & 12 videos are available in LMS
articles in a
fortnight course
Introduction of  Begin your session by asking the following questions from trainee
the session teachers.
a. What is the smallest unit in the universe?
b. What are its sub-particles?
c. Do you know how these particles are arranged in an atom?
(5minutes)  Tell them; today we will study about how sub-particles are arranged in
atoms, how many elements are discovered/ invented, and how these are
arranged in a table known as periodic table, in detail so that they may not
find any difficulty while studying these concepts in upcoming two weeks
through video viewing and article reading from LMS.
Subtopics 1. Rutherford Atomic Model

2. Electronic Configuration
3. Periodic Table
4. Periodicity
Instruction
Subtopic 1: Rutherford Atomic Model. (10 minutes)
 Tell trainee teachers that they will find videos about Rutherford Atomic
Model in LMS which is self-explanatory.
 However, use the following figure ‘A’ (prepare chart before the session) to
explain the concept.
 Also, prepare a model of an atom using tennis ball and wires as shown in
the figure ‘B’
 Explain how alpha particles may have bounced backed from the positive
charge concentrated in the middle of an atom
 Also, discuss empty spaces in an atom
Figure ‘A’
Figure ‘B’
Sub topic 2: Electronic Configuration. (10 minutes)

 Tell trainee teachers that they will find videos about electronic
configuration in LMS which are self-explanatory. However, use the
following diagram (prepare chart before the session) to explain the
concept.
Sub topic 3: Periodic Table (25 minutes)

 Tell trainee teachers that they will find videos about atomic table in LMS
which are self-explanatory. However, use the periodic table to explain the
concept.
41
Activity
 Divide the class into five groups
 Provide trainee teachers with flash cards
 Take flash cards of five colours. Call them as Metal, Metalloid, Non-
metals, Noble gases, and Transition elements
 Pick up the atoms from the following list and write in their appropriate
place/card.
 K, Sc, Sn, Pb, Xe, Mo, Ni, Li, Mg, P, Al, Ar, Co, Fe, I, Fr, Bi, B, Ba, Ga, Hg, Kr,
C
 Make sure to label them with a name and atomic number.
Sub topic 4: Periodicity (20 min)
(continuation of the above activity)
 Discuss the arranged table with them and explain how ionization potential
increases in same period from left to right and how it decreases from top
to bottom in any column
 Discuss properties of each zone in detail
 Use the above model for this activity as well
 Draw diagrams on the writing board to show shrinking sizes elements in
periods (from left to right) and expanding sizes in groups (from top to
bottom)
 Discuss actual periodic table with the trainee teachers
Practice Practice activity: (15 minutes)
 Divide the class in ten small groups of three, if not possible ask them work
in pairs.
 Assign one zone of elements to each group.
 Tell them practice the electronic configuration of each atom and discuss
its properties in the group.
 Tell them to present their work.
Assessment  Hang a large size chart (with zone identification on it. It means just draw
boundaries of zones) in front of the class and tell them to fill in the table
in a speed-way mode. (5 minutes)
Teaching Learning At the end of the session, share with the trainee teachers that you can use the
Strategies/ Tips following teaching learning activities along with those we used in today’s
for trainee session
teachers to teach 1. Use coloured charts instead of cubes for teaching periodic table
effectively 2. Worksheets for assessment.
3. Reading activity for practice.
42
Session Time:
Science (Secondary)
6 90 min
Date From To

covered in SoS
 Understand Ionic bond
 Describe Covalent bond
 Differentiate between Ionic and covalent bond
Atomic models (if available in your Lab.), pre-prepared charts, lab charts, wires,
Material required rubber bands, beads, blank charts, balls etc. and all learning aids in the
classroom. Many of these things are available in your lab.
No of videos &  7 videos and 1 article are available in LMS
articles in a
fortnight course
the session teachers
a. Why two or more atoms stick together to form a molecule?
b. What is atomic bond?
 Tell them; today we will study the types of bond between atoms to form
(5minutes) molecules, their properties, and their differences in more detail so that
they may not find any difficulty while studying these concepts in
upcoming two weeks through video viewing and article reading from
LMS.
Subtopics 1. Ionic bond
2. Covalent bond
3. Differences between ionic and covalent bond
Instruction/ Sub topic 1 & 2: Ionic Bond and Covalent Bond (25 minutes)
Activities  Prepare models of Na, Cl, and H2O. Take some extra atomic models too
 Prepare charts showing ionic bond between different atoms
 Take some printed charts from your lab to explain ionic bond
 Take atomic model and involve trainee teachers to name its various
components such as nucleus and shells, now take magnet buttons, treat
them as electrons, and stick them on the shell according to the atomic
number. Make two of them (Na and Cl)
 Keep them side by side
 Explain Ionic bond through demonstration
 Use charts and board to teach them Ionic bond and its properties.
 Repeat steps for teaching Covalent bond
43
Sub topic 3: Difference between Ionic and Covalent Bond (10 minutes)
 Tell the trainee teachers to work in pairs and discuss the differences
between Ionic and Covalent bonds for 5 minutes
 After 5 minutes divide the whole group into two groups
 Hang two clean charts side by side in front of the class
 Label one with Ionic bond and the other one with Covalent bond
 Ask one group to write properties of ionic bond in points and other one
to write properties of covalent bond
 Encourage maximum participation
 Summarize the activity by highlighting the differences between them, e.g.
in ionic bond actual electron transfer take place while in covalent bond
sharing of electrons take place.
Practice Practice activity : (20 + 25 minutes)
 Divide the class into small groups (not greater than 4 members each)
 Provide them with wire, beads, rubber bands and ball
 Tell them to design model of ionic as well as covalent bond and explain it
to the class
 Now divide them again into small groups
 Assign first two videos to each group to watch
 Initiate discussion about the video and explain difficult concepts
Assessment  Ask the following questions (5 minutes)
 Nobel Gases always make covalent bonds. Do you agree with a statement, if
yes why?
Strategies/ Tips following teaching learning activities along with those that we employed in
for trainee today’s session
teachers to teach 1. Use coloured charts instead of models for teaching chemical bonds, role-
effectively play can also be used effectively
2. Worksheets for assessment.
3. Reading activity for practice etc.
44
Session Time:
Science (Secondary)
7 90 min
Date From To

covered in SoS
 Understand intermolecular forces
 Differentiate between strong Dipole-Dipole and weak Van Der Waal’s
forces
 Know Solvation process
Material required Atomic models (if available in your Lab.), and all learning aids in the classroom,
magnets of different shapes
No of videos &  7 videos and 1 article in LMS
articles in a
fortnight course
Introduction of the  Begin your session by asking the following questions from the trainee
session teachers.
a. What is molecule?
b. Why two or more atoms stick together to form a molecule?
c. Why do molecules dissolve?
(5minutes)  Tell them; today we will study the nature of bonds between atoms to
form molecules, their properties, intermolecular forces and solvation
process in more detail so that they may not find any difficulty while
studying these concepts in upcoming two weeks through video viewing
and article reading from LMS.
Subtopics 1. Inter-molecular Forces
2. Hydrogen Bonding
3. Salvation Process
Instruction
Sub topic 1: Intermolecular Forces (20 minutes)
 Follow the following procedure:
 Prepare models of Na, Cl, and H2O (2). Take some extra atomic models
too.
 Take magnets of different shapes with you
 Tell trainee teachers that they will find videos about trends in
intermolecular forces self-explanatory in LMS. However, use models to
explain the concept.
 First take Na and Cl models, attach them with each other to form NaCl
 Then repeat the experiment with H2 O but this time focus is on the polar
nature of the bond between Hydrogen and Oxygen
 Now take magnets and arrange them in such a way that it may be used
45
to explain intermolecular forces. One of the ways could be as follow
 Arrange two magnets in such a way that south of one magnet faces the
north of other magnet. They will jump and stick to each other due to
attraction
 Arrange two more sets and keep them apart from each other so that
they are out of each other’s magnetic fields
 Spread iron fillings around them
 Choose one of the sets and name it fixed molecule
 Now slowly drag one of the others and bring it to the magnetic field of
the fixed one.
 Observe the movements
 Move it randomly in the magnetic field of the fixed one and closely
observe the movement
 Tell the trainee teachers that each set can be analogy for a molecule and
the forces between them as intermolecular forces
 Summarize the activity by sharing the following definition of Van Der
Waal’s forces
Van der Waals forces is a general term used to define the attraction of
intermolecular forces between molecules. There are two kinds of Van der
Waals forces: weak forces and stronger dipole-dipole forces.
Sub topic 2: Hydrogen Bonding (15 minutes)
 Tell trainee teachers that they will find self-explanatory videos about
Hydrogen bonding in LMS. However, explain the concept and use two
models of water molecules and demonstrate hydrogen bonding between
them.
 Draw molecular diagrams on the writing board and reinforce the
concept.
 Tell them that Hydrogen bond is the electrostatic attraction between
two polar groups that occurs when a hydrogen (H) atom covalently
bound to a highly electronegative atom such as nitrogen (N), oxygen (O),
or fluorine (F) experiences the electrostatic field of another highly
electronegative atom nearby.
Sub topic 3: Solvation Process (25 minutes)
 Tell the trainee teachers that they will find videos regarding solvation
process self-explanatory in LMS.
 Take some water in a beaker and half fill it with water. Add some table
salt and stir it with a spoon
 Wait till all salt disappears
 Ask the trainee teachers “What did you observe?”
 Why did the salt disappear and leave the water salty?
 Collect their points and then explain the whole process of solvation by
using writing board and involving trainee teachers
Practice Practice activity: (20 minutes)
 Divide the class in seven small groups
 Tell them to watch video 1 and 2 in LMS
46
 Prepare a presentation and share it with the class
 Discuss difficult ideas in the videos if any.
Assessment  Ask them to
Define: Dipole-dipole forces, Van Der Waals forces, Ionic bond, Covalent bond,
and solvation process. (5 minutes)
Strategies/ Tips for following teaching learning activities along with those that we tried in today’s
trainee teachers to session:
teach effectively 1. Use coloured charts instead of models for teaching intermolecular forces,
role-play can also be used effectively
2. Worksheets for assessment.
47
Session Time:
Science (Secondary)
8 90 min
Date From To
Topics/content Solution and Suspension

