ACTIVE LEARNING METHODOLOGY: Model Lesson Plan (ENGLISH)

ACTIVE LEARNING METHODOLOGY

Active learning methodology is also a form of activity based learning. It makes all learners to participate in learning. In this method the students involve in reading, writing, speaking, drawing, sharing, expressing the skills and questioning individually and in groups. Active learning involves students in doing things and thinking about what they are doing.

According to Bonwell and Eison students must do more than just listen. They must read, write, discuss and solve problems. They must engage in higher-order thinking tasks. The tasks are analysis, synthesis and evaluation. Students like strategies promoting active learning than traditional lecture method. In active learning, the students are doing something including discovering, processing and applying information.

Many teaching strategies can be employed to actively engage students in the learning process. The activities in ALM improve skills in critical thinking, increase motivation and retention and interpersonal skills. Active learning involves students directly and actively in the learning process. Instead of simply receiving information verbally and visually, the students are receiving and participating and doing. Active learning methodologies require that the student must find opportunities to meaningfully talk, listen, write and read.

MERITS:

(1) Students are involved in learning.                                                                                             (2)  More emphasis on developing students’ skills.                                                                            (3) Students are involved in higher-order thinking (analysis, synthesis & Evaluation)

(4) They are engaged in reading, discussing and writing activities.

Active learning shifts the focus from the teacher to the student. Active learning derives from two basic assumptions:

(1)   that learning is by nature an active endeavour and

(2)   that different people learn in different ways.

ACTIVE LEARNING METHODOLOGY

Lesson Plan Model

Topic  :

Standard  :

Nature of the Topic  :

Time          :  90 minutes

Subject      :   English Grammar

Unit           :   II sec ‘C’

Technique :   Chalk & Talk.

1. Introduction      :
2. Understanding  :
3. Mind mapping   :
4. Summarising     :
5. Discussion         :
6. Writing Activity   :
7. Revision            :
8. Evaluation          :

EXTENSIVE READING

Extensive reading or reading for fluency involves reading of longer texts for pleasure. It is not meant for minute details. It is a fluency activity. The students can read on their own. This is called Rapid reading or Independent silent reading. The specific objectives of extensive reading are:

1. To understand the meaning as quickly as possible.
2. To increase passive vocabulary.
3. To develop taste for reading.
4. To develop the habit of reading for pleasure.
5. To concentrate upon subject matter.

The term extensive reading means to read silently and quickly. It helps to read without the help of the teacher. It trains the reader to understand the subject matter as quickly and efficiently as possible.

It plays a vital role in the learning of second/foreign language. The students are made to read as much as possible. They are given choice and freedom to select the books of their choice. Reading has its own reward. There are no follow up activities. The reading texts are within the linguistic competence of the reader. Students are permitted to read at their own pace. They choose when to read or where to read. This creates interest among the learners. So they learn to read faster without any disturbance.

Steps involved in Extensive reading

I.) Introduction:

1. The teacher gives main hints of the passage,

2. He explains the difficult portions,

3. He deals with difficult areas of a language,

II.) Silent Reading:

The students should read silently and quickly.

III.) Question:

The teacher asks questions to test the students understanding.

In extensive reading, the readers must read silently and understand the matter. This would create interest among the readers. The students may not be interested in reading text books. Interesting magazines, newspaper, etc., may be recommended.

Advantages :

1. It helps in assimilation of ideas.
2. The class room is busy and active.
3. It increases vocabulary.
4. It prepares students for library reading.
5. Helps for individual method of study and self-education.
6. In extensive reading, a child practices what he has learnt.

Steps in teaching supplementary reader

A supplementary reader gives students additional reading practice.  They learn to read through reading. It develops the skill of silent reading. The students are able to guess the meanings of some words from the context. They grasp the central idea of the passage. It improves their vocabulary.

They are able to understand the sequence of ideas and events. It extends reading experience. They consolidate the language learnt from the main reader. Finally the students enjoy reading.

A supplementary reader usually contains stories. Later stages biographies and historical events are introduced. Supplementary reader contains long passages with structural and vocabulary items. The students are familiar with the vocabulary. There may be new words and they are not explained. Students guess the meaning of the new words. It has pictures to help the students.

Do’s and Don’ts

1. The Supplementary reader is done in the class.
2. One full period is allotted for each lesson or story.
3. Allow students to read and understand as much as possible.
4. Do not read out the passage.
5. Do not explain the content.
6. No translation of any portion.
7. Use relevant pictures to help the students understand.

Teaching a Supplementary Reader

Supplementary reader lesson involves a story or a chapter of a long story or a chapter of a long novel.

• Introduce the passage shortly.
• A part of it is introduced to create interest among the students.
• Meanings for difficult words are not explained in detail. Mother tongue is used in translation. Black board is used to write the meanings.
• Pre-reading questions are presented on the black board.
• Students are asked to read silently.
• Group activities or discussions are followed to answer difficult passages. Different types of direct, local, factual and inferential questions are allowed. Make the students to speak in English while answering.
• Make students to retell the parts of the story or passage in English.
• Students are asked to write the answers at home.
• Select suitable passages for language study.

Teaching Continuous Writing

Writing is a productive skill which involves manipulating, structuring and communicating. Writing helps to strengthen the grasp of vocabulary.

Appropriateness can be developed.

Writing involves

1. i.      The ability to master the shapes of the alphabets. (Ortho Graphics)
2. ii.      Knowledge of the right combination of letters to form words. (spellings)
3. iii.      Skills in expressing oneself through the written piece.

