St.

Lawrence College of Higher Education

Bachelor of Education
Session (2020-2022)
DISCUSSION LESSON PLAN

SUBMITTED TO: MS. KANIKA

SUBMITTED BY: SAKSHI PUROHIT

ENROLMENT NO : 06199902120
 DISCUSSION

A discussion is understood as an activity of sitting and talking

about a specific subject. The word ‘discuss’ has been derived
from the latin root ‘discutere’, which means to shake or strike.
Thus ‘discussion’ refers to thoroughly shaking up the subject,
that is, examining it thoroughly to reach a conclusion.
DISCUSSION IN CLASSROOM

A classroom discussion is a sustained exchange between

and among teachers and their students with the purpose
of developing students’ capabilities or skills and/or
expanding students’ understanding—both shared and
individual—of a specific concept or instructional goal.
Classroom discussions are characterized by high quality
and high quantities of student talk. Teachers must
ensure that discussions are built upon and revolve
around both students’ contributions and the content at
hand. In a discussion, the teacher’s role is to question
students, take up, revoice, and press students’ ideas,
structure and steer the conversation toward the learning
goal(s), enable students to respond to one another’s
ideas by stepping back to listen, moderate and facilitate
students’ interactions, ensure that the content under
discussion is represented accurately, and bring the
discussion to meaningful close.

Discussion is important to learning in all disciplines because it

helps students process information rather than simply receive
it. Leading a discussion requires skills different from
lecturing. The goal of a discussion is to get students to
practice thinking about the course material.
ADVANTAGES OF CLASSROOM DISCUSSION
Implementing classroom discussions during a class has many
benefits. The advantages include:
• Increases students’ interests and engagement – lectures
mixed with discussions can help maintain students’ focus.
As they discuss their answers, they get different
perspectives on the topic. Good questions and answers can
get students to think deeply and make connections.
• Provides Instructor with Feedback – as students answer
questions, instructors can gauge whether the students
understand the materials. If a student answers the question
incorrectly, instructors can then help students correct their
answers.
• Promotes Preparation – if the instructor regularly engages
students in a classroom discussion, then students are more
likely to come in prepared in class such as asking questions
about assigned readings.

• Develops Students’ Speaking Skills – in many

professional settings, speaking in a group is essential.
Instructors prepare students to speak confidently in front of
their peers. Public speaking is a skill that improves with
more practice. So, when an instructor promotes classroom
discussions, they are preparing their students for real-world
settings.
• Controls The Classroom Environment – if a student is
not paying attention in class, the instructor can call upon
them so he/she can focus in class better. As a result,
students are more attentive to what’s happening during the
lecture and discussion time.
 St. Lawrence College of Higher Education

Determiners and its types

DISCUSSION LESSON PLAN- 1

GENERAL OBJECTIVES:
• To enable the students to speak and write correct English.
• To inculcate a good attitude towards English among
students.
• For developing the linguistic ability among students and
use in their own language.
• To create interest among students to learn new vocabulary.
INSTRUCTIONAL OBJECTIVES:
Knowledge
1. Students will be able to ‘recall’ the meaning of
determiners.
• Students will be able to ‘recognise’ different types of
determiners.
Application
• Students will be able to ‘compare’ among different types
of determiners.
Synthesis
• Students will be able to ‘create’ their own sentences
using determiners.
TEACHING AIDS
• General Teaching Aids- Textbook, whiteboard, marker,
duster, and pointer.
• Instructional Teaching Aids- Charts, roller board,
flashcard and PPT.
PREVIOUS KNOWLEDGE ASSUMED
Students are expected to have some prior knowledge.
SET INDUCTION:
Pupil teacher will ask the following questions to check the
prior knowledge of the students.
Pupil Teacher’s Activity Pupil’s Activity
What are articles? The articles are the words 'a,'
'an,' and 'the.' They are used to
define whether something is
specific or unspecific
What are the different There are two types of articles:
types of articles? 2. Definite articles.
3. Indefinite articles.
Do articles come under the Yes.
category of determiners?
What are determiners? No response.
ANNOUNCEMENT OF THE TOPIC:
So, students today we will discuss about Determiners and its types.
PRESENTATION
Teaching Pupil teacher’s Student’s Black board
Points activity Activity work/
Teaching aid
Good morning class. I Good
hope all of you are morning,
keeping well. ma’am.

