LESSON PLAN

Introduction to English Language Teaching

CIA 3
Harsh Ghoshal
6TEP
2231237

Lesson Title: Revision of Grammar Fundamentals (Nouns, Verbs, Vowels and Consonants, Articles, and
Punctuation)

Grade: 4

School/ Board: Sri Ramachandra Grameena Vidya Vikasa Kendra HPS School, Bengaluru

Prior level of knowledge:

● Basic understanding of English words and sentence structure.

● Familiarity with concepts of nouns, vowels and consonants, verbs, articles, and punctuation.

Basic skills:

● Identifying and naming words in English.

● Recognizing and categorizing language components.
● Speaking and listening comprehension.

Rationale: The lesson serves as a revision of fundamental English grammar topics to reinforce students’
understanding and practical application of the language, and also prepare them for their upcoming examinations.

Aims:

● To consolidate and revise previously learned concepts.

● To engage students in interactive learning, allowing them to retain the content.
● To help students apply grammar concepts in spoken and written communication.
 Specific Objectives:

● Identify and categorize nouns, vowels, consonants, verbs, articles, and punctuation.
● Apply grammar rules in sentences.
● Demonstrate understanding through activities and quizzes.

Prescribed Learning Outcome(s):

● Ability to recognize and distinguish between language components.

● Ability to use correct grammar in speech and writing.
● Improvement in sentence construction and comprehension.

Instructional Objective(s):

● Review all topics through interactive methods.

● Reinforce grammar concepts through examples and activities.
● Assess retention through quizzes.

Prerequisite Concepts and Skills:

● Familiarity with English words and sentences.

● Ability to recognize basic grammar components.

Materials and Resources:

Teacher Students

Blackboard, chalk. Notebooks, pencils.

Lesson Activities:

Teacher Activities Student Activities Time

Introduction (anticipatory set):  Partaking in the exercise. 15
 Warm up by showing the students an  Recalling and giving examples of Minutes
exercise. nouns, verbs, articles, punctuation,
 Introducing myself and the topics that vowels, and consonants.
are to be revised.

Body: 1) Nouns 40
1) Nouns ● Compete in a game of “Name, Place, Minutes
● Introduce the game “Name, Place, Animal, Thing” in groups and list nouns
Animal, Thing” and ask the class to play under these 4 categories.
the game in 4 groups. ● Understand “Special and Common
● Introduce “Special and Common Nouns” Nouns” and give their own examples of
and distinguish them via examples. these nouns.
● Ask students to sing rhymes/songs, write ● Sing rhymes/songs and identify the nouns
them on the board, and help them identify in these sentences.
the nouns in those songs.

2) Vowels and Consonants 2) Vowels and Consonants 20

● List the 5 vowels and 21 consonants. ● Remember the vowels and consonants. Minutes
● List words and sentences and ask students ● Categorize all the letters as either vowels
to identify the letters as vowels or or consonants.
consonants.
● Ask each student to identify and
categorize one or two letters each on their
own.

3) Punctuation ● Practice the action associated with each 30

● List the various punctuation marks - full punctuation mark and understand contexts Minutes
stop, comma, exclamation mark, and in which they may be used.
question mark. ● Give examples of sentences starting with
● Pair each punctuation mark with an action “What, Where, How, When, and Who”.
to help students understand contexts in ● Fill in the blanks with correct punctuation.
which they may be used (such as an
action that signifies thinking for a
question mark).
● Provide students with examples for
sentences with each punctuation mark.
● Explain that words like “What, Where,
How, When” usually signify a question
when placed at the beginning of a
sentence.
● Provide sentences with blanks and ask
students to fill them up with correct
punctuation marks.

Break - Teaching students new rhymes and Sing the rhymes and participate actively in the 15
playing a game of “Fire in the Mountain” game. Minutes
with them.

4) Verbs ● Guess the actions being performed by the 30

● Perform actions and ask students to guess teacher (for instance, singing). Minutes
the verbs being acted out. ● Perform actions themselves and guess
● Ask students to provide their own their peers’ actions.
examples for verbs by acting them out. ● Identify the verbs in the given sentences.
● Provide sentences and ask students to
identify the verbs in them.

5) Articles ● Recall the lesson on vowels and 30

● List the 3 articles on the blackboard. consonants and understand when to use Minutes
● Revisit vowels and consonants to explain “a” and “an”.
the difference in usage for “a” and “an”. ● Think of their own examples for words
● Provide examples for words and contexts before which “the” may typically be used.
for which “the” may be used. ● Fill in the blanks with the appropriate
● Provide sentences with blanks and ask article.
students to fill in with the correct articles.
 Closure: ● Recall concepts taught earlier in the day. 15
● Answer questions based on the concepts. Minut
● Recap all concepts briefly.
es
● Conduct a final quiz to assess
understanding.

