Payel Sultania -PGPPTTC-Term-3

Term 3 assignment

Q1. Choose any grammar item and design a lesson plan of approximately 40 minutes
showing its use in context Mention the objective ,age and language level for which the
lesson plan may be used .Your lesson plan should have (a) Warmer (b) details on how to
set a context (c) the lesson formulation in details (d) recapitulation through an activity

Present Perfect Tense

Students will be able to explain clearly the rules on the present perfect tense of verbs as
differentiated from the simple present and past tenses.
Grade Level: 7 - 9th

Subject: English/Language Arts

Length of Time: 40 - 50 Minutes

Objectives & Outcomes:-

The learners should be able to talk about events in terms of the present perfect tenses.

Materials Needed:-
An essay of the teacher’s choice.
Any book that the children have that is in the English language.

Procedure:-
Opening to Lesson

Begin the lesson by reading any book that the teacher thinks is special and has most of the
examples of Present Perfect Tenses.
As the teacher finishes reading, ask the class about the meaning of the text.
Next, the teacher should find sentences in Present Perfect Tense in the text.
Ask students about the pattern of the sentences that were mentioned. After hearing their
opinion, tell them that your lesson for today would be about grammar particularly about
Present Perfect tenses.

Body of Lesson:-
After going over the meaning of Present Perfect Tense, ask students if the message of the
text is good or bad for them. If not, ask the student how they can make it a good sentence
in a Present Perfect tense as being discussed.
Now the teacher will ask the students to read a text in a Present Perfect Tense from any
book they have on hand and ask the student the reason he/she chose that sentence.
Closing:-
Complete a narrative story by filling the blanks using Present Perfect tenses.
Ask the students to tell the good messages about the text of the teacher and so as from
each book they read. They all must be in the Present Perfect Assessment & Evaluation
Students will be assessed on their ability to provide a good example of actual events
where they can use Present Perfect Tenses.

Modification & Differentiation:-

Students can be allowed to create a dialogue and dramatize them using Present Perfect
Tenses by having a narrator of the events.

I appreciate your hard work; your lesson plan seems to be well structured. The age group
and time selected to do the lesson plan is correctly chosen. The teacher needs to design
the activity accordingly. Over all I would say it is an impressive lessons plan. A teacher
should always remember the age group he/she is catering. The teaching aids, objectives,
methodology would be depending on this particular age group he/she intends to teach.
And you have correctly done it. The teacher should make the teaching as well as the
learning interesting, interactive and with lot of fun with the inductive method of teaching.
That is the most modern method where the teacher sites example first, then lays the rules
to go by the activity. Your approach is quite correct. Warmer prepares the mood of the
class. Context Setting enables the candidates to connect with the topic of discussion.
These 2 you have incorporated before the main answer with two small activities in each
case. However, the level is the language level of the learners if they are in the beginner’s
level of learning or in the advanced level of learning.

Q2. What do you understand by inductive and deductive methods of teaching grammar ?
As a teacher, which one would you prefer to use in the classroom and why ? please frame
your answer within 300 words

Inductive and deductive language teaching and learning are very important in education.
They are two distinct and opposing instructional and learning methods or approaches.
Both require the presence of a teacher/instructor and a student/learner. The biggest
differences between the two methods are the focus and flow of information as well as the
roles of the teacher and student.
Inductive teaching and learning means that the direction of the flow of information is
from specific to general. In terms of teaching, the lesson is started with activities or
experiments. It is mostly focused on the students and their capacities and abilities, rather
than on the teacher.

There are many advantages of inductive teaching and learning; knowledge is acquired
naturally by exposure, and students are encouraged to utilize their reasoning skills, prior
knowledge, intelligence, and mental focus. This method also measures how a student
makes connections based on the information presented.
Since inductive teaching and learning involves the student’s perspective, it is easier for the
student to learn the concept. Concepts under this method can be personalized and easily
remembered and understood. This is a method of discovery and can be time consuming as
well as demanding of a student’s imagination and creativity. Inductive teaching is
perfectly suited for a small group of students with a competent and experienced teacher
who knows how to make adjustments throughout the lesson.

The counterpart of inductive teaching and learning is deductive teaching and learning. In
this method, the role of the teacher is prominent as he/she is the person who gives and
disseminates all information. The flow of information in this method is from general to
specific. The deductive method is the traditional method of teaching and learning.
Knowledge is taken from a general reference or source and then communicated to the
learner.
The usual flow of information begins with the concept’s introduction and presentation
followed by activities. Information is based on facts, statements, and pre-determined
logic. The method is easy to apply, leaves little room for mistakes, and the information
being taught is valid. There is also a clear and defined scope; the method requires little
preparation on the part the teacher.
However, deductive teaching also has its disadvantages, which include a very structural
and predictable flow. This method also leaves little room for interaction, which makes is
most effective for larger groups of students. In terms of application in language, both
methods are applied in different language modes, concepts, and instances. For example,
the inductive method is applied in developing a story or work. On the other hand, the
deductive method can be useful in explaining literary work.