covered in SoS
 Understand Types of solution
 Define Molarity and will make molar solutions
 Differentiate between Solution, Colloid, Suspension
Material required Sugar, salt, water, vinegar, coloured soft drinks, beakers, glass rods, filter
paper, funnel, stand, oil etc. and all learning aids in the classroom. Many of
these are available in your lab.
No of videos &  6 videos and 2 articles are available in LMS for the topic.
articles in a
fortnight course
Introduction of the  Begin your session by asking the following questions from trainee
session teachers.
a. What is solution? Give examples
b. What are the main components of a solution?
(5minutes)  Tell them; today we will study the types of solution, molarity, and
solution, colloid, and suspension in more detail so that they may not
find any difficulty while studying these concepts in upcoming two weeks
Subtopics 1. Types of solution
2. Molarity
3. Solution, Colloid and Suspension
Instruction
Sub topic 1: Types of Solution (15 minutes)
 Prepare sugar solution/ salt solution in front of the class
 Ask them to pay attention to the states of its parts. For example, in this
solution the small amount (salt/ sugar) is solid and large amount
(water) is liquid. The small amount is called solute and the large amount
of this mixture is called solvent.
 So, this solution is made up of solid solute and liquid solvent, which is
one type of solution.
 Mix vinegar and water and ask them about the solvent and solute of
this solution (both are liquid)
 Tell them that in similar manner we have solutions that are made up of
gas solute and liquid solvent for example soft drinks. Also, our air is a
mixture of gases so these are types of solution.
48
Sub topic 2: Molarity (15 minutes)
 Ask the trainee teachers, “Can you define mole?”
 Write their answer on the board, which may be 6.022 * 1023
particles/things
 Ask if it is possible to count that large number each time
 Tell trainee teachers that in case of pure chemicals, using atomic mass
is useful to determine the amount of substance e.g. Mole of C = 12.01
grams however, in case of solutions, its concentration tis used to
calculate the amount of substance
 Molarity is used to find out the amount of substance in solution. It is
number of moles of solute dissolved in certain volume.
 Take NaCl and a measuring beaker of water.
 Tell trainee teachers that we will prepare 0.75 Molar solution in 0.500 L
 1 Mole of NaCl is equal to 1 mole of Na + 1 mole of Cl = 22.98.g/l +
35.45 g/l = 58.43 g/l
 Now we want to prepare 0.75 M solution which means = 0.75 mole/ l
but we know that we want it in 500 ml so
 0.5 L *0.75/1 L = 0.375 mol NaCl
 = 0.375.mol * 58.43 g/mol = 21.91 g of salt will be required to make
0.75 molar salt solution
 Now measure 21.911 or approximately 22 g of salt and pour 500 ml
water in a beaker and slowly add salt and prepare solution
Sub topic 3: Solution, Colloid, and Suspension (10 minutes)
 Tell trainee teachers that videos regarding solution, colloids, and
suspension are self-explanatory in LMS. However we will prepare each
of them
 For solution take the same salt solution that you have prepared
 For colloid make muddy water
 For suspension take any suspension (medicine)
 Elicit the names of all these types from trainee teachers or share with
them if they could not answer
Practice Practice activity : (25 minutes)
 Divide the class into small groups of not more than 4 members each
 Provide them with beakers, balance, glass rods and NaCl
 Tell them to prepare 0.25 M, 0.50 M, 0.65 and 0.32 M salt solution in
500 ml
 Monitor their group work
 Make sure they follow lab. safety procedures
Assessment Multiple Choice Questions (15 minutes)
1. 0.450 moles of NaCl are dissolved in 95.0 mL of water. The molarity of
the NaCl solution will be
(a). 0.0047 M, (b). 0.21 M, (c).2.1 M, (d). 4.7 M,
2. How many moles of Ca(NO3)2 are there in 75 mL of 0.25 M solution?
a) 0.00333 M, (b) 0.0188 M, (c) 3.33 M, (d) 18.8 M,
49
3. 15 g of NaCl occupy a volume of 75 mL. The molarity of the solution will
be
(a) 3.4 M, (b)0.29 M, (c) 0.019 M, (d) 0.0034 M, 
4. 45.0 g of Ca(NO3)2 was used to create a 1.3 M solution. The volume of
the solution will be
(a). 0.21 mL, (b) 210 mL, (c) 360 mL, (d) 4.7 mL,
5. In the reaction, 2 Al(s) + 6 HCl (aq)  2 AlCl3 (aq) + 3 H2(g), 2.00 g of Al
will react with how many millilitres of 0.500 M HCl?
(a). 37.0 mL, (b).111 mL, (c).148 mL, (d). 444 mL, 
6. In the reaction given in problem 5, 80.0 mL of 2.0 M HCl would react
with how many grams of aluminum?
(a). 1.44 g, (b).4.32 g, (c).1440 g, (d). 2030 g, 
Key: 1:d, 2:d, 3:a, 4:a, 5: c, and 6:
 Ref: http://ths.sps.lane.edu
Strategies/ Tips for following teaching learning activities along with those that we used in
trainee teachers to today’s session (5 min)
teach effectively 1. Use coloured charts instead of models for making solution
2. Activities for assessment, Q/A session, demonstration
50
Session Time:
Science (Secondary)
9 90 min
Date From To
Topics/content Light
covered in SoS Heat and Temperature
 State and apply laws of reflections
 Differentiate various types of mirrors and lenses
 Understand image formation through different mirrors and lenses
 Identify important rays for image formation
 Predict image formed by concave and convex lenses/ mirrors
 Define heat and temperature
Material required Lenses, mirrors, magnifying lens, optical bench (or meter rod), needles, screen,
candles etc. real objects available in classroom, videos and articles in LMS.
All these materials are available in your Lab.
No of videos &  19 videos and 01 article are available in LMS related to the subtopics.
articles in a
fortnight course
a. What is reflection of light?
b. Why reflection is important in our life?
(5minutes)  Show them a clean, shiny steel table spoon and ask to observe image of
their faces in both sides of the spoon.
a. Why do you see the difference on both sides?
 Tell them; today we will discuss how these images are formed.
Subtopics 1. Laws of reflection
2. Plane, Concave, and Convex mirrors and reflection
3. Image formation by spherical mirrors
4. Types of lenses: concave and convex
5. Image formed by spherical lenses: concave and convex
6. Uses of lenses in our daily life
7. Application of lenses, mirrors, and prisms in our daily life
8. What is temperature?
9. Heat transfer by molecular motion
10. Clinical Thermometer
Instruction
Sub topic 1: Laws of Reflection. (5 minutes)
 Take a torch and throw light on some opaque surface, then on polished
surface and ask the trainee teachers to:
 Observe the changes in the reflected light by moving the torch back and
51
forth on different surfaces. (try bring their focus on reflection)
 Ask them what changes did they notice?
 Explain laws of reflection by drawing a diagram on white board
Sub topic 2: Plane, Concave, and Convex mirrors and reflection (10 minutes)
 Provide mirrors of different types and sizes to the trainee teachers and
ask them to:
a. Observe the shapes and faces of the mirrors
b. Focus on the curved sides of the mirrors
c. Try to see your image in the mirrors
 Now show them football or any ball and explain them the following:
Radius of curvature, focal point, aperture, and derive mirror’s formula
Subtopic 3: Image Formation by Spherical Mirrors. (15 minutes)
 Use the demonstration method and follow the following instructions
 Arrange optical bench with needles and screen fitted on it.
 Mount a concave mirror on one of the stands
 Arrange them according to the diagram in their textbooks or as shown in
the videos.
 Move needles and obtain its image
 Try to verify: 1/q + 1/p = 1/f where “p” is the distance of object from the
mirror and “q” is the distance of image from the mirror and “f” focal
distance of the mirror.
 Share some of its daily uses and benefits such as side mirrors of the
vehicles or mirrors on the sharp cuts
Sub topic 4: Types of Lenses (5 minutes)
 Provide lenses of different types and sizes to the trainee teachers and ask
them to:
a. Observe the shapes and structure of the lenses
b. Focus on the bulging sides of lenses
c. Try to see any object in front of you through these lens
d. Take a note of differences and share them with class
 Explain them these types and share the idea of two big spheres merged at
some point
Sub topics 5, 6 & 7: Image formation by Lenses, its uses, and applications in
daily life (20 minutes)
 Arrange optical bench with needles and screen fitted on it.
 Mount a convex lens on the middle of the stand
 Fix two needles or candles on either sides of the lens
 Move needles and obtain its image
 Try to verify: 1/q + 1/p = 1/f where “p” is the distance of object from the
mirror and “q” is the distance of image from the mirror and “f” focal
distance of the mirror.
 Share some of its daily uses and benefits such as microscope, telescopes,
eye glasses etc.
52
Subtopics 8, 9 & 10: Heat (5 minutes)
 Tell the trainee teachers that the videos in LMS are self-explanatory.
Practice Self-practice (15 minutes)
 Divide the class into small groups (not greater than 4 members) and ask
them to repeat the same activities with different distances of sub topic 3
and 5, 6, 7.
Assessment  Ask the trainee teachers to draw lens diagram showing the distance,
nature and size of the image formed by convex lens and concave mirror:
(10 min)
Teaching Learning At the end of the session, share with the trainee teachers that you can use other
Strategies/ Tips activities to teach these concepts in your classroom along with the activities
for trainee shared in today’s session. Some are suggested here:
teachers to teach 1. Activity based teaching: Role-play for laws of reflections and its daily uses,
effectively group-work for verification of mirror’s formula in practice activity, debate
in assessment
2. Demonstration Method
53
Session Time:
Science (Secondary)
10 90 min
Date From To
Topics/content Heat and Temperature

covered in SoS
 Convert various scales of temperature into each other
 State and explain different modes of heat transmission
 Define specific heat
 Describe latent heat of vaporization
Material required Real objects available in classroom, calorimeter, beakers, spirit lamp, and
thermometer, tablets
All of these materials are available in lab
No of videos &  19 videos and 01 article are available in LMS related to the subtopics.
articles in a
fortnight course
Introduction of  Begin your session by providing trainee teachers with a mug of hot tea
the session and Celsius thermometer. Tell them to:
a. Measure the degree of hotness using Celsius thermometer.
b. Give them another thermometer and ask them to measure the
(5minutes) hotness in Fahrenheit, now ask
c. Why do you see the difference?
d. Tell them that today we will explore various temperature measuring
scales and their relationship with each other.
Subtopics 1. Celsius to Fahrenheit
2. Laboratory use of thermometer
3. Transmission of heat
4. Specific heat
5. Latent heat of vaporization
Instruction/ Sub topic 1: Celsius to Fahrenheit (5 minutes)
Activities
 Tell them that videos are self-explanatory in LMS.
 Explain the difference by demonstrating two different (Celsius and
clinical) thermometers.
 Discuss freezing and boiling points on both.
Sub topic 2: Laboratory use of thermometer (10 minutes)
 Tell them that videos are self-explanatory in LMS.
 Demonstrate calorimeter experiment and explain thermometer’s use in
lab.
Sub topic 3: Transmission of heat (15 minutes)
 Arrange burner, metal dish, water and let water boil
54
 When it starts boiling insert a metal rod and leave it till it is warm
 Encourage discussion focused on types of heat transfer
Sub topic 4: Specific Heat (20 minutes)
 using calorimeter, take temperature of different materials for example,
water, oil etc. and ask them to:
a. Observe readings on thermometer
b. Focus on amount of the material and temperature
 Explain Specific heat to them
Sub topics 5: Latent heat of Vaporization (5 minutes)
 Take some water in a beaker, spirit lamp, matchbox and a thermometer
 Arrange them as shown in figure
 Observe readings on thermometer

