No 1 Lesson Plan on Noun

Name of Teacher: Muhammad Ayub Class: 9th

Subject: English No of Students: 32
Course: B.Ed 1.5 Roll: BY628555
Date:24-08-2021

Teaching Method:
Simple teaching method.

AV Aids:
Marker, White board, Charts, book etc.

Objectives:

By the end of this lesson, students will be able to:

 Explain and give examples of nouns

 Identify various objects (egg door, roof, desk)

 Use correct pronunciation when describing nouns Use listening skills

and hidden clues to solve answers

 Use nouns (words) in sentences while maintaining grammar integrity

Requirements:

 Cards (provided by teacher) Tape

 Computer YouTube
  In the classroom

Preparation: Before class, the teacher will have written down all the names
he wants to use on the index cards.

Location: Standard Class

Warmth / Expected Setup / Launch (5 minutes): When students enter the

room, the teacher will be present first while making sure to give examples of
nouns. For example:

"Hello Gustavo"
“Hello Leanne, I love your shirt!”
“Michael– I haven't seen you in a long time; how is your dog doing?” “I need
a new pen! Does anyone have a pen that I can borrow?” "Make sure you have
a new book for tomorrow"

It is the teacher's hope that students recognize the teacher's excessive excess
of certain words. In addition, the teacher hopes that at least one
Student will ask why such pressure is placed on certain words; if not, the
teacher will simply say, “There are too many names in the room!”

Revision (10 minutes): Because this is a level 2A, it is assumed that learners
have at least some information about what nouns are. The teacher will ask the
learners, “What are the names here?” (Pause). "Remember, a noun is a person,
place," object "of body or mind." Most likely, students will start saying, “Oh,
Gustavo name - you are human! I am a noun I think; my book name!” The
teacher will welcome all the answers and will ask the students to expand their
knowledge by asking, “What other “things” do you see in this room? It is
assumed that learners will point to objects and either 1) say a word in their
native language (which is not allowed) or 2) will point to and let the teacher
know that he or she does not know that word in English.
Introduction / Process (15 minutes): The teacher will commend the students
for their ability to identify the same nouns they have pronounced, but will
show that they want the whole class to be "named-by-name" - that is, looking
for all the nouns in the room to consider. To do this, the teacher will ask one
student to volunteer to be the first to “touch” one item in the classroom.

The teacher will ask the student to come to his or her desk and pick up the
card from his or her desk; on a card, it is a word (for example a wall). The
teacher will ask the learner to try to say the word (the wall). Afterwards, the
teacher will provide clues and ask the whole class to provide clues (but not
feedback).
On the wall, the teacher would say, “I'm white. I surrounded you. It's hard and
cold.” Given the additional directions as needed, the student will place a
“wall” card on the wall and choose another student to leave; every student will
have at least one chance, if not two.
Other names to use include (note that clues will be provided for each name):
The poster
 The door Computer way out The roof
 Teacher Desk
 Student Desk Chairperson Down
 Radio
  Engine coolant Pipe
 White Board Mark
 Class Dictionary Pastor

This will continue until each item in the class is “den-tified.”

Although the teacher does not expect the learner to pull too hard or to place
the correct card in the right place, the student will be given another card to try.

Pronunciation (5 minutes): Either pronunciation will be covered throughout

the course (in such a way that one reads the word before putting it into
something), something else will be considered. The teacher, as a way of
checking word recognition and pronunciation, will point to one of the cards
and ask the students to say the word; In a way, it is a competition to learn the
choruses that all participants will be involved at the same time. In addition,
incorrect words will be identified and corrected when needed by the teacher;
the teacher will say the word the way he or she thinks it is and then ask the
learners (collectively) what is wrong with that way of pronouncing the words
in the hope that the learners will guide him or her.

Grammar (five minutes): Although this is not a grammar lesson, as a closing

assignment, students will be asked to select three nouns we have learned and
write sentences containing the subject, the verb 'to' and the noun.
Closing (5 minutes): See “Exercise Exercise.” Also, students will listen to
"Names" by School House Rock
http://www.youtube.com/results?search_query=Schoolhouse+rock-+nouns
Rationale: The structure of this lesson is carefully thought out based on the
teacher's knowledge of students' learning styles. In addition, this course allows
students to be more diligent in their learning than standing together and allows
students to learn from each other; With the exception of the teacher who indicates
where the cards should be placed, the students basically teach / guide each other. In
addition, the reference teacher serves as a way to integrate previous knowledge into
a new subject (that is, the teacher can use adjectives / definitions / actions to
describe, say, department: I am cold, open and close; I separate it in the hallway;
allows them to become accustomed to the verbs of 'being