Summary:
1.Deductive and inductive methods of teaching and learning differ in many aspects.
2. In inductive learning, the flow of information is from specific to general, and it is more
focused on the student.
3.On the other hand, the deductive method’s information flow moves from general to
specific, and it is more focused on the teacher.
4.The deductive method introduces a concept and its process before applying it in a test
or activity. Meanwhile, in the inductive method, the activity or test is introduced first
before a discussion of the concept is initiated.
5.The deductive method is used in a large classroom setting, while the inductive method is
effective when used on small groups of students.
6.The deductive method is traditional, structured, and predictable, while the inductive
method is personalized, and the concepts are easily remembered and understood.
7.The deductive method is a method of verification where information comes from a
specific source and is delivered to students directly, while the inductive method is an
approach of discovery and relies on a student’s perspective or understanding of a concept.

As an instructor in teaching English to speakers of other languages (TESOL,it’s vital that

some of your training focus on different approaches to effective teaching in the English
language classroom. The inductive approach and deductive approach in TESOL are two
common methods for teaching English grammar. In the western world, deductive teaching
approaches are common in classrooms where English is the first language. There are
benefits to both approaches, though they are quite different.
Inductive
The inductive teaching approach in TESOL is a sort of discovery learning that focuses on
the student. For example, an instructor might use or show a few examples of a grammar
point in English and then ask students what they notice. In many cases, the grammar point
might be introduced by simply engaging the students in a directed conversation to slowly
introduce it. The teacher guides the students to noticing the grammar pattern, and finally
explicitly exposes them to it.

Example
A teacher writes on the board a few examples of simple present and simple past
sentences. The teacher then asks the students what differences they notice in the
sentences. The students discuss the differences and maybe even try converting some
simple sentences from present to past on their own. Finally, the teacher explains the rule
for converting sentences from past to present.

Benefits
Although inductive teaching takes longer than deductive, many educators agree it is a
very efficient method in the long run. Benefits include:
• Student interaction and participation.
• Students rely on their critical thinking to figure out the language.
• Students gain deeper understanding of the language
•
Deductive
A deductive approach is more teacher-centered learning where the points of English
grammar are explicitly stated to the students and then tested. Once the grammar is
introduced and explained, students usually complete grammar exercises to become
familiar with the pattern. This is a method that has been commonly used in English
classrooms in the west.

Example
A teacher writes examples of simple present and simple past sentences on the board. The
teacher then proceeds to explain the differences between present and past in English.
Once the lecture is complete, worksheets are handed out and students are asked to
convert simple sentences from present to past.

Benefits
Although a little less effective than inductive teaching when used in TESOL, benefits to the
deductive approach are:
• Time in the classroom is spent only on the language principle.
• Most material can be easily taught this way.
• It encourages faster learning of material
There are clear differences to the inductive approach and deductive approach in TESOL.
Inductive tends to be more efficient in the long run, but deductive is less time consuming.
Much depends on the teacher and the students. You might try and compare both of these
approaches at certain points in your teaching to see which is more effective for your
students.
Induction can be Overwhelming, Creating Safe Spaces is Key
Inductive instruction is a powerful tool in helping to encourage higher level cognitive
processing, but it can also be overwhelming to learners who do not yet have a strong
enough knowledge-base to form hypothesizes around the subjects in question. While
inductive and deductive formats should in not be thought of as being mutually exclusive,
it is essential that learners are provided a sound foundation before one asks them to go
through an inductive learning exercise.
There are several ways to accomplish this, but one of the most well regarded is executing
on the idea of a ‘flipped classroom’. In this approach students are asked to
complete most of what has traditionally been done while inside of an actual classroom
before they arrive such as watching a pre-recorded lecture. Students then use the time
inside of the class to work through examples or problem-sets either individually or as a
group, seeking guidance from the instructor as necessary. By freeing up time within a
classroom for inductive learning to take place students are able to more rapidly move
from lower order thinking such as memorization to higher order thinking processes like
reasoning and analysis.
Another way to help promote inductive learning in a virtual setting is to divide learners in
to breakout groups to discuss examples, and to subsequently elect a spokesperson to
share with the broader class what hypothesis or rules the team arrived upon. Reducing
the size of the class in this way can help foster the sense of a safe space for
misunderstandings and uncertainties to be discussed while also unlocking further benefits
as a result of the increased potential for social learning to occur.
Appreciate the clarity with which you stated the facts and validated your conviction.
GRADE-A