A. Design a lesson plan for enhancing either listening or reading skills.

The duration of the lesson

needs to be 40-45minutes.

Time 40-45min
Objective To teach different body parts, to introduce new vocabulary and
enhance their listening skill
Age 3-5 years
Language level Beginners
Vocabulary Head, Shoulders, Knees, toes, eyes, ears, nose and mouth
Actual lesson Warmer – Asking students to sit, stand, clap, smile, greet next
student
Context – Naming different body parts with the help of flash card
and practicing them
1. Teach vocabulary
2. Practice
While listening to rhyme doing the action along with the video
Post listening – asking the kids to do action of the rhyme while
playing the rhyme in background.
Then asking the kids to show different body parts and name them.
Paly
with flashcards – like distributing flash cards to students and then
asking the students those with flash card eyes “jump”, with ears
“clap” etc.
Naming a student and ask them to show eyes or ears or head. If the
students do correct there will be clap sound in the background, if
wrong there will be a dog barking sound.
Asking students to follow instructions like touch your head with
your hands, touch your mouth, touch your ears, touch your knees
etc.

Material used:
Flash cards of body parts
Rhyme video
Rhyme:
Verse 1:
Head, shoulders, knees and toes,
Head, shoulders, knees and toes,
Eyes and ears and mouth and nose,
Head, shoulders, knees and toes.

Verse 2:
Head, shoulders, knees and toes,
Head, shoulders, knees and toes,
Eyes and ears and mouth and nose,
Head, shoulders, knees and toes.
Design the lesson plan by referring to the guideline. You need to address all of the parameters
mentioned in the question.

Name of the topic Introduction and Questioning

Time 45-60min
Objective Greetings, Questioning and answering basic thing
Age 8-10 years
Level Beginner – (classroom strength 25)
Warmer Greeting to the students and telling your name “hello I am ….”
Asking students to greet others by telling their name
Use a ball and ask the students to throw ball to other student and the
student who is catching the ball should tell the name of the student
who had thrown the ball.
Those who tell wrongly should do three wall pushups.
Context Asking students some questions like
Q: What is your name?
A: My name is jack
Q: Where are you from?
A: I am from ……..
Q: How old are you?
A: I am 9 years old
Q: Why are you late to the class?
A: Because I missed the bus.
Q: When will class completes?
A: class will be completed at 10AM.
Then, Showing them the visual aid of how to use – when, what, how,
where, why, who
Then showing the Structure of a Question and answer:
While reading Asking the students to say after you. Then ask them to read and
answer.
Then show roleplay example with two students
Draw a stickman and start asking questions to students and write the
answers accordingly
Post reading Now pair up the students and ask them one to ask the question and
the other to answer.
Now make two or three groups and Then show a picture with actions
and ask one group to ask questions and other group to answer that
question.
Finally ask the students the verb forms used in the question and
answer.
 Like is, are, playing, eating etc.
Class room survey:
Giving a survey sheet as homework and asking each student take
survey from 8-10 people/students.

Materials used:

Ball

Marker

Simple Pictures of actions

Asking students questions and writing the answer in one word.

Jack -what
Dog-what

Delhi - where

Missed bus -why

28 years- how
Banana milkshakes-
what

Pizza- what
Teacher - who
Visual Aids:
Homework:

Survey sheets:

1. What is your name?

2. Where are you from?
3. What is your favorite food?
4. How old are you?
5. Who are you?
6. When are you going to have dinner?
7. Why are you late to show?
8. When will the class completes?
9. Where are you?
10. How are you doing?

Framing questions worksheets

B. Consider any 3 of the following situations and discuss how you might handle them.

1. One or more students are not participating or engaged in the lesson.

Firstly, if the classroom is with 100 students’ strength it is difficult to get all students attention, instead of
wasting time in lecturing the students who do not engage, I will switch the activities and make them
participate. If they are facing difficulty in participation, I will take a quick glance of the lesson again and
ask them to participate. Keep the things moving. I will maintain the eye contact during the class to make
them feel that teacher is interested in them and make gestures to make them attentive.
If the classroom strength is 25 or less, then I will ask that one or more students whether they are facing
any difficulty in following the class/ the class is boring/any other reason for their non-participation. I Will
ask some questions regarding the lesson according to their levels and will appreciate them which can
make them feel that teacher is interested in them. Even though they are not answering will use the
phrases like its ok you can do it, good attempt etc with friendly gestures.
3. One student has her head down on the desk and other students are looking at her.

Firstly, I will go to her, and ask gently how is she feeling?

If there is any health issue I will ask the next student who is looking at her to assist the sick student to the
first aid center and then inform to the group in-charge and then I will take parents, contact number from
the dairy/office and inform to her parents.
If there is no health issue and she is just simply lying down, I will ask her to go to girls waiting room and
take rest after informing to the group in-charge. The student who is watching her and also to the class, I
will tell to make those type of circumstances to my immediate notice in future, instead of watching.
6. You have purposely counted off students to work in random groups of 5, but some students want
to stay with their friends and don’t go to the assigned group.
Firstly, I will explain the students that we are making the student groups in different possible varieties, so
that groups would not be same each time and benefits of doing groups like that will develop team
management skills in the students.
Then I will propose some teacher assigned groups like groups according to alphabets, based on same skill
levels, based on mixed skill levels, row groups (who are sitting in a row will be one group) etc.
Then I will ask students to propose groups based on their interest.
I will tell them, we will follow the selected 6 patters group divisions accordingly,
Monday- groups based on alphabets
Tuesday – groups based on row system
Wednesday- groups based on mixed levels
Thursday – groups based on student interest
Friday – groups based on cards – students with same cards one group etc
Now I will ask the students to follow the instructions without any converses.