 Let the water boil
 Observe reading on thermometer closely
 Ask trainee teachers, ‘what did they observe till this point’?
 Tell them that the chemical move upward because kinetic energy is
increasing
 Ask them, what will happen to thermometer after it has reached the
boiling point of water?
 Collect their responses, tell them to observe that the reading will not
change
 Ask, does it mean no energy is entering the system?
 Explain latent heat of vaporization
 Divide the class into small groups
 Tell them to convert 40o , 50o, 60o, 80o Celsius to Fahrenheit
 Then tell them to practice finding out specific heat and latent heat of
vaporization
Assessment  Ask the following questions
( 5 minutes)  Substance A has a higher specific heat than the substance B, with all other
factors equal, which of them will require most energy to heat equal
masses of A and B to same temperature
 Substance A, Substance B, both require same energy, depends on the
density.
 A large and a small container of water with the same temperature have
55
the:
a. Same total amounts of internal energy
b. Same amounts of internal plus external energy
c. Different amount of energy
d. Same amounts of all forms of energy
 Concerning the Celsius and Fahrenheit thermometer scales,

a. The Fahrenheit is more accurate since it has more degrees than
the Celsius scale
b. There is nothing special about either scale.
c. The Celsius is more precise since it has the same degree interval
size.
d. The Celsius is less precise since degrees below freezing are
negative values
Strategies/ Tips following teaching learning method to teach these concepts in your classroom
for trainee apart from the activities that we used in today’s session. (5 minutes)
teachers to teach 1. Discussion, inquiry methods can be used for teaching the above concepts
effectively 2. Individual Practice etc.
56
Session Time:
Science (Secondary)
11 90 min
Date From To
Topics/content Forces and Machines

covered in SoS
 Differentiate between rest and motion
 Define and Apply vectors and scalars in their daily life
 State and apply laws of motion
Material required Toy cars, truck, wooden blocks, thread, and all real objects available in the
classroom, spring balances, weights with hooks, prepared charts (showing
rotatory, circular, oscillatory, and linear motion). Many of these materials are
available in your lab. Tablet.
No of videos &  16 videos are available in LMS related to the subtopics
articles in a
fortnight course
Introduction of  Begin your session by inviting a volunteer to first stand up and then walk
the session toward you. Ask the following questions from trainee teachers.
a. What did you observe?
 Try to focus them on changing of position with respect to its environment.
 Tell them move randomly in the classroom.
(5minutes)  Ask them share their experience from the initial point to last point.
 Focus the discussion on direction.
 Tell them; today we will discuss motion, laws of motion, and vector and
scalers.
Subtopics 1. Rest and Motion
2. Types of Motion
3. Vectors and Scalars
4. Laws of Motion
Instruction/ Sub topic 1: (5 minutes)
Activities
 Tell them that video is self-explanatory in LMS.
 Just brainstorm on the concept of rest and motion and give examples of
both.
Sub topic 2: Types of Motion (10 minutes)
 Display charts and ask the following questions from trainee teachers:
a. Observe the pictures and share the differences
b. Initiate discussion and bring them to a point that all pictures are of
moving objects
 Explain them, types of motions with examples from daily life such as
swing for oscillatory motion, motion of clock’s hands for rotatory motion
57
etc.
Sub topic 3: Vectors and Scalar (15 minutes)
 Invite a volunteer and ask him/her if he/she could get you sugar from the
market
 S/he may ask you how much, you answer 2 kg.
 Ask if s/he clearly understood what you want to do her/him.
 Now tell her/him to go to the corner of the room
 She may ask you which one
 You say toward your right
 Ask if s/he understood what you want her/him to do
 Initiate discussion about physical quantities and bring them to the point
that some quantities can only be completely understood if their directions
are known.
 Give examples of scalars and vectors
 Cut chart in lines with arrow on one side and tell trainee teachers that
arrow is used to identify vector
Subtopic 4: Laws of Motion (20 minutes)
 Tell trainee teachers that videos in LMS about laws of motion are self-
explanatory.
 Elicit 1st, 2nd and 3rd law and write them down on the writing board.
 Tell them 1st and 3rd are clear and you can collect as many examples as you
want to verify the laws.
 However, the second law may need some attention.
 Take a wooden block with hook and tie thread with it.
 Tie the other side of the thread with spring balance.
 Now drag the wooden block on the table and take note the value in spring
balance.
 Now exert more force to drag it, note the value in spring balance.
 Ask trainee teachers to share their observations, interpretations, and
predictions.
 Collect their thoughts on the writing board
 Tell them: If F is the force that was exerted on the block and a is the
acceleration produced then:
 Fa
 If we want to replace  with = then F= ma
 Its unit is Newton = kg *m/s2
 Divide the trainee teachers into small groups and provide them with spring
balances, weights, wooden blocks, thread, and some toy cars
 Tell them to verify second law of motion
Assessment  Ask them, what does the second law of motion state?
(15 min) a. Action and reaction are equal but opposite in direction.
b. A moving body will continue to move with constant velocity unless
an external force acts on it.
58
c. Body at rest will remain at rest unless an external force acts on it
d. Net force on a body is a product of its mass and acceleration
produced.
 A body of mass 5 kg moves with a constant acceleration of 5 m/sec. How
much force is acting on the body?
 A boy travels 5 m from point A to point B toward North, then he goes 10 m
toward East and finally reaches his destination by covering 5 m toward
South. Draw and calculate the total distance that he covered.
Strategies/ Tips following teaching learning strategies to teach these concepts in your classroom
for trainee along with the activities already covered in today’s session. (5 min)
teachers to teach 1. Group work.
effectively 2. Demonstration Method.
59
Session Time:
Science (Secondary)
12 90 min
Date From To
Topics/content Electricity
covered in SoS
 Know about the potential difference
 Understand conventional current
 Know and verify Ohm’s law
 Describe Electromagnetic induction
Material required Coil, DC power supply (0-12 V), Ammeter, Voltmeter, Resistors, Graph paper,
Wires, Leeds, Crocodile clips, Charts, writing board, markers etc. Many of these
things are available in your lab.
No of videos &  06 videos are available in LMS related to the subtopics.
articles in a
fortnight course
introduction of  Begin your session by asking the following questions from trainee
a. What is energy?
b. What is electric energy?
(5minutes) c. What is potential difference?
 Tell them; today we will discuss about potential difference, how it is
affected by electric and conventional current. So, that they may not find
any difficulty while studying these concepts in upcoming two weeks
Subtopics 1. Conventional Current
2. Potential Difference
3. Ohm’s Law
4. Electromagnetic Induction
Instructions
Sub topic 1: Conventional Current (6 minutes)
 Ask trainee teachers that they will find self-explanatory videos in LMS
regarding conventional current. However, show them a pre-prepared
chart for conventional current and explain why this is called conventional
current. Tell them that it is because the current is opposite in direction to
electrons.
Sub topic 2: Potential Difference (10 minutes)
 Ask trainee teachers that they will find self-explanatory videos in LMS
regarding conventional current. However, draw a mountain on writing
board and explain the concept through hiking up and down the mountain.
Tell them that the difference in energies at both points cause efforts in
60
hiking up.
Sub topic 3: Ohm’s Law (20 minutes)
 Arrange voltmeter, Ammeter, Power supply, resistors and wires as shown
in the diagram.
 Demonstrate the experiment.

 Take readings with different resistors.
 Tell trainee teachers to observe deflections in both meters.
 Note readings.
 Explain the theory about Ohm’s Law
 Involve them in discussion
 From the readings/ observations derive formula V= IR
 Now take large sized graph paper and draw graph between voltage and
current
 Tell trainee teachers to observe the shape of the graph and discuss
 Conclude activity with the statement of Ohm’s Law
Sub topic 4: Electromagnetic Induction (15 minutes)
 Take a wire-coil or make coil from wire by wrapping it around any rod.
Connect its both sides with micro-meter. Take a bar or cylinder magnet.
Move it inside the coil and observe deflection in the meter. Pull it out and
observe deflection. This time it will go back to zero. Repeat experiment
with faster movements. Keep it at rest inside the coil and observe the
deflection. It will be zero.
 Ask trainee teachers:
a. What did you think, why the needle in Ammeter move with magnet
inside?
b. Why did it go back when the bar was at rest inside the coil?
 Explain the concept thoroughly.
 Divide the class into small groups (not more than 4 members) and provide
them with Ohm’s apparatus (if available) or all instruments that you used
for demonstration.
 Tell them:
a. Make circuit for verification of Ohm’s law (you supervise their work)
b. Check if the circuit is operating
61
c. Take five readings with different resistors
d. Plot the graph and verify Ohm’s law
Practice activity 2: (07 minutes)
 Provide the groups with coils, ammeter, and bar magnets and tell them to
practice electromagnetic induction.
Assessment  Find out the value of R if potential difference across it is 10 V and 2 A
current flows through R. (06 min)
 Provide wire, power supply and a bar magnet to each group and tell them
to use these instruments and answer the following true false questions:
(07 min)
a. Number of turns in the coil is directly proportional to the amount of
deflection in galvanometer (T/F)
b. Deflection decreases when you move the bar faster inside the coil
(T/F)
c. There is no deflection when bar magnet is at rest inside the coil
(T/F)
d. Deflection reverses when you reverse the connection terminal (T/F)
for trainee today’s session. (5 minutes)
teachers to teach 1. Develop a model from low no cost material for demonstrating
effectively conventional current, draw all circuits on the writing boards and tell
trainee teachers to arrange the instrument and take readings
2. Provide them with incorrect complex circuit and tell them to correct it and
verify it with graph
3. Make a large size coil and attach a light weighed toy with the magnet and
tell trainee teachers to observe the movements of the toy when it is inside
the coil
Reference Material:
(Note: The below worksheets can also be downloaded from the following link)
http://climb.bme.cornell.edu/lessons/2010_Pelet/Enzymes%20and%20Their%20Functions%20-
%20Activity%20Sheets.pdf
62
1
http://climb.bme.cornell.edu/lessons/2010_Pelet/Enzymes%20and%20Their%20Functions%20-
63
%20Activity%20Sheets.pdf
64
English (Secondary)
SESSION PLAN FOR FACE TO FACE SESSION OF INDUCTION PROGRAM
65
Session Time:
English (Secondary)
1 90 min
Date From To
Topics/content  Introduction to grammar, explaining different approaches to grammar.

covered in SoS  Explaining vocabulary, mentioning different types of vocabulary learners.
 Differentiate between the concepts of Prescriptivism and Descriptivism to
grammar teaching.
 Communicative competence, explaining different areas of communicative
competence like discourse competency, strategic competency, socio-
lingual competency and grammatical competency.
 Functional English including tenses, types of Wh-questions, Parts of
Speech i.e. nouns, adjectives, suffixes, prefixes, transitional words,
synonyms and antonyms.
 Identify different Parts of Speech, Kinds of Sentences, different types of
Wh-Questions, different words kinds like Synonyms & Antonyms, Suffixes,
Prefixes and Transitional words.
Material required Pictures, charts, tablets, flip charts, colour markers, the real objects available in
the class.
Introduction of  Begin your session by asking the following questions from trainee teachers
the session and write their responses on the board.
a. What do you know about grammar?
(15 minutes) b. Why grammar is important in learning a second language?
c. Why learning English as second language is important?
d. What is the role of vocabulary in learning a language?
e. What are the four skills of learning English?
f. Name different parts of speech.
g. What is a sentence?
h. Can you differentiate between sentence and phrase?
i. What do you know about tense?
 Today we are going to discuss the basic concept of grammar, use and rules
of grammar, communicative competence vs. grammatical competence,
types of Wh- questions and their use, different parts of speech like nouns,
adjectives and adverbs, framing of questions, synonyms and antonyms,
suffixes, prefixes and transitional words.
1. Different approaches to grammar.
Subtopics
2. Importance of vocabulary, and its different types.
3. Sentence and its structure.
4. Nouns, adjectives and adverbs.
5. Framing of questions.
6. Synonyms and Antonyms.
7. Suffixes and Prefixes.
Instruction Sub topic 1: Different Approaches to Grammar. (05 minutes)
 Share with the trainee teachers that there are two types of approaches to
grammar. One is called Prescriptivism (stress is on rules for a language)
and the other Descriptivism (no stress on grammar).
 For further details ask the trainee teachers to explore LMS.
Sub topic 2 &4: Importance of Vocabulary, and its different types, Nouns,
Adjectives and Adverbs. (20 minutes)
Identification of Different Parts of Speech.
 Ask the trainee teachers to read the following paragraph carefully and
identify nouns, adjectives and adverbs and write down in the given column
below.
“This is the house where Mr. Ali and his family currently live in Hayat
Abad. It is of a small size but famous for its magnificence. When you enter
the house through the main door, you see a drawing room on your right
with a park behind it. If you go along the corridor, you will find a medium
size bedroom for Mr. Anwar, the only son of Mr. Ali. Mr. Ali and Mr. Amjad
are fast friends. One day Mr. Amjad went to the house of Mr. Ali. There he
saw a beautiful painting hanging on the wall of the drawing room. He
exclaimed, wow! What a lovely painting this is”.
Worksheet 1
Noun Adverb Adjective
 Make corrections in their responses if needed.

