General Methods of Teaching (EDU301)

Assignment 1 (Spring 2019)

Total Marks: 20
(Lesson No. 1-11)
Instructions:

 Late assignments will not be accepted.

 If the file is corrupt or problematic, it will be marked zero.
 Plagiarism will never be tolerated. Plagiarism occurs when a student uses
work done by someone else as if it was his or her own; however, taking the
ideas from different sources and expressing them in your own words will be
encouraged.
 No assignment will be accepted via e-mail.
 The solution file should be in Word document format; the font color should be
preferably black and font size should be 12 Times New Roman.

Question No. 1: Create a Lesson plan for a subject of 6th grade. Select topic and
subject of your own choice.
Answer.
Subject: English
1. Topic: Parts of speech
2. Grade level: 6th
3. Instructional objectives. Students will be able to successfully recognize and
identify four basic parts of speech.
4. Rationale. Parts of speech are the life line of English. A better of
understanding of all the major parts of speech not only enhance the
comprehension ability of students but also give them the confidence to deal
with the English as second language.
5. Resources. White Board, Board Marker, Eraser, Cards, list of nouns, verbs,
adjectives, and prepositions
6. Procedure. Begin the lesson by asking students to define Nouns: person,
place, thing, or idea; Verbs: action words; Prepositions: a word that shows
 relation to another word; Adjective: descriptive word and will ask students for
examples of each to clarify

 decide what term is written in each square. However, each should be used at
least 5 times. Each student should also have a dry erase marker.
understanding.
 Demonstrate how to circle and label parts of speech on the whiteboard and
cards, using a simple word. One example is: Adil is closing her eyes. Replace
your name here to get students invested in the lesson's content.
 Give each student a card. Have teacher, the child should find a square that says
noun and write teacher students fill in each square with either (noun, verb,
preposition, or adjective) The centre can be a free square if desired.  All cards
will be different as students
 As you read a word from your list, the student should write that word on the
card next to a spot that shows a term. If you say. The position cannot be
changed once it is written.
 Repeat as desired.

 If desired review once again what each term means. In addition, it is always
nice to offer extra credit or extra free time to each winner. This is a great
activity to practice vocabulary or other skills while taking only a short amount
of time between other planned activities.
7. Assignment or Homework. Ask student to make their own cards showing
different parts of speech items present in their homes.
8. Assessment. cards will serve as a way of checking for understanding.
Question No. 2: Being a teacher, how will you apply Zone of Proximal
Development presented by Vygotsky in your classroom? Explain with at least
two classroom examples.

Answer. The zone of proximal development (ZPD), is the difference between what a

learner can do without help and what he or she can do with help the help of a teacher.
It is a concept developed by Soviet psychologist and social constructivist
Lev Vygotsky.Common Examples of the Zone of Proximal Development. A student
is able to perform simple addition when working with a teacher or parent, but is
frustrated when performing the task alone.

To apply the concept of the zone of proximal development, teachers instruct in

small steps according to the tasks a child is already able to do independently. This
strategy is referred to as scaffolding. The teacher should also support and assist the
child until he or she can complete all of the steps independently. Connections between
the task being learned and how it's applicable to the skills needed in everyday life
might not become apparent immediately; in fact, they might take several lessons to
develop. Through further reading and coursework, children continue to make
associations between ideas and everyday experience.

For example,

1) let's say a teacher is instructing students about the water cycle. If a teacher has
already taught a lesson on the concept of evaporation, the teacher should use
this prior knowledge of evaporation when introducing information about
condensation. The child will then be able to make connections between the
different phases of the water cycle.
2) A learner might not immediately grasp how learning addition might apply to
his or her everyday life. However, when asked to add the number of apples in
one group to the number of oranges in another group, the student might then
be able to make the connection between the theory of addition and counting
everyday objects. In some cases, the teacher might not be the most effective
person to convey a concept. Group work and collaborative projects with peers
who have mastered a task or concept might prove effective as well.