Universal Design for Learning (UDL) and Differentiated Instruction (DI):

● Visual aids (blackboard work)
● Kinesthetic activities (games, acting out words)
● Auditory learning (singing rhymes and songs)
● Group participation for collaborative learning

Organizational Strategies:

● Maintain student engagement through interactive methods like games, quizzes, exercises, and songs.
● Arrange students in small groups for activities.

Behavioural Management Strategies:

 Set rules and give clear instructions before activities.

 Encourage participation through positive reinforcement like clapping and praising.
 Ensure all students get a chance to answer by asking questions individually if required.
 Conduct physical exercises or singing and give breaks if students’ energy gets low.

Assessment and Evaluation:

 Conduct a quiz at the end of the lesson.

 Observe students’ participation during activities and when questions are asked.

Extensions:

 Encourage students to revise the concepts again and apply them to conversations.
 Encourage students to identify grammar components in daily reading material.
 Reflections:

Objectives of each stage Teacher’s Learner’s activity

Stage Activity Objectives

1. Preparation  List and review the  Engage students and

concepts already activate prior knowledge.
learned.

2. Presentation  Lead a "Name, Place,  Introduce and reinforce

Animal, Thing" game key concepts

in four groups. interactively.

 Explain Special and  Help students distinguish

between these concepts.
Common Nouns with
examples.
 List vowels and
consonants.
 List punctuation marks
with corresponding
actions.
 Provide sentences and
explain usage.
 Introduce question
words ("Who, What,
Where, How").
 Act out verbs for
students to guess.
 Have students act out
verbs.
 List articles ("a," "an,"
"the") and review
 vowel/consonant rules.
 Explain the use of "the"
for specific references.

3. Practice  Provide sentences and  Reinforce learning

lines from rhymes for through exercises and
students to identify group work.
verbs, vowels,
consonants, and nouns.
 Provide fill-in-the-blank
exercises for students to
understand usage of
correct punctuation and
articles.

4. Language Production  Conduct group  Encourage students to

discussions and verbal apply what they have
exercises. learned and use concepts

 Encourage students to in spoken and written

use concepts in their communication.

sentences and give their

own examples.

5. Evaluation  Recap all topics.  Assess students’

 Conduct a final quiz understanding and
covering all topics. reinforce key points.

 Provide positive
reinforcement.

Sample of teaching Methodology Remarks

1) Nouns – Categorized nouns Interactive learning through Students actively engaged in the
into Special Nouns (Harsh, games, group participation, and game and gave their own
Karnataka, India) vs. Common auditory learning via rhymes. examples. Some struggled with
Nouns (boy, girl, toy, book), distinguishing Special vs.

played “Name, Place, Animal, Common nouns initially but

Thing” in groups, and identified improved with practice.

nouns in rhymes.

2) Vowels and Consonants - Visual learning using the board Many students recalled vowels
Listed vowels and consonants, and individual participation for easily but others needed help
provided words for identification, reinforcement. distinguishing between vowels
each student categorized letters and consonants. Repeated
individually. exercises helped reinforce
concepts.

3) Punctuation - Introduced Kinesthetic learning through Actions helped students

punctuation marks with actions, sentence analysis, and remember punctuation usage
corresponding actions, provided hands-on practice. better. Some needed extra practice
example sentences, and students with question marks and commas.
filled in blanks with correct
punctuation.

4) Verbs - Performed actions for Activity-based learning, Students enjoyed acting out verbs.
students to guess, students acted experiential learning through Some struggled with recognizing
out verbs, and identified verbs in movement, peer learning. verbs in written sentences but
sentences. improved after examples.

5) Articles - Listed “a, an, the,” Concept-based explanation, Many students grasped “a” and
used vowels/consonants to practical application through “an” quickly due to
explain “a” vs. “an,” provided sentence completion exercises. vowel/consonant connection.
sentence exercises to reinforce Needed reinforcement for “the”
understanding of “the.” usage in specific contexts.
 Summary of blackboard work

1) Nouns – “Name, Place, Animal, Thing” columns, names of Special and Common nouns, lines in
rhymes and other sentences for identifying nouns.
2) Vowels and Consonants – List of the vowels and consonants, and words for identifying them.
3) Punctuation – List of punctuation marks, and fill-in-the-blank sentences for selecting the correct
punctuation.
4) Verbs – Examples of the guessed verbs, and sentences to identify the verbs.
5) Articles – List of articles, sentences to illustrate usage of articles, and fill-in-the-blank sentences to
select the correct article.

Supervisor’s comments

Signature of the supervisor