 Ask them to arrange the same activities in their classrooms to make their
teaching more effective, practical and interesting.
 Share with the trainee teachers that there are articles and videos in LMS.
Sub topic 3: Sentence and its structure. (10 minutes)
 Ask the trainee teachers to :
 Identify subject, verb and objects in the given sentences:
a. Anum reads a story.
b. The room is whitewashed by the painter.
c. Hashir is going to Naran.
 Ask the trainee teachers to practice the same with their students in their
classrooms.
 Share with the trainee teachers that there are articles and videos related
to sentence structure in LMS.
Practice Sub topic 5: Framing of questions. (15 minutes)
 Arrange the trainee teachers into pairs. One would ask Wh- questions and
the other will answer his question.
 Examples:
a. What is your name?
67
b. Where do you live?
c. Why you have chosen the teaching profession?
d. Who is your ideal teacher and why?
e. Which is your favourite colour?
f. When will you retire?
g. Whose book is this?
 Ask the trainee teachers to practice such activities in their classrooms as
well.
 Also ask them to explore LMS where there are videos and articles on the
concerned topic for more clarity.
Sub topic 6: Synonyms and Antonyms. (5 minutes)
 Share with the trainee teachers that synonyms are the words having
similar meaning while antonyms are the words having opposite meanings
e.g.
a. Light …Bright
b. Day…. Night
c. White … Black
 For further details ask the trainee teachers to consult LMS
Sub topic 7: Suffixes and Prefixes. (15 minutes)
 Share the following examples with the trainee teachers for conceptual
understanding of the topics
a. Happy  unhappy
b. qualify  disqualify
c. finished  unfinished
d. believable  unbelievable
e. present  presentable
f. comfort  comfortable
g. depend  dependable
h. reach  reachable
 Share with them that Prefixes and Suffixes are the additions made to main
words. Prefixes come before the main word while suffixes come after the
main word to either change or modify its meaning as given in the above
sentences
Assessment  Ask the trainee teachers the following questions.
 Explain the terms.
(05 minutes) a. Synonyms, Antonyms, Suffixes, Prefixes.
b. What is meant by Communicative competence?
c. Name the four areas of Communicative Competence?
d. In which context Socio-linguistic competency is required?
e. Differentiate between Descriptivism and Prescriptivism.
Teaching Learning Share with the trainee teachers that you can also use the following teaching
Strategies/ Tips learning strategies to teach these concepts in your classrooms along with
activities and strategies we have used in today’s session.
for trainee
teachers to teach 1. Lecture Method
2. Teaching through Group.
effectively
3. Pair Discussion.
68
z
Session Time:
English (Secondary)
2 90 min
Date From To
Topics/content  Active and Passive Voice.

covered in SoS  Direct and Indirect Narration.
 Integration of four skills of language learning.
 Parts of Speech.
Objectives After this session and self-studying the trainee teachers will be able to learn:
 Active and Passive Voice and their use in speaking and writing.
 Direct and Indirect Narration, the difference between Direct Speech and
Indirect Speech and its use.
 Different Parts of Speech and their use in language expressions.
 Suffixes and Prefixes and their use.
Material required Pictures, charts, tablets, flip charts, colour markers, the real objects available in
the class.
Introduction of the  Begin your session by asking the following questions from the trainee
session teachers
a. What is the definition of “Voice” in the context of grammar?
(05 minutes b. Differentiate between “Active voice” and “Passive Voice”
Brainstorming) c. What do you know about Direct and Indirect Speech?
(05 minutes d. Name all the Parts of Speech in English language.
Introduction) e. Define Synonyms and Antonyms with examples.
f. Explain the terms Suffixes and Prefixes.
(10 minutes)
g. Coin new words by adding Suffixes and Prefixes.
h. Today we are going to learn about Active and Passive Voice, Direct
and Indirect, Parts of Speech & Integration of four skills of language
learning.
1. Synonyms and Antonyms.
Subtopics
2. Suffixes and Prefixes.
69
Topic 1: Active and Passive voice. (10 minutes)
Instruction
 Share the following information with the trainee teachers
 In Active Voice subject, verb and object sentence pattern is followed. In
Passive Voice subject takes the place of object while object becomes
subject. Third form of verb is used in all the cases. “By” is added before
the object in passive voice sentences e.g.
a. Active Voice: He kicked the ball
b. Passive voice: The ball was kicked by him.
Note: Passive Voice is usually used when the verb/action is more important
than the subject. e.g.
 The ball was kicked.
 The building was constructed in five days. etc.
See activity -1 in practice session
 For further details ask the trainee teachers to consult LMS.
Topic 2: Direct and Indirect Narration. (10 minutes)
Direct Speech
 Direct speech repeats or quotes the exact words spoken. When we use
direct speech in writing, we place the words spoken between quotation
marks (" ") and there is no change in these words. We may be reporting
something that is being said NOW (for example a telephone
conversation), or telling someone later about a previous conversation.
Examples
a. She says, "What time will you be at home?"
b. "There's a fly in my soup!" screamed Anam.
c. Hashir said, "There's an elephant outside the window."
Indirect Speech
 Indirect speech is a report on what someone else said or wrote without
using that person exact words.
a. She said, "I saw him." (direct speech)
b. She said that she had seen him. (indirect speech)
 For further details and practice ask the trainee teachers to consult LMS.
Topic 3: Integration of four skills of language learning. (20 minutes)
 Ask the trainee teachers to watch videos and read articles on the topic in
LMS.
Topic 4: Parts of Speech.
 Share the following information with trainee teachers.
 In English the main parts of speech are Noun, Pronoun, Adjective,
Articles, Verb, Adverb, Preposition, Conjunction, and Interjection.
 Share with the trainee teachers that in the upcoming fortnight we will
discuss all of them in detail.
Sub Topic 1: Synonyms and Antonyms
 Antonyms are words that have opposite meanings. Synonyms are words
that have the same or a similar meaning.
70
Antonym Examples
a. Achieve – Fail
b. Idle – Active
c. Afraid – Confident
d. Ancient – Modern
e. Arrive – Depart
f. Arrogant – Humble
g. Ascend – Descend
Synonym Examples
a. Benefit, profit, revenue, yield
b. Brave, courageous, valiant, heroic
c. Center, middle, inside, midpoint
d. Cunning, keen, sharp,
e. Destitute, poor, bankrupt, impoverished
f. Deterioration, pollution, adulteration
g. Enormous, huge, gigantic, massive
h. Evil, bad, wicked, vile, malicious
 For further details ask trainee teachers to consult LMS.
Sub Topic 2: Suffixes and Prefixes
 Share following information’s with trainee teachers
 Prefix
A prefix is a group of letters placed before a root word. For example, the
word "unhappy" consists of the prefix "un-" [which means "not"]
combined with the root (stem) word "happy"; the word "unhappy"
means "not happy."
 Suffix
A suffix is a group of letters placed after the root word. For example, the
word flavorless consists of the root word "flavor" combined with the
suffix "-less" [which means "without"]; the word "flavorless" means
"having no flavor."
See activity 2 in practice session
Practice Activity 1: Active and Passive voice.

 Ask the participants to work on pairs and change the voices of the given
(10 minutes) sentences.
a. Police blocked the road.
b. Ahmad changed the flat tyre.
c. Zaid wrote the novel in one day.
 Randomly ask 4-5 participants to share their responses.
 Make corrections if any.
 Ask the trainee teachers to consult the LMS where they will find detailed
practice on active and passive voice.
71
Activity 2: Suffixes and Prefixes. (10 minutes)
 Make pairs of the trainee teachers and ask them to add prefixes and
suffixes of the following words.
a. Qualify
b. Connect
c. Port
d. Profit
e. Reason
 Take random responses from 5-6 trainees and make corrections if
required
 Ask the trainee teachers to consult the LMS where they will find detailed
practice on the topic.
Activity 3: Direct and Indirect activity: (10 Minutes)
 Make group of the trainee teachers and give them 5 sentences to change
the narration.
Assessment  Ask the trainee teachers the following questions:
a. Where we will use Passive Voice sentences?
(10 minutes) b. What is the difference between Direct and Indirect narration?
c. Define Synonym and Antonym with examples.
learning strategies to teach these concepts in your classrooms along with
Strategies/ Tips for
trainee teachers to activities and strategies we have used in today’s session.
1. Group activities.
teach effectively
2. Lecture method.
3. Demonstration method
72
Session Time:
English (Secondary)
3 90 min
Date From To
Topics/content  Listening Skills

covered in SoS  Types of listening
 Types of Listening Comprehension
 Stages of listening
Objectives After this session and self-studying the trainee teachers will be able to
understand:
 The difference between Listening and Hearing.
 Importance of Listening.
 The process of Listening.
 Types of Listening.
 Stages of Listening.
 How to improve Listening skills.
Material required Tablets, Pictures, charts, flip charts, color markers, the real objects available in
the class, white/blackboard.
a. Can you name the four skills of learning English?
b. Can you name the Receptive and Productive skills of English
(10 Minutes) learning?
c. What is listening?
d. What is the difference between Listening and Hearing?
e. How would you consider the role of Listening in learning of English?
f. Can you name the types or levels of Listening?
 After brainstorming of the trainee teachers tell them,
 “Today we are going to learn the concept of Listening, its importance,
types, and difference between Listening and Hearing, through videos and
articles”.
1. TESOL Training (Teaching English to Speakers of Other Languages)
Subtopics
2. Main Idea ( how to derive main idea from a paragraph)
3. Guessing Words
4. Inferences
5. Stress & Intonation
Topic 1: Listening skills.
Instruction
 Share with the trainee teachers the following information.
Hearing is the act of perceiving sound and receiving sound waves or
(15 minutes) vibrations through your ear. Listening is the act of hearing a sound and
understanding what you hear. Hearing is one of the five senses and it just
happens all the times – whether you like it or not – unless you have a
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hearing problem. But if you listen, you are consciously choosing what you
want to hear. You concentrate on what you hear in order to understand
the message. (Difference between Listening and Hearing." Difference
Between.net. February 10, 2017 )
 Ask any two participants to come in front of the whole class, one would
ask questions and the other would respond like an interview:
a. What is your name?
b. Where do you come from?
c. What is your qualification?
d. For how long you have been in teaching?
e. Why you have chosen the profession of teaching?
f. Tell me about yourself?
g. What are your strengths?
h. What are your weaknesses?
 Share with the participants that each question has a different purpose.
This purpose can be gained by properly listening to the speaker. To
develop proper listening skills ask the trainee teachers to watch videos
and read articles in the LMS.
Sub topic 1: TESOL Training (Teaching English to speakers of other Languages)
 Ask the trainee teacher to consult LMS for this sub topic where they will
find informative articles and videos.
Sub topic 2: Main Idea (How to derive main idea from a paragraph)
(10 minutes)
 Share with the trainee teachers following information.
 The main idea of a paragraph is the point of the passage, minus all the
details. It's the big picture. It's the brief, but all-encompassing summary. It
covers everything the paragraph talks about.
 How to identify the main idea?
 The most important idea in a paragraph is called the main idea. The main
idea tells what a paragraph is mostly about.
The main idea is sometimes found in the first sentence of a paragraph.