To develop the skill of writing, the students must be motivated. Exercises involving writing activities may be provided in the learning.  The first real writing that students do is copying. So, the following activities can be used to encourage writing.

Task – I   Copying

Task – II   Board Composition

Task – III  Completion with choice

Task – IV Completing the paragraph

Task –  V  Sentence Tables

Task – VI  Parallel Composition

Task – VII Parallel composition with pictures

Task – VIII Fill in the blanks

Task – IX  Task Composition

Task – I       Copying

The teacher introduces the words/sentences orally and the students repeat it. The teacher writes it on the black board. The students read it a number of times. Then they copy it.

Task – II      Board Composition

A student builds up a sentence for which the teacher helps either through question or prompts. The teacher writes this on the board and then proceeds as before.

Task – III     Completion with choice

The student completes the sentence on the board by choosing the item from the list.

I like playing _________

Cricket

Hockey

Football

Task – IV     Completing the paragraph

It is a short reading exercise and oral work. After oral work, the teacher writes a few sentences on the board.

“The President lives in Delhi. She lives with her husband and children. The Prime Minister also lives in Delhi”.

The teacher writes sentences that have to be copied out, using information from the passage.

1. The President lives in _________. She lives with her _________.
2. The Prime Minister also __________ in Delhi.

Task – V     Sentence Table

The sentence tables gives chances to construct more complicated sentences.

→she                            →eating                                           →movie

When  →Mala   had finished  →playing     it has time to go  to  →market

→  I                               →sleeping                                        →movie

Task – VI    Fill in the blanks

The teacher writes on the black board sentences with a number of words missing.

Yesterday we ________ to _______. We _________ with our _______ (zoo, ran, walked, went, go, family)

The teacher supplies all the required words in addition to new words. Children choose the correct words to fill up the blanks.

Task – VII   Picture Composition

The teacher supplies with series of pictures with sentences. Students look at the pictures and complete the story.

PARAGRAPH

(1)   What is a paragraph ?

A paragraph consists of a topic sentence. It is followed by a number of related sentences. It usually ends in a concluding statement.

Paragraph

1. Topic Sentence
2. Supporting Details
3. Closing sentence or Concluding statement

(2) Name the different types of paragraphs.

There are five types of paragraphs. They are

1. Definition
2. Sequence
3. Classification
4. Description
5. Compare and Contrast

(3)   What is a topic sentence ?

It is the most important sentence in a paragraph. It sums up the whole idea of the para. It may come in the beginning, middle or at the end. It introduces the main idea of the para.

(4)   What are supporting sentences ?

Supporting sentences come after the topic sentence. They make up the body of a paragraph. They give details to develop and support  the main idea of the paragraph. Supporting sentences may consist of facts, details and examples.

(5)   What is a closing sentence ?

A closing sentence is the last sentence of a paragraph. It restates the main idea of the paragraph.

Paragraph Writing

A paragraph is a number of sentences grouped together. It relates to one topic or a group of related sentences that develop a single point.

What is the prewriting stage ?

The prewriting stage needs careful thinking and organization of ideas before writing. There are six prewriting steps. They are:

1. Think carefully about what you are going to write.
2. Open your notebook.
3. Collect related facts.
4. Pen down your ideas.
5. Find the main idea.
6. Organise your facts and ideas (in a way that develops the main idea).

What is the writing stage ?

Turning the ideas into sentences is called the writing stage. There are five steps involved in this. They are:

1. Open your notebook and word processor.
2. Write the Topic sentence, Supporting sentence and closing sentence.
3. Write clear and simple sentences to express the meaning.
4. Focus on the main idea of the paragraph.
5. Use dictionary to find additional words.

What is the editing stage ?

The editing stage is checking the paragraph for mistakes and correcting them.

1. Grammar and spelling
2. Style and organisation
3. Finalising paragraphs

1. Grammar & Spelling

a) Check the spelling.

b) Check the grammar.

c) Reread the essay.

d) Presence of subject in each sentence.

e) Concord.

f) Check the verbs.

g) Meaning sentence.

2. Style and Organisation

1. Confirm the topic sentence.

2. Confirm whether the supporting sentence focuses on the main idea.

3. Confirm the closing sentence.

4. Check all sentences focus on the main idea.

5. It must be interesting.

3.Finalising Paragraph

‘The Publishing Stage’ is when you produce a final copy of the paragraph to submit.

1. Make a paper copy.
2. Show the work to your teacher, parents.
3. Ask them for suggestion or hints to improve.

Name the different types of paragraphs and explain.

1. Definition
2. Sequence
3. Classification
4. Description
5. Compare and Contrast

1. 1. Definition paragraph :

When writing a definition paragraph, you take an idea and explain what it is .

It is defined as, It is a kind of ………..

Ex: A pest is defined as ……

A pest is a kind of …….

2. Sequence paragraph :

Describing a series of events or a process in order is a sequence paragraph. This order is based on time.

Order –           Time

First, Second                    recently,

Before, then,                     previously

At last                                when, after

3. Classification Paragraph :

Grouping of things or ideas with specific categories is a classification para.

Ex: Discussing two types of energy resources.

4. Description paragraph :

Describing about a person, place or thing. Even location of a place may be described.

Related words:   size, length, resembles, in, on, etc.,

5. Compare and Contrast :

Writing about the similarities and differences between two or more people, places, things or ideas.    Ex: Compare two cars, two places.