INNOVATIVE LESSON TEMPLATE

Name of the teacher trainee

Deepthy.S

Name of the School

N.S.S H.S.S Karuvatta

Subject

English

Unit

Wings and wheels

Sub unit

The little round Red house

Curricular statement

The pupil

1. Reads and comprehends the passage

2. Understands the meaning of new words
3. Identified social issue involved in the
passage
4. Constuct different discourse on this
context
5. Develop the four fold skill
Content Analysis
experience and

Pre- requisties

Teaching Learning resources

people explore the world for

Knoweldge. But sometimes, the best

experiences and right under their noises
and they are unaware of it. Heres an
experience of a little boy who explored his
surroundings to find out a little red round
house.
:
The student.
Should have basic knowledge about prose
Should have focuses on the adventurous
aspects of travelling.
:
ICT

Informal Interaction
Teacher made a chit chat th the pupils to create a congineal atmosphere.
1. How are you?
Pu: Fine, Thank you
2. Do you lead todays newspaper?
Pu: Yes
3. Do you complete your works?
Pu: yes
4. What was the last period ?
Pu: chemistry
Entry to the lesson
Teacher introduced the passage by asking a few questions related to the topic

1. Do you like fruits?

Pu: Yes
2. Which Kind of fruits you like most?
Pu: Orange, Mango, apple etc
2. What is the name of author?
Pu: Carolyn Sherwin Bailey

Teacher shows the picture of author.

Interaction with course book
Teacher asked thestudents to take the page number of the course book.
Teacher introduced passage with proper facial
expression,gestures,voicemodulation, stress, pronunciation etc. Teacher read loudly
and students listen carefully.
Silent reading
by the students
Teacher asked the students to read the passage silently and note down the difficult
words.
Scaffolding reading: The students read the passage loudly and teacher guided them
with proper pronunciation, stress form,spelling etc.
Making the new vocabulary familiar
At the teacher use the different techniques to introduce new vocabulary item from
the context.
How about- would you like
Situation -1
Teacher asks a student to come out and sing his favourite song.

Tr: He is not ready to come and sing a song when I asked him. That means he had
no confidence to sing
Slouch- moving in a lazy way.
Situation-2

Teacher picked out a student to come forward

PU: Did
Tr: gives her some waste paper and asked her to throw it into the waste box
Pu: did
Tr: What she did?
Pu: She throw the paper into the waste box.
Tr: That means she was depositing the waste into waste box
Thus the teacher conveyed the meaning
Visualising _ imagining
Individual work
Teacher provided a chart containing some questions related to the topic and asked
them to do it individually
Tr: What did the little boy always complain about?
Lr: The little boy always complained about the boarder.
Tr: What activities did the mother suggest to engage the little boy?
Lr: The mother asked the boy to engage himselves drawing pictures with his new
crayons, read new library books or play with his toys.
Tr: What did the mother ask the little boy to search for?
Lr: The mother asked the little boy to search for a little round red house with no
windows and doors a chimney on top and a star in the middle
Tr: How was the boy dressed?
Lr: The boy put on his raincoat and his hat, his scarf and his mittens,and his boots.
Tr: Why did the little boy feel discourage?
Lr: The little boy was getting discourage because inspite of his continuous search he
couldnot find the house he was looking for.
Tr: Where did the little boy find the little round red house with a star in it?
Lr: The little boy found the little round red house beneath one of the apple trees in
Mr.Fetzers orchardthe hill.
Tr: What did the little boy see inside the apple?

Lr:The little boy saw a star holding five brown seeds in the middle of the apple.

Group Works
Teacher provides a chart containing a few words and asks them to match it
with its antonyms
Arrival
:
Front
Back
:
Destroy
Create
:
Close
Open
:
Small
Huge
:
Departure
Then teacher divides the class into two and asks them to start their task
Teacher explains and writes his/her personalized views about the expert on the
black board.