The main idea is sometimes found in the last sentence of a paragraph.
The main idea is sometimes not found in any one sentence. You can
figure out the main idea by asking yourself, “What is the most important
idea in the paragraph?”
(Edwin Herbert Lewis (1894). The History of the English Paragraph. p. 9.)
Sub topic 3 :Inferences (10 Minutes)

 Share the following information with the trainee teachers about inference
Inference
 When we make an inference, we draw a conclusion based on the evidence
that is available to us. When we make inferences while reading, we are
using the evidence that is available in the text to draw a logical conclusion.
 A character has a briefcase, is taking a ride on an airplane, and is late for a
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meeting. You can infer that this character is a businessperson.
 (Edwin Herbert Lewis (1894). The History of the English Paragraph. p. 9.)
Sub topic 4: Stress and Intonation. (05 Minutes)
 Ask the trainee teachers to consult LMS on the topic.
Activity 1: Main Idea (how to derive main idea from a paragraph), Guessing
Practice
Words.
(30 minutes)  Ask the trainee teachers to make 04 groups.
 Ask them to read the given paragraph and write down its main idea in a
line.
City’s Anti-pollution Drive demands certain steps from all the citizens of
Mardan. All house holders should pack the waste in a plastic bag and put
the bag in front of their house. The bag will be replaced with an empty bag
by the Municipal van every morning. They should maintain the cleanliness
of the city. This will make the city pollution free.
 After taking their responses share with the participants that the paragraph
is about how can we make our cities clean and pollution free.
 For guessing words activity ask following questions from the participants.
 Write meanings of the underlined words in the given paragraph.
 Ask them to practice such activities in their classrooms as well.
a. Define listening?
(10 minutes) b. How would you differentiate between listening and hearing?
c. What are the different types of listening?
 Explain critical listening?
a. What is meant by motivational listening?
b. How would you derive the meaning of a word from the given
context?
c. Is stress on a word in a sentence, change the meaning of the
sentence?
d. What kind of activities would you arrange to improve the listening
skill of your students?
for trainee
1. Lecture Method
teachers to teach
2. Teaching through Group discussion.
effectively
3. Demonstration Method.
4. Role-Playing.
 Please tell the trainee teachers to practice activities related to listening in
the class for the improvement of listening skills of the students.
75
Session Time:
English (Secondary)
4 90 min
Date From To
Topics/content  Synthesis
covered in SoS  Critical thinking
 Prediction.
 Synthesize ideas to form opinion about something.
 Develop critical thinking.
 Infer meaning from a given text or speech.
 Identify the discourse markers/cohesive devices.
 How to use discourse markers/cohesive devices?
 Differentiate between explicit and implicit information.
the class.
a. Do you know the words Synthesis and Analysis?
(10 minutes) b. What do you do when you synthesize something?
c. When you analyze something what you do generally in the
process?
d. Have you ever heard about the word, “criticism”?
e. Who are critics and what they do?
f. Do you know about the linking words?
g. Why we use linking words?
h. How we draw information from a given text/speech?
 After warming up of the trainee teachers tell them that today we will
understand and learn about Critical thinking and its development, to make
infer i.e. to draw information from the given text/speech, differentiate
between explicit and implicit information and learn about discourse
markers.
1. Gist and details.
Subtopics
2. Inferences.
3. Discourse Markers.
4. Cohesive Devices.
5. Explicit and Implicit.
Instruction Sub topic 1 : Gist and details:
(10 minutes)  Share following information with the trainee teachers
 Listening for the gist: It is where the learner tries to understand what is
happening even if he/she cannot understand every phrase or sentence.
The learner is trying to pick up key words, intonation, and other clues so
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as to make a guess at the meaning.
 Listening for detail: We do this when we need to understand practically
everything.
(Holmes, Janet (2001). An Introduction to Sociolinguistics (second ed.). Harlow,
Essex: Longman. pp. 73–94)
 Share with the trainee teachers that for further practice and details read
articles and watch videos in LMS.
Sub topic 2: Inferences (10 minutes)
 Share the following information with the trainee teachers about inference
Inference
When we make an inference, we draw a conclusion based on the evidence
that we have available. When we make inferences while reading, we are
using the evidence that is available in the text to draw a logical conclusion.
A character has a briefcase, is taking a ride on an airplane, and is late for a
meeting. You can infer that this character is a businessperson.
(Edwin Herbert Lewis (1894). The History of the English Paragraph. p. 9.)
Sub topic 3: Discourse Markers. (10 minutes)

 Discourse markers are words or phrases like anyway, right, okay, as I say,
to begin with etc. We use them to connect, organise and manage what we
say or write or to express attitude:
See activity 1 in practice session.
Sub topic 4: Cohesive Devices (10 minutes)
 Share with the trainee teachers following information about cohesive
devices.
a. Cohesive Devices are words like ‘For example‘, ‘In conclusion‘,
‘however‘and ‘moreover‘.
Cohesive devices tell the reader what we are doing in a sentence and help to
guide them through our writing. They signal to the reader what the relationships
are between the different clauses, sentences and paragraphs.
Let’s look at two examples below.
 The public transport in this city is unreliable and it’s cheap.
 The public transport in this city is unreliable but it’s cheap.
There are two cohesive devices in the sentences above: ‘and’ and ‘but’. Both
give the reader different signals and change the meaning of the sentence.
 Now ask the trainee teachers to make two sentences each while using
cohesive devices.
 For further details ask them to consult LMS.
Sub topic. 5: Explicit and Implicit (05 minutes)
 Implicit means to suggest something but not directly or in detail.
 Explicit means to state clearly and in detail, leaving no room for confusion
or doubt.
 For Explicit and Implicit ask the trainee teachers to read articles and watch
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videos in LMS.
Activity 1: Discourse Markers.
Practice
 Make pairs of the trainee teachers.
 Ask them to write sentences by using following discourse markers.
(25 minutes) As I was saying… (to bring the conversation back to a former point)
Anyway… (to move on to another point or to close a conversation)
Here’s the thing/the thing is… (to raise an important issue)
At the end of the day... (to conclude an argument)
 Ask them to practice such activities in their classrooms as well.
a. What is Gist and is its purpose?
(10 minutes) b. What are Cohesive Devices/Discourse Markers and how they can be
used?
c. What is critical thinking?
d. Differentiate between Explicit and Implicit information.
e. How inferences are drawn?
Share with the trainee teachers that you can also use the following teaching
Teaching Learning
for trainee
teachers to teach 1. Group activities.
2. Lecture method.
effectively
3. Demonstration method
4. Role-Play Method.
78
Session Time:
English (Secondary)
5 90 min
Date From To
Topics/content  Speaking
covered in SoS  Teaching Speaking
 Spoken and Written language
 effective communication
understand:
 The concept of speaking.
 How to communicate.
 How to pronounce while speaking.
 What is verbal and nonverbal communication?
 Function of language.
Material required Tablets, Pictures, charts, flip charts, colour markers, the real objects available in
a. What is speaking skills?
(10 minutes) b. Can we name the four skills of learning English?
c. What is effective communication?
d. What is verbal and non-verbal communication?
e. What is pronunciation?
 After warm up, tell them that today we are going to learn about speaking
skill, teaching speaking, spoken and written language and effective
communication.
1. Convention of Communication
Subtopics
2. Pronunciation
3. Fluency & Accuracy
4. Verbal & non-verbal
5. Functions of language
6. Balancing fluency & accuracy
Instruction Sub topic 1: Convention of Communication
(10 minutes)  Share with the trainee teachers the following information.
 Oxford dictionary defines communication as the imparting or exchanging
of information by speaking, writing, or using some other medium.
A convention is a way of behaving that is considered to be correct or polite
by most.
 For further clarity and practice ask the trainee teachers to consult LMS.
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Sub Topic 2, 3 & 6: Pronunciation, Fluency & Accuracy, Balancing fluency &
accuracy (25 minutes)
 Share with the trainee teachers following information.
 "Pronunciation" refers to the way in which we make the sound of words.
 Accuracy is the ability to produce correct sentences using correct
grammar and vocabulary. On the other hand, fluency is the ability to
produce language easily and smoothly.
 To improve the above skills ask the trainee teachers to do the following.
 Listen to English speaking native speakers.
 Listen to English News.
 Find an interesting TV show, radio show and listen to it etc.
See activity -1 In Practice Session.
Sub topic 4: Verbal & Non Verbal (10 minutes)
 Share with trainee teachers the following information.
 According to Bovee “When messages or information is exchanged or
communicated through words is called verbal communication. Verbal
communication may be of two types: written and oral communication.”
Verbal communication takes place through face-to-face conversations,
group discussions, counselling, interview, radio, television, calls, memos,
letters, reports, notes, email etc.
 According to Lesikar and Pettit, “Non-verbal communication means all
communication that occurs without words (body movements, space, time,
touch, voice patterns, colour, layout, design of surroundings.)
 Ask them to consult LMS for further clarity and details.
Sub Topic 5: functions of language (05 minutes)
 Ask the trainee teacher to read articles and watch videos on LMS.
Practice Activity 1:
(10 minutes)  Ask the trainee teachers to make 04 groups.
 Ask them to prepare and deliver a presentation on the topic “How to
maintain balance between accuracy and fluency while teaching?”
Activity -2: Verbal, Oral and Non Verbal (10 minutes)
 Make 04 groups of the participants.
 Ask two groups to prepare strategies for improving verbal communication
and two others for non-verbal communications and present it in front of
the participants.
a. What are the four skills of language learning?
(10 Minutes) b. Define Speaking?
c. What are the differences between Spoken and Written language?
d. How oral communication can be made effective?
e. What is the difference between accuracy and fluency of a language?
Tell the trainee teachers that use all the instruction and activities in your
Teaching Learning
respective classes for the improvement of spoken and written English of
80
Strategies/ Tips students.
for trainee 1. Lecture Method
teachers to teach 2. Teaching through Group discussion.
effectively 3. Demonstration Method.
4. Role-Playing.
81
Session Time:
English (Secondary)
6 90 min
Date From To
Topics/content  Summary
covered in SoS  Retelling
 Role-play
 Preposition
 Wh- question
 Phoneme.
After this session and self-studying the trainee teachers will be able to learn
Objectives
and understand:
 How to write a summary.
 Retelling i.e. telling the most important parts of a story from beginning to
end.
 Role-Play i.e., playing imaginary characters and interacting with one
another.
 Learning of preposition and their use.
 Different types of Wh-questions.
 Homophones.
the class.
introduction of  Begin your session by asking the following questions from trainee teachers
the session a. What is summary?
b. Can you say something about retelling?
(10 minutes) c. Define the term role play.
d. What is preposition in Parts of Speech?
 After warm up of the trainee teachers tell them that today we are going to
learn about summary, retelling, role play, preposition, “Wh” questions and
phoneme.
Subtopics 1. Homophones
2. Discourse Marker
3. BBC Interview
4. Obama Speech
Instruction Topic 1 :Summary
(10 Minutes)  Share following information with trainee teachers about how to write a
summary.
A summary is condensed version of a larger reading. A summary is not a
rewrite of the original piece and does not have to be long.
To write a summary, use your own words to express briefly the main idea
and relevant details of the piece you have read.
 While reading the original work, take note of what or who is the focus and
ask the usual questions that reporters use: Who? What? When? Where?
Why? How? Using these questions to examine what you are reading can
help you to write the summary.
 Sometimes, the central idea of the piece is stated in the introduction or
first paragraph, and the supporting ideas of this central idea are presented
one by one in the following paragraphs. Always read the introductory
paragraph thoughtfully and look for a thesis statement. Finding the thesis
statement is like finding a key to a locked door. Frequently, however, the
thesis, or central idea, is implied or suggestive. Thus, you will have to
work harder to figure out what the author wants readers to understand.
Use any hints that may shed light on the meaning of the piece: pay
attention to the title and any headings and to the opening and closing
lines of paragraphs.
See activity -1 in practice session. (10 minutes)
Topic 2: Retelling
 Retelling is a strategy that is used to determine how well a student has
comprehended a specific story. Retelling can be used as an effective tool
in improving comprehension as well as assessing it (Jennings, Caldwell, &
Lerner, 2014, p. 268). During a retelling, teachers gain insight as to how
students are putting together the information offered in a text. When
students' understanding of a text is observed and analyzed during
retelling, teachers discover what information students remember and
deem as important.
 According to Jennings, Caldwell, & Lerner (2014), to begin a retelling,
inform the student he or she will retell a story after it is read (p. 268).
Then, have the student read the text. After reading, ask the student to tell
about the story as if he or she was telling it to someone who had never
read it. Once the student has finished retelling the information he or she
remembers from the story, you may ask the student to elaborate on
certain parts. Jennings, Caldwell, & Lerner (2014) state, "this prompting is
important for low-achieving readers, because they often know more about
a story than they will tell in a free recall" (p. 268).
 Leslie and Caldwell (2001) and Caldwell and Leslie (2008) describe
guidelines for evaluating a retelling. Retellings should include:
a. Presence of the major character(s)
b. Defining characteristics of the characters
c. Problem presented in the story
d. Solution to that problem (or the end)
e. Events presented in sequential order
 Ask the teachers to practice such activities in their classrooms
 Ask them to consult LMS for further details where they will find
informative articles and videos on the topic
Topic 3: Role-play (10 minus)
 Share with the trainee teachers that Role play is the act of imitating the
character and behaviour of someone who is different from yourself, for
example as a training exercise
See activity 3 practice session. (05 minutes)
Topic 4: Preposition (05 minutes)
 Share following information with trainee teaches.
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A preposition is a word used to link nouns, pronouns, or phrases to other
words within a sentence. Prepositions are usually short words, and they
are normally placed directly in front of nouns.
Across, After, Against, Along. in, on, over etc
 Ask trainee teachers to see practice activities in LMS.
Topic 5: “Wh” question (05 minutes)
 Share with trainee teachers that question like: who, what, when, etc. are
called “Wh” questions.
Sub Topic 1: Phoneme & Homophones (05 minutes)
 Share following definitions with trainee teachers.
Definition of Phoneme: a member of the set of the smallest units of
speech that serve to distinguish one utterance from another in a
language or dialect. the \p\ of English pat and the \f\ of English fat are
two different phonemes. Homophones are two or more words (such as
knew and new or meat and meet) that are pronounced the same but
differ in meaning, origin, and often spelling.
 Now ask them to write two phonemes and two homophones and share
with the class.
Sub topic 2: Discourse Marker
 Share with trainee teachers that Discourse markers are words or phrases
like anyway, right, okay, as I say, to begin with. We use them to connect,
organise and manage what we say or write or to express attitude:
 Ask the trainee teachers to See LMS for further details.
Sub topic 3 & 4: BBC Interview &Obama Speech
 Ask trainee teachers to watch LMS for the purpose.
Practice Activity -1 Summary Skills
(10 minutes)  Ask the trainee teacher to read the paragraph and write its summary.
“Oceans and lakes have much in common, but they are also quite
different. Both are bodies of water, but oceans are very large bodies of
salt water, while lakes are much smaller bodies of fresh water. Lakes are
usually surrounded by land, while oceans are what surround continents.
Both have plants and animals living in them. The ocean is home to the
largest animals on the planet, whereas lakes support much smaller forms
of life. When it is time for a vacation, both will make a great place to visit
and enjoy.”
 Ask trainee teachers to practice such activities in their classrooms as well.
Activity 2: Role Play (10 minutes)
 Make 04 groups of the participants.
 Ask them to prepare role plays on the following situations.
 A father meeting the principal and discussing his son’s result
 A police man requesting a driver for car documents
 Share with them that activities like these will bring confidence in their
84
students and will improve their communication skills.
a. What is a summary?
(10 minutes) b. What are the features of a good summary?
c. What is meant by Retelling a story?
d. What are the most important parts of Retelling a story?
e. Define prepositions and give some examples of prepositions of place.
f. Differentiate between Homonyms and Homophones.
for trainee
effectively
4. Role-Playing.
85
Session Time:
English (Secondary)
7 90 min
Date From To
Topics/content  Reading for Pleasure.

