1. Lesson
transcript on Direct Instruction Model
Name
of the teacher :
Name
of the School :
Subject : English
Topic : Question Tags
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Class:
VIII
Date:24/2/14
Strength:
Duration:45mts
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Curricular
Statements:
The learner:
-Understands question
tags.
-Develops the ability
to use question tags appropriately.
-Uses question tags
in speech and writings.
Pre-requisites
The learner:
-knows what
auxiliary verbs and modals
-knows how to make
affirmative and negative sentences
-should be able to
identify positive statements, words etc.
Social
system: highly structured
Principles
of reaction: reinforcement and feedback wherever necessary.
Support
system: well sequenced learning tasks, materials etc.
Instructional
and nurturant effect: Mastery on the topic, confidence on the matter learned,
self-esteem.
Syntax
Phases
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Classroom
interaction procedure
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Phase I
Orientation
phase
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Teacher
establishes rapport with the students and checks the previous knowledge of
the students.
Tr
gives a set of sentences and asks the students to identify the auxiliary
verbs and modal auxiliaries.
The
students identify the auxiliaries and modals from the given sentences.
Ans:
is, has, did, can, must, need, dare etc.
Tr:
Very good. You have identified the auxiliaries and modals. These verbs are
also called helping verbs or special finites. They are 24 in number.
Go
through the list of all auxiliaries and modals..
Tr:
hope you all know how to make positive and negative sentences, don’t you?
Pupils:
yes
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States the objective
Describes the
content
Phase II
Presentation
phase
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Tr:
very good. So today I will familiarize you with question tags. We all use it
in our daily communication. But you may not be aware of when and where to use
it. So we will study question tags today.
I
will tell you the rules for using question tags. Knowing the rules will help
you to use question tags more appropriately.
Tr:
Let’s have a look at the definition of question tag.
A
question added at the end of a sentence to draw or attract attention to it or
give emphasis to it is called a question tag.
Eg:
You are smart, aren’t you?
He can come, can’t he?
A
few points have to be noted before using a question tag.
Rule I
A
positive statement takes a negative tag and a negative statement takes a
positive tag. The full stop in the given sentences must be changed to comma
before adding the question tag. The tag begins with a small letter and there
is a question mark at the end of the tag. And only pronouns are used as
subject of question tags.
Consider
these sentences..
Latha
was writing.
They
will come.
I
don’t know the place.
Tr:
How can we write the question tags of these sentences?
Firstly
find out the helping verb of the statements. If the verb is positive, use its
negative form in the question tag and vice versa.
Thus
we get…
Latha
was writing, wasn’t she?
They
will come, won’t they?
I
don’t know the place, do I?
Rule II
In
some cases , the helping verbs are not seen, so in such cases, ‘do’, ‘does’,
or ‘did’ are used as helping verbs depending on the tense of the verb.
‘do’
is used in simple present tense with the subject I, we, you, they or any
other plural form.
‘does’
is used in simple present tense with
the subject he, she, it or any other singular form.
‘did’
is used in simple past tense with any subject.
Eg:
Arjun works hard, doesn’t he?
Ram went to Chicago, didn’t he?
I never write like that, do I?
Rule III
Tr:
some words like ‘little’, ‘few’, ‘hardly’, ‘scarcely’, ‘seldom’, ‘never’,
‘rarely’ are treated as negatives and they take positive tags. Words like ‘a
few’ and ‘a little’ are treated as positives and they take negative tags.
Eg:
Few people attended the meeting, do they?
A little progress had been made, hadn’t
it?
Rule IV
Tr:
Imperative sentences (request, order, command etc) take the same tag, ‘will
you?’ Sometimes, ‘won’t you?’ to denote urgency.
Eg:
Don’t be late, will you?
Work hard, won’t you?
Rule V
Tr:
Sentences beginning with ‘Let us’ take the tag ‘shall we?’
Rule VI
Everyone
and everybody are singular. Yet in question tag, both of these words take the
pronoun ‘they’. Hence the auxiliary ‘do’ is used instead of ‘does’ and other
plural verbs.
Eg:
Everyone visits the Tajmahal, don’t they?
Everybody
has come, haven’t they?
Tr:
Let’s go through the list of auxiliaries and their negative forms.
Tr:
The subject of the question tag depends on the subject of the statement. Only
pronouns are used in tags as subject.
Let’s
go through another list which contains the subject of the statement and the
subject of the question tag.
Tr:
hope you understood the concept now. Teacher revises the rules and students
listen to it.
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Phase III
Structured
Practice
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Teacher
shows a slide in which a few sentences are written. Groups are made among
students. The students add question tags to each sentence and write the rules
against each sentence. The teacher moves around the class and clears doubts. After
the allotted time, the members of each group present the answers. Teacher
makes corrections if necessary.
1.
I am coming.
2.
They are not walking.
3.
She has arrived.
4.
They have not eaten the breakfast.
5.
Little progress has been made.
6.
Everybody closed the door.
7.
Chithra sang well.
8.
He seldom comes here
9.
One should keep one’s promises.
10.
Go fast.
11.
Let’s take a break.
12.
Some of you can go there.
13.
Tom has never told lies.
