I l',,on Plan , No. P.T Holl No.

Cl.ess

Suh_jcct
Ouration--lO Minutes

Date
I opu· Artidc 'An'
Cn1,Ta! /\id ... /\ \\L'll-cqttippcd cla~sronm containing bl ackboard . chalk. duster. pointer etc .

~pn•ifi<' Aids

I ,t':tntin~ OhjN·t,, <.'s

1\ h()\. co111,1in1 11 g objects
-
• \ ,·ll'I" L'()11lpk'tion or the topic
Sttidl'lll'> \\il l arnilysc the po silivc and negative examples in terms of their
;lltrihtilL':--..
Stl!d-.·111, ,, ill attain the co ncept by formulating and testing hypotheses.
Stt1lil'11h "ill L'llllillt'ra l c the essential attributes of the Article " An" .
•
Stt1dcnt~; "i II idcnl if)' the unlabelled examples and generate new examples.
Student~ \\ill stall' the rnle for using the Article "An".
Stuck,,,..,\\ ill cvnlu:itc their thinking processes.

'1o,a111, of ifH' ( cHH't'pt· /\rl1cic ·A n'

,. 1.~n,.;n dJ rnc Concept O lll' ho» and two platform

Et;scntial Attrihutcs-Srngula r Noun starting with vowel sound .

Non-Es~cnfial Attribute Singular Noun starting with consonant sound.

Jb,,, ·1\11· article is used before sin gular nouns starting with vowel sound.

t 1 1Ts,·n tat ion

Phas,· - 1 introduction
1>: 1. ,viii 111 ,1ke the f\>cus s tatement as "Today we shall learn a concept from the English
Crrilrniiwr through a nc,, nH.:thocL" She will explain the procedure of the reception-oriented
c.\)nc,..:pl J\ttc1i 11111l'11t Moc.kl itlld introduce the students to the various phases of tl1e model.
S,ic '' ii I sa~ st ulknt s f lw w c1 grammatical concept in my mind .To find that concept we will
pl,:,
• ,· -
tl• lllclll
i:-
IC t• il U'\[11C' 'J' }1 1
i:,( •
' s· .rs· .i . I box. l n t l11s
' 111ag1ca
· . box tI1erc arc many thmgs. .
taken from daily
1.: ( t o ti 1e concept .m Ill)' mmd
. wluk . others are not related to the
li L Sonw . ol t hL·m arc r 1..:' I ,·it~ I
o 1) to f~111 d out t h e grammatical
t'Olll'l'J11 111 nq n11nd You ·tr' r, 11 · ·-'d t t. . .
t' 1 . _ _ - ' l cl t 11 c concept .m my mmd . on
lit ,).\!-,1:-,lJ[thl'"''lll' ' ·11 I
-~" ~- \,\ c ' ' 1 P ay . I.et· s start the magical game to find out the concept.
 II I. "i 11 111al.:c tliclll prepare a worksheet in their notebook.
IS
I'. I· '' ill rrcsent t\\ o labelled examples (one negative and the other positive).
• 11 ."I • wi 11 nsk thl'. students to take down all the examples on their worksheet,
compan: and contrast the attributes of the examples, and form and note down the
ten wt i, c hypothL'SL's.
• 1'.T '' i II prL'"-cnt additional lahcllcd examples, in a prearranged sequence and ask
lliL· ~tudcnh to lL'~l and rcanaly1.c their hypotheses in the light of those examples.
• I)uri11g. thL· course or the lesson, P.T. will keep on asking the students whether they
h,H c ,tttuincd the concept or not.
• I) . I" '' ill ask thl..' -;tudcnts to identify the characteristics which are present ID th e
r()sim L' l'.\amplcs but not in the negative ones.
• 11.'I. ,, ill .ts\._ tJUL'Stion-; like the following to cue the students in identifying the
attrihutcs nr the concL'pl. r. I will write down the attributes on the black board,
,, \VhJ! 1s !he Ji [Terence between the first negative and the first positive
L·,ampk
• \\ hat 1.s the di!li:rcnec bl't\\een the first two positive examples
,- Whal is t:(11111no11 het,,cen thtrd an<l fourth positi, c example?
,, " AL·rorlan e .. and··] ruch .. ') \\'hat is common between them?
• i>. I ,, i 11 prt.:-..L' lll tht: examples unti I most of the students identify the concept.

Ernmpk T Non 1<:x;;p1;--J ( ,cncralintion Reason

j
AJ>pk I Man~o ----; 'An' h an article u,cd While pronouncing
I (nj cl'lion 1 To, j hcforr liingubr 00110 namp!cs vowe-! s,: unds are
, A,·ro plan e
1 Truf·k J starting with, o,-.cl r>roduccd.
Ekph;mt j_Hus rnund.
Oil Bonk , Fo\:
Umbrella Cuhc
Ear Ring l'en
Onion Flag
Fnvdo[ll' Cum

Ph:tsr- l t-Corrrction of the JJ) pothcsis

Pupil I c;Klh.'r ,, ill ask. the :-tudents 10 frarrn.: hypothesis on the basis of their observations .Then
-. hl' "i ll cn rrcc1 the h-> ptllhe~i~ g1\'cn by different students and g~neralize the concept by giving
dcfinitw11 nf th t· c1111ccpt P. r \\ i !I -.;,J) that my concept is article ·An·. ft is used before the noun
,t ,r11111• ,, itli :.i ,n,,cl "l)1111d:- . P I \\ill write the same on blackboard.