covered in SoS  Importance of reading comprehension.
 Skimming and Scanning.
Objectives After this session and self-studying the trainee teachers will be able to learn
and understand:
 What is Reading?
 What are the skills and experiences needed for Reading?
 The concepts of Skimming and Scanning.
 The difference between Skimming and Scanning.
 How the meaning of the words can be guessed from the context.
 What strategies can be used for guessing the meaning of the words and
what are literal questions.
the class.
the session teachers:
a. What are the four skills of learning English?
(20 minutes) b. Differentiate between “Receptive skills” and “Productive Skills” of
language learning?
c. Is reading a receptive skill or productive skill?
d. Can you tell about different types of reading? (intensive, extensive,
skimming, scanning)
(Skimming - Reading rapidly for the main points
Scanning - Reading rapidly through a text to find specific information required
Extensive - Reading longer texts, often for pleasure and for an overall
understanding
Intensive - Reading shorter texts for detailed information with an emphasis on
precise understanding)
 What is meant by the comprehension of a given text?
 After warm up of the trainee teachers tell them that today we are going
to learn about reading skills, difference between skimming and scanning,
reading for pleasure and importance of reading comprehension.
1. Guessing Words
Subtopics
2. Guessing Words Strategies
3. Literal Questions.
Instruction Sub topic 1 & 2: Guessing Words and its strategies
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(10 minutes)  When you try to guess the meaning of an unknown word, you use the text
surrounding the word called the context. Example: Sometimes you
can guess the meaning of a word from the other words in the sentence.
 See activity-1 in practice session.
Sub topic 3: Literal Questions (10 minutes)
 Share following information with trainee teachers.
Defining Literal Questions
 Literal questions require concrete, straightforward answers. Answers to
literal questions are always facts, and there is always one correct answer.
In reading comprehension exercises, answers to literal questions can
always be found in the text. Answers to literal questions might shed light
on the “who, what, when or where”.
 For example, some questions and activities may include:
a. What words state the main idea of the story?
b. How does the author summarize what she/he is saying?
c. Outlining the first paragraph of the story.
d. What happened first, second and last?
e. How are these things alike?
f. How are they different?
Practice Activity no 1: Guessing Words and its Strategies
(20 minutes)  Ask the trainee teachers to read the following paragraph and guess
meaning of the underlined words.
 Whenever you read extended texts in English, you will come across words
which you do not know. Even native speakers will not know all the words
when they are reading. Your instinct is probably to look up the unfamiliar
words in a dictionary. If you do this for each word, however, it will take
you a great deal of time, and you may never reach the end of the text.
 Ask the trainee teachers to practice such activities in their classrooms also
to develop contextual guessing abilities of the students.
Activity 2: Literal Questions (20 minutes)
 Ask the trainee teachers to make pairs.
 Ask them to read the following paragraph and develop 3 literal question.
Catching a Thief
I saw a man climbing up a water pipe. He had a knife in his hand. I hit his
hand with a brick. He fell down on the ground and I jumped upon him.
Soon others reached there and we handed him over to the police.
 After taking their responses ask the trainee teachers to practice the same
activity in their classrooms.
a. What do you know about extensive reading?
(10 minutes) b. What is meant by intensive reading?
c. What do we do when we skim a paragraph?
d. What is the purpose of scanning while we read a text?
e. How we guess words from the context?
87
 Please advise trainee teachers to practice reading skill instruction and
activities in their respective classes for the improvement reading skills of
the students.
for trainee
effectively
88
Session Time:
English (Secondary)
8 90 min
Date From To
Topics/content  Sequencing.
covered in SoS  Main Idea.
 Inference & Conclusion.
understand and learn:
 Sequencing is arranging different events or process in some sort of order.
 How to derive main idea from a given text.
 What are the Post-reading activities and what is done after a text?
 Understand the concept of Inference and Conclusion.
 What is meant by Synthesis?
Tablets, pictures, charts, flip charts, colour markers, the real objects available in
Material required
a. What is sequencing?
(10 minutes) b. How can we get main idea from something?
c. What is inference?
d. How do we draw conclusion from an inference?
 After warming up of the trainee teachers tell them that today we are going
to learn about sequencing main idea from something, inferences &
conclusion, post reading and synthesis.
1. Post Reading
Subtopics
2. Synthesis
Instruction Sub topic 1: Sequencing. (05 minutes)
 Share with trainee teachers that in a sequencing paragraph, you
are writing to describe a series of events or a process in some sort of
order. Usually, this order is based on time.
 Ask the trainee teachers to consult LMS where they will find videos and
articles on the topic.
Sub Topic 2: Main Idea (05 minutes)
 Share with the trainee teachers that the main idea refers to complete
statement, the point the writer is making about the topic.
 For further clarity of the topic ask the trainee teachers to read articles and
watch videos in LMS.
Sub Topic 3: Inference & Conclusion.(05 minutes)
 Share with trainee teachers that, to make an inference or draw
a conclusion, they try to understand by using clues from the text and what
they know from previous experiences. The conclusion is reached after
89
thinking about details and facts.
Sub Topic 1: Post-Reading. (05 minutes)
 Share with trainee teachers that in post-reading activities the readers
consolidate on or reflect upon what has been read and to relate the text
to the learners’ own knowledge, interests and views.
 Ask the trainee teachers to watch the videos 4.3.3.1: Stage: Post-reading-I
and 4.3.3.2: Stage: Post-reading-II for further clarity on the topic.
Sub Topic 2: Synthesis. (05 minutes)
 Share with the trainee teachers that a synthesis is a piece of writing that
combines information from two or more sources. If a writer is explaining a
concept or event, researches from different sources can be synthesized to
offer a well-rounded explanation of it. If a writer is arguing a point, his/her
point can be emphasized by synthesizing several pieces of research that
back his/her thesis.
Practice Activity No 1: Sequencing
(15 minutes)  Ask the trainee teachers to arrange the following jumbled sentences into
proper order using the skill of sequencing.
 Kay Goes Fishing. “I've got a fish,” Kay yelled. Dad started the engine and
drove the boat to the other side of the lake. Dad prepared the fishing
pole, dropped the line in the water, and handed it to Kay. Kay and her dad
climbed into the small boat.
(Super Teacher Worksheets - www.superteacherworksheets.com).
 Such type of activity can be used in the classroom by giving few jumble
sentences and ask them to arrange them into proper sequencing order.
Activity No 2: Deriving main idea from a given text. (15 minutes)
 Ask the trainee teachers to read the given paragraph carefully and derive
its main idea.
 Do you wear glasses? Make sure your glasses fit well. The earpieces should
be at eye level. Don’t try to adjust the earpieces yourself. Take your
glasses for adjustments to the place you bought them. Keep your glasses
in a case when you’re not wearing them. This will prevent scratches. Keep
the lenses clean. A soft cloth is best for cleaning.
 (READING – Main Ideas Rev. August. 2005)
 Ask the trainee teachers to practice such activities in their classrooms.
Activity no 3: Inference & Conclusion. (15 minutes)
 Ask the trainee teachers to read the following story and draw inference
about the main idea of the story.
 There was a dog. It was very hungry. It went in search of food but could
not find any. At last if found a piece of bone near a butcher’s shop. It held
the bone in its mouth and went from that place to find a safe place where
it could eat it in complete peace. It was walking over a bridge when
suddenly it saw its own reflection in the water. The dog considered it to be
another dog, holding a piece of bone in the mouth. In order to snatch it,
the dog barked. In the process its own bone also fell down into the river.
 Ask the following question from the trainee teachers.
 What we can infer about the dog, when we read the story?
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 Similar type of activity can be arranged in the class to help students
develop their skill of drawing inference from a story, paragraph or any
text.
a. What is meant by sequencing in a given text?
(10 minutes) b. How to derive main idea of a lesson or text?
c. What do we generally do in post-reading?
d. What do we do in when we synthesize information?
e. What is meant by inference?
for trainee
effectively
91
Session Time:
English (Secondary)
9 90 min
Date From To
Topics/content  Error Correction