14.
I am not ill.
15.
I should visit the place.
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Phase IV
Guided
practice
Phase V
Independent Practice
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Tr
gives a few more questions. Each student work on their own. Students clear
doubts. Tr gives feedback and reinforcement.
1.
one cannot be too careful
2.
sit in this chair
3.
Let’s have some tea.
4.
Open the door.
5.
Don’t repeat this here after.
6.
We must not be late.
7.
Some us can go and search.
8.
They need not come with us
Teacher
asks the learners to construct their own sentences and add question tags to
it at home. The learners can continue the task till they attain the mastery
level.
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2. TEACHING MANUAL ON
ADVANCE ORGANIZER MODEL
TEACHING MANUAL ON
ADVANCE ORGANIZER MODEL
Name of the Teacher : E K JIJAN
Std. :
VIII
Name of the School :
Mount Tabor G H S S, Pathanapuram
Date :
24/02/2014
Name of the Subject : English
Time :
45 mts.
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Focus: The
Learner,
Ø develops an understanding about
different types of nouns and their usage.
Ø
Ø uses them in their speech and
writing.
Concept: Countable nouns and Uncountable nouns.
Content
Analysis:
Noun is a word used to name people,
animals, objects, places and state of
being. Countable and uncountable nouns are two divisions of nouns.
Countable nouns are countable with a number and preceded by ‘a’, ‘an’ and
‘the’. They have singular and plural forms. An uncountable noun cannot be
counted with a number and cannot use ‘a’ or ‘an’ with uncountable noun. They
have only one form.
Pre-requisites: The learners know
some general ideas about the parts of speech especially the nouns which are
used in everyday situations.
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Syntax
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Phases of the Model / Learning Experience
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Learning
Outcome
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Informal Talk/ Entry
Activity
Phase I -
Presentation of the Advance Organiser
The
teacher, through questions and discussions clarifies the aim of the lesson.
Tr:
Today we are going to learn countable and uncountable nouns
Teacher
asks a few questions checking the previous knowledge of students about nouns
and its kinds.
Tr: What is a noun?
Lrs: Noun is the name of a persons,
animals, things and events.
Tr: What are the different kinds of nouns?
Lrs: Kinds of nouns are countable nouns,
uncountable nouns, collective
nouns, abstract nouns....
Tr: Can you say some examples of nouns?
Lrs:
Pathanapuram, Kollam, India, pencil, paper, Ramu....
Teacher
sums up the points by writing the definition of nouns and examples on the chart..
Now let’s go learn countable and uncountable noun and see their
differences.
Phase II - Presentation of the Learning task
Teacher
creates certain class room situations and introduces countable and
uncountable nouns.
Tr: (Showing some sand) what is it?
Lr: sand
Tr: (Showing pen or umbrella) Can
tell me what is this?
Lr: umbrella....l.
After creating several situations,
teacher writes a few sentences on black board.
Tr: What difference you
find between the sentences in Column 1 & Colum 2?
Discuss in groups and tell me the
differences.
Teacher
scaffolds them to identify the differences and respond.
Lr1: Noun in first group are countable and
second group consists of
uncountable noun.
Lr2:
Nouns in first group are countable with a number.
Nouns in second group are
uncountable with a number.
Lr3:
Nouns in first group have singular and plural forms.
Nouns in second group have only one
form.
Lr4: In
first group we use articles ‘a’ or ‘an’ before nouns.
In second group we cannot use articles.
Teacher
shows a chart which contains the difference between countable and uncountable
nouns.
Phase III: Strengthening
the Cognitive Organisation.
Tr:
What is a countable noun?
Tr:
What is an uncountable noun?
Lr:
Gives answer.
Teacher shows a chart
contain a Cross Word Puzzle and provides handouts to students with questions.
After discussion students come forward one by one
and fill the puzzle box and read them loudly and state whether it is
countable or uncountable.
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Clarifies
the aims of the lesson.
Takes away surprise
Students
give the correct meaning.
Orientation
to the existing cognitive structure.
Presents
02
Promoting
active reception learning by asking the students to identify idea
expressed.
Promoting
active reception learning by asking the students how the learning material
supports the concepts in the subsumer.
Students
describe how to new learning material supports the concept in the subunit.
Verbalises
the attributes of the learning matter.
Promoting
active thinking
skills
Verbalises
the essence of the learning material.
Asks to
generate additional examples of the concept.
Applies the new information in situations..
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Social System : Highly structured. However requires active
collaboration between teacher and learner.
Principles
of Reaction
: 1. Negotiation of meaning 2.
Responsively connecting organiser and material.
Support
System
: Well-organised material is the critical
support requirement of this model. The effectiveness of the advance organizer
depends on an integral and appropriate relationship between the conceptual
organizer and the content. This model provides guidelines for building or
reorganising instructional material.
Instructional and Nurturant Effects : The advance organizer model is especially
useful to structure extended curriculum sequences or courses and to instruct
students systematically in the key ideas of a field. The model can also be
shaped to teach the skills of effective reception learning. Critical thinking
and cognitive reorganisation can be explained to the learners. The model
increases effectiveness in reading and watching films, and in other
"reception" activities.
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03
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