Make a Microteaching Lesson Plan in English using the following skills
(i) Skill of Introduction.
(ii) Skill of illustrating with examples.
Skill of Introducing the Lesson:
When the teacher achieves the skill of making the students feel the need of the lesson to be presented, if is called the 'skill of introducing the lesson'. For this, the pupil-teacher can't use verbal or non-verbal material aids.
Components or Elements of the Teaching Skills:
(i) The relation of the statements and questions with the previous knowledge of the students.
(ii) The relation of the statements and questions with the basic less' and its objectives.
(iii) The student's attention, interest and attraction.
(iv) Zeal and activeness in the teacher.
(v) The use of suitable tools and resources.
(vi) The capacity to stimulate the students.
Skill of Illustrating with Examples and Explaining
The form of some concepts and facts being abstract, it becomes difficult to make them understand to the students in teaching. In such circumstances. the teacher takes the help of illustration to make those concepts interesting and comprehensible.;
The illustrations with examples are created in those circumstances in which a specific concept or principle is used. By this skill, the concept or principle is analysed and clarified in which the examples and frustrations are adequately used. The teacher should develop the following strategies for its use:
1. The ability to select illustrations and examples pertaining to the concepts, facts and thoughts.
2. The ability to present the illustration in the class effectively.
3. The ability to make the concept or principle clear and comprehensible with its help.
The illustrations should be easy and natural and should be related or based on them. The illustrations should be according to the students so that they take an interest in making it comprehensible. The following means are put to use in the illustrations and examples:
Non-Verbal Means:
There are a few non-verbal means which greatly help in teaching and by which the concepts and principles are made; comprehensible:
(a) Some concepts are used in their real form, such as thermos, flower, plant, magnet, etc.
(b) Models of some things are used, for example, sun, earth, moon, railway engine, aeroplane, etc. Their parts are separated and understood.
(c) When the related thing or model is not available, its picture is used for teaching..
(a) Pictures, Maps and Diagrams:
Pictures, maps and diagrams are very useful in teaching. The main points of the lesson can be analysed with their help. The teacher can draw diagrams on the blackboard and they can be used in analysis.
(b) Experimental Demonstration:
The experimental demonstration in the teaching of language is useful when pronunciation, debate, lecture, etc. are practised.
Verbal Means:
Verbal means that a concept or principle is understood without making use of any non-verbal means and by the use of only verbal illustrations. In the oral illustrations, the teacher tells a story, incident or joke to make himself understood by the students. The purpose of the Panchatantra stories is this.
While analysing a principle, The teacher asks questions to the students to extract their cooperation on the basis of their past experiences. This activity too is covered under verbal means. In the illustrating skill, both verbal and non-verbal examples and illustrations are used. There are two methods of using them:
1. Induction method, and
2. Deduction method.
In the induction method, the teacher gives various clarifications to the principles or concepts and analyses generalisations of the results and rules.
In the deduction method, the teacher first tells the concept or the principle and then goes on to analyse it with suitable examples and illustrations.
Components:
After consideration of means and methods in the illustration skill, it is now necessary to pay attention to the components of this skill. To gain mastery in this skill, it is desirable to be proficient in practice and abide by the following behaviours:
1. The illustration or example should be easy according to the age knowledge and experience of the students so that they do not face any problem in understanding them.
2. The illustration/example should pertain to the concept, rule, or thought and should be helpful in making them comprehensible.
3. The illustrations should be such as to arouse curiosity and interest of the students and they should be able to understand them. It is natural that the illustrations should be selected carefully and they should have a sense of entertainment to be more successful. It is necessary to do so keeping the age, maturity and psychological standards of the Students.
4. Suitable means should be used for these examples/illustrations. These illustrations should be presented with suitable and effective verbal or non-verbal medium. It makes its effect permanent.
5. They should be used in a suitable way. The illustrations should be used by using either of the induction or deduction methods as may be suitable to the class, concept or principle. Some matters can be well understood using the induction method, while for some the deduction method is the better option. The teacher should use a suitable method. Both these methods can also be simultaneously used.
For example, the examples are made clear by the use of the induction method and then the related examples and incidents are analysed by the deduction method to develop the learning level of the students. Thus, the use of the two methods together is more effective.
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