covered in SoS  Brain Storming
 Transition Words
 Writing Process
 Descriptive
 Identification and removal of errors.
 Brain storming.
 Understanding transitional words.
 Descriptive, Analytical and Expository writing.
Material required Tablets, pictures, charts, flip charts, color markers, the real objects available in
(10 minutes) a. How do you identify and remove the mistakes of students?
b. Do you prepare your students for the new lesson you teach?
c. What do we call this process of warming up of students?
d. What is the purpose of this warming up?
e. What are transitional words
 After warming up of the trainee teachers tell them that today we are
going to learn errors in written English, how to identify them,
understanding brainstorming, learning about transitional words and
writing process.
Subtopics 1. Error Correction
2. Brain Storming
3. Transition Words
4. Descriptive, Analytical and Expository writing
Instruction Sub topic no 1: Error Correction
(10 minutes)  Share information with trainee teachers that making errors forms the
natural part of learning process and the role of a teacher is that of
facilitator and supportive in identification and removal of errors made by
students.
 Also tell the trainee teachers to read the articles 5.1.3.2: Error Correction
and 5.1.3.3: Error Correction II, also watch the video 5.1.3.1 Error
correction in writing at the paragraph and essay level.
92
Sub topic No. 2: Brainstorming. (10 minutes)
 Share with trainee teachers the following information about
brainstorming.
Brainstorming is defined as:
 “Brainstorming is a group problem solving techniques that involves the
spontaneous contribution of ideas from all members of the groups“.
 In classroom context, brainstorming means to connect the previous
knowledge of the students with the new knowledge they are about to
learn. The aim of brainstorming is to engage and motivate students to new
learning.
 Also tell the trainee teachers to consult related article in LMS 5.2.1.2:
Brainstorming Activity 1 and 5.2.1.3: Brainstorming and free writing,
5.2.1.1: Brainstorming and mind mapping.
Sub topic No 3: Transition words. (10 minutes)

 Transitional words help to understand the direction of thought.
 Share with trainee teachers that transitional words or phrases are those
words and phrases that connect and relate ideas, sentences, and
paragraphs.
 Also consult the relevant article: 5.2.3.1on transitional devices.
Sub topic No 4: Descriptive, Analytical and Expository writing.(10 minutes)
 Similarly Descriptive essay describes an event, character or a place in
great detail.
 Tell the trainee teacher that expository essay deals with the writer’s
explanation of a short theme, idea or issue.
 Analytical essay deals with the essay in which you analyze, examine and
interpret such things as an event, book, poem, play or other work of art.
 For further clarity ask the trainee teachers to consult videos 5.2.4.1 on
practicing writing a variety of essays, i.e. descriptive, narrative and
persuasive I, II, III and practicing writing a variety of essays, i.e. analytical
and expository.
Practice Activity No. 1: Error Correction.
(10 minutes)  Ask the trainee teachers to identify the errors and correct the following
sentences.
a. American people are very friendly.
b. I will ask to my brother tonight.
c. I go to school, all the days.
d. My cousin who works for Nokia, he is an engineer.
e. I went to the Sri Lanka in 1999.
 Tell the trainee teachers that error correction activities like the one
mentioned above will help the students to overcome their errors in
written and spoken language.
 For further explanation and clarity ask the trainee teachers to consult the
LMS for videos and articles on the topic.
93
Activity No. 2: Brainstorming.(Transports) (10 minutes)
 Ask the trainee teachers to write names of all the things with the help of
which people can travel from one place to another.
 Write their responses on a chart.
 Their responses will be like bus, taxi, ship, helicopter, aeroplane, donkey,
horse, tractor, lorry, motorcycle, bicycle, train, ferry etc.
 Share with them that brainstorming questions like these are useful for the
topic “Different means of transportation”.
 Tell the trainee teachers that such kind of brainstorming activities can also
be arranged in their classes, in which the students will take keen interest.
 For further clarity on the topic, ask the trainee teachers to consult the
relevant article and videos in LMS.
Activity no 3 Transition words. (10 minutes)
 Ask the trainee teachers to identify the specific transition word.
 Circle the correct answer.
1. Which transition word shows location?
a. for example b. below c. then
2. Which transition word shows time?
a. between b. in other words c. later
3. Which transition word adds information?
a. in addition b. over c. earlier
4. Which transition word compares and contrasts?
a. earlier b. besides c. otherwise
5. Which transition word clarifies?
a. First b. besides c. in other words.
 Tell the trainee teachers that activities like the one mentioned can be used
in the class to learn these and other grammatical aspects as well.
 For further clarity ask the trainee teachers to watch the related videos and
articles available in LMS.
Assessment  Due to paucity of time ask the trainee teachers the following questions
(10 minutes) orally.
a. What is meant by error correction?
b. What is brainstorming?
c. What is the purpose of brainstorming?
d. What are transitional words?
e. What is expository writing?
f. What we do in analytical writing?
g. What a writer does in descriptive writing?
for trainee activities and strategies we have used in today’s session.
effectively 2. Teaching through Group discussion.
 Please advise the trainee teacher to practice all the instructions and
activities related to errors correction, brainstorming and transitional words
in your respective classes.
94
95
Session Time:
English (Secondary)
10 90 min
Date From To
Topics/content  Descriptive.
covered in SoS  Narrative.
 Vocabulary.
 Grammar.
 Punctuation.
 Integrating grammar and vocabulary.
 How to use capitalization.
 How to punctuate properly.
 Proper use of vocabulary.
(10 minutes) a. Define grammar?
b. What do you know about adjectives and adverbs?
c. Have you any knowledge about punctuation?
d. What is vocabulary?
 After warm up of the trainee teachers tell them that today we are going to
learn grammar, vocabulary, punctuation and how to integrate vocabulary
and grammar and in written English.
Subtopics 1. Integrating Grammar and vocabulary with writing
2. Vocabulary: enhancing vocabulary by using alternative words
3. Appropriate use of capitalization and punctuation in writing
4. Practice Exercise on the use of alternative words and phrases
5. Article: Adjective and Adverbs
6. Article: Practice Exercise on the use of Adjective and Adverbs
7. Article: TOEFL
8. Practice Exercise on the use of Capitalization punctuation in extended
pieces of writing
Instruction Sub topic 1: Integrating Grammar and vocabulary with writing
(10 minutes  Share with trainee teachers that in developing writing skills, it is essential
to integrate grammar and vocabulary. Both command over the rules of
grammar and functional vocabulary are essential for effective writing.
 Tell the trainee teachers that for clarification of the topic, consult the LMS
and the articles and videos.
See activity 1
96
Sub topic 2: Vocabulary: Enhancing vocabulary by using alternative words
See activity 2
Sub topic 3: Appropriate use of Capitalization and Punctuation in writing (10
minutes)
 Tell the trainee teachers that Punctuation marks are symbols that are
used to add the clarity and comprehension of written language. They are:
period, comma, question mark, hyphen, dash, parentheses, apostrophe,
ellipsis, quotation mark, colon, semicolon, exclamation point
 Tell the trainee teachers to consult the relevant material in LMS
Sub topic 4: Practice Exercise on the use of alternative words and phrases
(05 minutes)
 Share with trainee teachers that “alternative words or phrases are those
which can be replaced to beautify writing”.
 Ask the trainee teachers to consult the relevant articles and videos in LMS
for further details.
Sub topic 5: Article: Adjective and Adverbs (10 minutes)

 Tell the trainee teachers that adjective modifies a noun or pronoun while
adverb modifies a verb, adjective and another adverb.
See activity no 4 in practice session
Sub topic 6: Article: Practice Exercise on the use of Adjective and Adverbs
(05 minutes)
 Ask the trainee teachers to read in LMS this sub topic.
Sub topic 7: Article: TOEFL (05 minutes)