Introductio Pupil teacher will give The students

n. brief introduction of will listen
the topic to be taught- attentively and
carefully.
‘Determiner’ is a word
used before a noun to
indicate which things
or people we are
talking about. The
words ‘a’, ‘the‘, ‘my’,
‘this’, ‘some’, ‘many’,
etc. are called
determiners.

Types of There are several kinds Listen

determiner of determiners, such as attentively.
s. pre-determiners,
articles, quantifiers,
ordinals, cardinals or
numerals,
demonstratives,
possessives and
interrogatives.
Pre- A pre-determiner is a Students listen
determiner word that is used attentively and
s and their before a determiner, write them in
examples. but is still part of their
the noun group. notebooks.

For example, 'all' in 'all

the time' and 'both' in
'both our children' are
predeterminers

Example Can you frame a These are my

of pre- sentence using a pre- cats.
determiner determiner?
s by These are
students. Pupil teacher nice flowers,
reinforces the student
and writes the example
on the blackboard.
Articles as An article is one type Write the
determine of determiner which content in
d and their are used to define their
examples. whether something is notebooks.
specific or unspecific.
Eg: a, an and the.

Demonstra Demonstrative Listen

tive Determiners refer to a attentively.
determine person, place, article,
d and their thing and determine
examples. their physical or
psychological distance
from the speaker.
Examples of
Demonstratives are-
 here, this, these, there,
those, that.

Possessive We Note down in

determiner use possessive determi their
s and their ners to show who owns notebooks.
examples. or "possesses"
something. The
possessive determiners
are:
my, your, his, her, its,
our, their, etc.

Quantifier Quantifier’s determiner Listen

s and their s describe quantity in attentively.
examples. a noun phrase. They
answer the question
"How many?" or "How
much?" on a scale
from none (0%)
to all (100%)
Example: I have a lot of
‘We have enough eggs pencils.
for the party.’
I’m sorry, I
Now you give me speak little
some examples French
Ordinals Ordinal Students listen
and their determiners are used to attentively and
examples. tell the order of things. write the type
They tell us level or in their
position in a group. notebooks.
For example:
‘I am third in line.’
Example Can you frame a ‘That was
of ordinal sentence using a pre- your fifth coo
determine determiner? kie!’
d by
students. Pupil teacher I’m so happy
reinforces the student I won the first
and writes the example prize.
on the blackboard.
Cardinals/ Numbers such as one,
Numerals five, eleven, two My two best
determiner hundred are cardinal friends are
s and their numbers. We most Amy and
examples. commonly use cardinal Louise
numbers before nouns.
She a has a
Give me some million bucks
examples of the same. in her
account.

RECAPITULATION
So, class today we studied about determiners its types.
EVALUATION
Pupil teacher asks the following questions for evaluation:
1. Do articles come under the category of determiners?
2. Give 2-2 examples of pre-determiners and demonstratives.
3. How an ordinal and a cardinal determiner different from each
other?
5. Frame two-two sentences each using quantifier and
interrogative determiners.
HOMEWORK Draw a chart explaining determiners in detail stating
one example each.
 St. Lawrence College of Higher Education