Phn sr 11 I ~, ,csting ;\ tf ainrru.•n1 of the Concept.

p_ I ,\i ll chel k n1111nmr 111 oftlic: concl·pr by asking cxampk.s from the: sruden,~. P. I "ill m,k rhc
- \Jl"plc~ of lh1.· ronccpt dnd \\, lll' tl1c111 011 1hr hlackhoa~d.
 • lee l I L'i\t1l

• \t11"'k
• ( 1r:11ws
• (\ck

Phase-IV Justification of the Examples

P.T will ask students to ~ivc justification of the examples given by them.

I. Stulknts-lcc-Crcam(Ycs)
P.l-\\'ln'?
Student-Because it starts with vowel sound.
Students-Apple(Yes)
P.T-Why')
Students- Because it starts with vowel sound.
3. Studcnts-Grapes(No.)
P. r-Why?
Students- Because it starts with consonant sound.
-f. Studcnts-Cycle(No.)
P.T-Why?
Students- Because it starts with consonant sound.
5. StuJents-Lays(No)
P.T-Why?
'.>:.utL,~h ikcatb1.., il ~.t,11is wit11 consonant sound.
6 Students-·! oy(No)
P. f-Why?
Students- Because it starts with consonant sound.

·1hus ~tuclents will be able to understand the concept that 'An' article is used before the
singular word starting with vowel sound.
Home Work
Collect information about Article 'An' and fill the blanks.
 /

/ Inductive Thinking Model of Teaching

Lesson Phrn No. P.T RoJJ No.

Class
Subject
Duration-40 Minutes
Topic- Prepositions 'Behind' and 'In front of
Date

General Aids- A well-equipped classroom containing blackboard, chalk, duster, pointer etc.
Specific Aids -Animated PPT

Model-Inductive Thinking Model of Teaching using three teaching strategies namely-concept

formation. interpretation of data and application of principles to develop inductive thinking.
Learning Objectives

After completion of the topic students will be able to

• collect, organise and manipulate data

• develop their ability to categorise
• develop their ability to use categories
• improve their ability to handle information
• expand the conceptual system with which they process information
Postulates of the Model-
• Thinking can be taught
• Thinking is an active transaction between individual and data
Phase 1 Concept Formation

P.T will show the animated slides to the students and will ask questions from them •
Slide I-Where is the magician? (by showing the PPT)
Slide2
Slide3

Phase Jl Interpretation of Data

P. T wHI write the sentences on the Black Board.

In group 1,P.T will write the sentences of the preposition 'Behind'.

fn Group 11,PT w1 ll write the sentences of the preposition , · t'
in ront or
1
 the relationship.
ls will observe the sentences
carefully and will lr}' to identify

Grou -11 nt of the

• The bicycJe is parked in fro
ind the
• The magician is standing beh school.
curtain
of the
• The mouse is sitt ing in fro nt
• The cat is behind the child. com put er
fro nt of
• The doc tor is sta ndi ng in-
• The bea r is behind the dru
m the ambulance.
nt of the
• The bees are standing in fro
boy.
• The bea r is running behind the tree.
nt of
tent. • The mouse is standing in fro
• The jeep is parked behind the the box.

oks.
te the sentences in their notebo
P.T will ask the students to wri

Phase-111 Observation erence

erli ne ' beh ind ' and 'in fron t of and students will observe the diff
P.T will und
between the sentences.
Phase-JV Generalisation ,. f r
using prepositions 'behind' and
P.T will generalise the rule for in ron t o .
.... .... ...... ....
Behind-...... .... .... .... .... . .. ... ....
.... .... ... .... .
In front of- .... .... .... .. .... .... ....
ples
Phase V Application of the Princi b .
ow the ima ges and will ask the students to complete th e sentences y usmg the
P.T wi!l_sh t or.
preposition 'behind' and 'in fron
l. The cat is .. ... ....... .... .. .....
the child.
of the ambu1ance
2. The doctor is standing . . . . . . . . . . . . . . . . . . . . . . . . .. .. .. .. ·
3 Th · · .. the tent.
• e Jeep is parked .. .... .... .. ....
f th
4. The mouse is sitting · · .. · .. · · · · .. · .. · .o e computer .
5. The bear is ..... .. .. .. .. the drum.
Phase VI ..
four sentences each b .
: Twill ask the students to make s related to ob·ec y u~m g prepositions 'behind' and
in front or and also pas
te picture ~ ts used m the sentences
.