 Explain to the trainee teachers what TOEFL stands for i.e. teaching of
English as foreign language.
 It enhances the English proficiency of non-English speaking people.
 Ask the trainee teachers to read the article in LMS for further clarification.
Sub topic 8: Practice Exercise on the use of Capitalization and Punctuation in

extended pieces of writing
See activity 3 for clarification and read the article. (05 minutes)
Practice Activity 1: Use the following words in your own sentences.
(05 minutes) a. Handicap
b. Tolerance
c. Habitual
d. Honey
e. Serene
 Ask the trainee teachers to practice the vocabulary in such a way that they
can check the vocabulary, grammar and writing skills of the students at
the same time.
97
Activity 2: Enhancing vocabulary by using alternative words. (05 minutes)
 Provide synonyms for the following words. (synonym=words with similar
meaning)
 Buy, large, powerful, beautiful, intelligent, useless, excellent.
Key:
 (purchase, big, strong, pretty, smart, trivial, magnificent)
 Tell the trainee teachers that the same activity can be carried out in class,
which will enhance the vocabulary of the student.
 Tell the trainee teachers that activities like this will greatly enhance the
vocabulary of the students.
Activity no 3: Punctuation Marks. (05 minutes)
 Ask the trainee teachers to punctuate the following sentences.
a. What are you going to do today, Adnan
b. What an amazing goal
c. I hate it
d. When are you going to go shopping in Birmingham
e. Who has left this mess on the table in my classroom
 Tell the trainee teachers that activities like it will be very useful in
classroom.
Activity no 4: Adjectives and Adverbs (05 minutes)
 Circle the correct adjective or adverb.
a. My classmate is a _____ person. [ nice / nicely ]
b. I can speak Spanish very _____. [ good / well ]
c. Katrina took a painting class, so she can paint _____ pictures. [
beautiful / beautifully ]
d. Smith looked _____ at me when I arrived late. [ angry / angrily]
e. Of course, I was ___ when I got an A+ on the exam. [happy / happily ]
 Tell the trainee teachers that LMS contains articles and videos on this sub
topic.
 Also tell them to teach tenses and parts of speech through activities like
these which will provide conceptual clarity to them as well as they will
take interest in the teaching learning process.
Assessment  Ask the trainee teachers the following questions: (Orally)
(10 minutes) a. Define adjective?
b. Define adverb?
c. What is the difference between adjective and adverb?
d. What is meant by integrative approach to learning language?
98
Session Time:
English (Secondary)
11 90 min
Date From To
Topics/content Assessment
covered in SoS
 The concept of Assessment.
 The different types of Assessment.
 What strategies can be used to assess the different skills of learning
language, i.e. listening, speaking, reading, and writing?
 The role of assessment in learning of English.
Material required Tablets, pictures, charts, flip charts, colour markers, the real objects available in
(10 minutes) a. What is assessment?
b. Difference between testing and assessment?
c. What are the types of assessment
d. What is the role of assessment?
 After warming up of the trainee teachers tell them that today we are going
to learn about assessment its type, its role and its importance for teaching
learning process.
Subtopics 1. Current perspective on assessment in and for the English classroom
2. Assessment and its type
3. What is the difference between assessment and testing?
4. What strategies can be used to assess reading?
5. Why is assessment and knowledge about assessment necessary for
successful language learning at the secondary level?
6. What strategies can be used to assess listening?
7. What strategies can be used to assess speaking?
8. What strategies can be used to assess reading?
9. Roles of assessment.
Instruction Sub topic 1: Current perspective on assessment in and for the English
(10 minutes) classroom
 Ask the trainee teachers that for this topic See LMS, where they will find
videos and articles.
Sub topic 2: Assessment and its Type
 Share with trainee teachers that assessment is the systematic process of
collecting, analysing and interpreting data to make inferences.
Assessment in other words refers to the wide variety of methods or tools
that educators use to evaluate, measure, and document the academic
99
readiness, learning progress, skill acquisition, or educational needs of
students.
Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform.
Types of assessment.
 Share information with trainee teachers that assessment can broadly be
divided into the following two types.
a. Formative assessment.
b. Summative assessment.
Formative assessment is used continuously while Summative assessment
is used at the end. Formative assessment gauges areas for improvement
while Summative gauges progress of grade-level goals and benchmark.
Formative assessment checks understanding of content while summative
provides information to teachers about grade-level promotion.
 For further clarity and explanation watch the related videos and articles
provided in LMS.
Sub topic 3: What is the difference between assessment and testing
(05 minutes)
 Explain to trainee teachers the difference between assessment and testing
with the help of following definitions.
Key Difference: Assessment has already been defined in topic 1, while testing is
one of the tools to assess something.
 Tell the trainee teachers that for further clarity on the topic watch the
relevant articles and videos in LMS.
Sub topic 4: What strategies can be used to assess reading? (10 minutes)
 Share with trainee teachers that while assessing the reading skill of
students, the teacher must ensure that the text is relevant:
a. Has appropriate level of difficulty
b. Must be of suitable length
c. The question should be clear and so the answer
 Ask the trainee teachers to consult the relevant material available in LMS
about the different strategies that can be used to assess reading for
further clarity.
Sub topic 5: Why is assessment and knowledge about assessment necessary
for successful language learning at the secondary level? (10 minutes)
 Ask the trainee teachers to consult the relevant article and videos
available in LMS.
Sub topic 6, 7 & 8: What strategies can be used to assess Listening, Reading
and Speaking skills? (10 minutes)
See activities 1 & 2 in practice session.
 Also ask the trainee teachers to watch the relevant video available in LMS
that deals with different strategies used to assess listening.
Sub topic 9: Roles of Assessment. (05 minutes)
 Share with trainee teachers that assessment is very important in learning a
language and judging the abilities of children. It also provides feedback to
teachers about effectiveness of instructional strategies.
 For further clarification read the relevant article and video on the types of
assessment.
100
Practice Activity 1: Assessing Reading Skill. (10 minutes)
 Ask the trainee teachers to read the sentences carefully and replace the
underlined words from the words given.
 Directions: Find the word in the box that has the same meaning as the
underlined words in the sentences.
 Rewrite each sentence using the correct word from the box to replace the
underline words in the sentences. Then, cross out each word as you use it
in a sentence.
 The first sentence has been done for you.
(irresponsible unsafe undecided illegal impolite)
e.g. It is against the law to use firecrackers in Washington, DC.
Ans. It is illegal to use firecrackers in Washington, DC.
a. It is dangerous to smoke while filling your car with gasoline.
b. It is bad manners to cough without covering your mouth.
c. Many voters are not sure yet about which candidate they will support.
d. Many people think that teenagers are not dependable.
Activity 2: Assessing the listening skill. (05 minutes)
Whisper in my ear
 Make a circle of the trainee teachers.
 Whisper in the ear of the first teacher “When in Rome do as the Romans
do.”
 Ask him/her to pass it into the next trainee by whispering in his/her ear
and son onward. At the end ask the last participant to share the sentence.
In this way you can assess the listening skill of the trainees.
 Ask them to practice such activities in their classrooms also to improve
listening abilities of the students
Activity 3: Using Word Suggestion to Tell a Story. (05 minutes)
 Ask the trainee teacher to speak out a story from the following sentence.
 There was a student who was very lazy…
 Tell the trainee teachers that the same activity can be carried out in class
which will improve the speaking skill of the students.
Assessment  Due to paucity of time ask the trainee teachers the following questions
(10 minutes) orally.
a. Define assessment?
b. What are the different types of assessment?
c. What is the difference between assessment and a test?
d. Why we carry out assessment?
 Differentiate between Formative and Summative assessment?
101
Session Time:
English (Secondary)
12 90 min
Date From To
Topics/content  Assessing writing

covered in SoS  Speaking
Objectives After this session and self-studying the trainee teachers will be to understand:
 The four skills of language learning.
 Integration of all the four skills of learning English
 The concept of assessment.
 How to assess the writing skill of learners.
Materials Pictures, charts, tablets, flip charts, color markers, the real objects available in
required the class.
introduction of Begin your session by asking the following questions from trainee teachers.
the session 1. Define grammar.
(10 minutes) 2. Differentiate between Prescriptivism and Descriptivism.
3. What are the four skills of language learning?
4. Explain assessment in your own words.
5. What is the difference between Formative and Summative assessment?
Subtopics  Intensive practice of individual four language sub-skills and reviewed
grammar and vocabulary
 The strategies used to assess writing skills.
Instruction Sub topic 1: Assessing Writing & Strategies used to Assess Writing Skill
 Share following information regarding “writing assessment” with the
trainee teachers.
 Hughes (2003: 83) suggests that writing tasks can be used to elicit
examples of students’ writing ability. The length of text that students
produce should be specified. For example:
a. Writing a letter.
b. Writing a description of something from a diagram or picture.
c. Writing a summary of text.
d. Writing on a topic to a specified length in words or paragraphs.
e. Completing a partially written text.
f. Writing a paragraph using a given topic sentence.
g. Completing a paragraph.
h. Writing a criticism or a response to a piece of writing.
i. Writing a story, based on an outline provided.
 Ask trainee teachers to use theses assessment tools for assessment of
writing skills.
 Also ask the trainee teachers to consult LMS for further details.
102
Practice Activity 1: Assessing writing skills (30 minutes)
 Ask trainee teachers to work individually and write by following the given
instructions as given below
a. Write a letter to brother for money.
b. Write a description of an imaginary picture.
c. Write summary of greedy dog.
d. Write paragraphs of 50 words on importance of education.
 Take few responses from them and then share with them that by applying
such strategies they can assess writing skills of their students.
Activity 2: Intensive practice of individual four language sub-skills and

reviewed grammar and vocabulary (30)
 Divide participants into 04 groups.
 Ask each group to prepare strategies for assessing speaking, reading and
listening skills and present in the class.
 Note interesting and practically applicable strategies on the board.
 Tell them to apply the applicable activities in their classrooms.
 For further details ask them to consult LMS.
Assessment  Ask the trainee teachers the following questions orally? (20 minutes)
(10 minutes) a. What is assessment?
b. What are key features of formative and summative assessment?
c. How the four skills of language learning can be integrated?
d. What strategies would you adopt to make your teaching
interesting?
for trainee
1. Lecture Method
teachers to teach
effectively
103

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Secondary Session Plans

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Math (Secondary)

Session plan for face to face session of induction program

Unit# 1 Numbers and operations

Unit# 1 Numbers and operations

Unit#1 Numbers and operations

Unit#1 Numbers and operations

Topics/Content  Matrices and determinants

Unit#2 Algebra and algebraic thinking

Unit#2 Algebra and algebraic thinking

Unit#2 Algebra and algebraic thinking

Unit#1 Algebra and algebraic thinking

Unit#3 Trigonometric Ratios

Unit#3 and 4 Trigonometric Ratios

Unit#4 Geometrical Theorems-Exploration and Applications

Topics/Content  Geometrical Theorems

Topics/content Life Processes

 Initiate discussion to interpret chart

Topics/content Cellular Respiration

Topics/content Cell Biology

 Now call them to label their respective charts

Subtopic 3: Law of Segregation and Law of Independent Assortment (10

 Explain the importance of these laws in scientific research and conclude

Subtopic 6: Lock and Key Model (10 minutes)

Topics/content Matter and Their Physical Properties

Subtopics 1. Rutherford Atomic Model

Sub topic 2: Electronic Configuration. (10 minutes)

Sub topic 3: Periodic Table (25 minutes)

Topics/content Matter and Their Physical Properties

Topics/content Matter and Their Physical Properties

Topics/content Solution and Suspension

Topics/content Heat and Temperature

 Observe readings on thermometer

 Concerning the Celsius and Fahrenheit thermometer scales,

Topics/content Forces and Machines

 Demonstrate the experiment.

Topics/content  Introduction to grammar, explaining different approaches to grammar.

 Make corrections in their responses if needed.

Topics/content  Active and Passive Voice.

Practice Activity 1: Active and Passive voice.

Topics/content  Listening Skills

The main idea is sometimes found in the first sentence of a paragraph.

Sub topic 3 :Inferences (10 Minutes)

Sub topic 3: Discourse Markers. (10 minutes)

Topics/content  Reading for Pleasure.

Topics/content  Error Correction

Sub topic No 3: Transition words. (10 minutes)

Sub topic 5: Article: Adjective and Adverbs (10 minutes)

Sub topic 7: Article: TOEFL (05 minutes)

Sub topic 8: Practice Exercise on the use of Capitalization and Punctuation in

Topics/content  Assessing writing

Activity 2: Intensive practice of individual four language sub-skills and

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