Figures of Speech

DISCUSSION LESSON PLAN-2

GENERAL OBJECTIVES:
• To enable the students to speak and write correct English.
• To inculcate a good attitude towards English among
students.
• For developing the linguistic ability among students and
use in their own language.
• To create interest among students to learn new vocabulary.
INSTRUCTIONAL OBJECTIVES:
Knowledge
• Students will be able to ‘recognise’ metaphor in their
day-to-day conversations.
• Students will be able ‘state’ different sentences using
metaphor.
Comprehenson
• Students will be able to ‘interpret’ different meanings a
figure of speech like metaphor can entail.
• Students will be able to ‘differentiate’ between simile
and metaphor.
Application
• Students will be able to ‘manipulate’ their speech using
metaphor.
Systhesis
• Students will be able to ‘create’ various sentences/
phrases using metaphor.
TEACHING AIDS:
• General Teaching Aids- Textbook, whiteboard, marker,
duster, and pointer.
• Instructional Teaching Aids- Charts, roller board,
flashcard and PPT.
PREVIOUS KNOWLEDGE ASSUMED:
Students are expected to have some prior knowledge.
SET INDUCTION
Pupil teacher will ask the following questions to check the
prior knowledge of the students.
Pupil Teacher’s Activity Pupil’s Activity
Who Will tell me about Figures of speech are words
figures of speech? or phrases which are used in
their non-literal sense to
convey a different meaning
all together.
State some examples of My head is spinning.
figure of speech.
She is like a walking
encyclopaedia.
What is simile? Is it a figure Yes, simile is a figure of
of speech as well? speech. It is an explicit
comparison between two
entirely different things but
are alike in some significant
way.
Can you give me a couple of The girl’s eyes were as black
examples of simile? as coal. Moon shine bright
like a diamond in the night
sky.
Did you know that our No response.
second figure of speech
which we will discuss today
called ‘metaphor’ is similar
to simile?

ANNOUNCEMENT OF THE TOPIC:

So, students today we will discuss about figure of speech.
PRESENTATION
Teaching Pupil teacher’s Student’s Black board
Points activity Activity work/
Teaching aid
Good morning class. . Good
morning,
ma’am.
Introductio Pupil teacher will give The students
n of the brief introduction- will listen
topic. Figures of speech attentively and
refers to a word or a carefully.
phrase used in a non-
literal sense to convey
a different meaning all
together. Using a
figure of speech in
language is like
spreading condiments
over bland food.
Explaining The pupil teacher gives Listen
what an example of a phrase cautiously.
figures of called “Break a leg”.
speech Pupil teacher displays
imply. picture and explain the
literal meaning of the
phrase and then the
figurative meaning of
the phrase with proper
stress, rhythm, and
intonation.
Asking Pupil teacher will ask I hope you
students to the students to frame break a leg
frame an different sentences tomorrow at
example using the phrase, you job
of the “Break a leg.” interview.
same
phrase. I know you
can do it!
Break a leg
Explaining A simile is an explicit Listen
what is comparison where one carefully.
simile. thing is like another
thing. These two things
are entirely of a
 different kind and yet
are alike in some
significant way.

Concrete Pupil teacher shows an Look and

example eraser and a rock to listen
for simile. students. She then attentively.
frames an example of
simile stating, “The
eraser is hard like a
rock.”
Examples Pupil teacher then asks The girl’s
from the students to frame eyes were as
students different examples of black as the
simile. coal.

The moon
shines bright
like a
diamond in
the night sky.
Examples Pupil teacher then asks Laughter is
from the students to frame the best
students different examples of medicine.
metaphors.
We are all in
the same boat

RECAPITULATION
So, class today we studied about what are figures of speech
and how they influence our day-to-day conversations. We
discussed about simile. We also discussed about Metaphors
and some key points which are to be kept in mind while
making a distinction between similes and metaphors.
EVALUATION
Pupil teacher asks the following questions for evaluation:
State whether or not the following sentences are true or false.
If false state the reason behind it.
1. Both similes and metaphors make comparison between
two things.
2. Metaphors use ‘like’ and ‘as’ to make a comparison
between two things.
3. Similes make an implicit comparison between two
objects.
HOME WORK:
1. Write down the definition of figures of speech, along
with some examples used in our day-to-day
conversation of figures of speech.
2. Write down five-five examples of both similes and
metaphors.
3. Draw a table to make a distinction between similes
and metaphors.