Demonstration class for Modals

 The demonstration class for the Criticism Phase II was conducted on 18th March 2026, Wednesday,from 10:00 a.m. onwards. The first teacher, Amita, introduced the Concept Attainment Model. She was cheerful and pleasant, and she calmly developed all three essential phases of the model.

In the first phase, she used a chart displaying positive and negative examples. Students were asked to observe the chart, and through guided discussion, they arrived at the conclusion that the positive examples represented qualities that cannot be perceived through the senses. In the second phase, she presented an activity chart with two columns—things we can see and things we cannot see. She further explained the concept and engaged students in an activity where they formed sentences using given words. Appropriate reinforcement was provided in the form of small gifts.

The third phase focused on how the concept was derived. The concept chosen was abstract noun. She effectively developed the content by initially differentiating between nouns and adjectives, and later focusing on nouns in detail. She also used examples like man and manhood to illustrate the formation and variety of abstract nouns. A clear definition was provided, along with a comparison between abstract and concrete nouns.

The second demonstration class commenced at 10:45 a.m., led by Abhirami, who introduced the Advanced Organizer Model. The topic she selected was phrasal verbs. In the first phase, she used ICT tools to present the concept with relevant examples and connected it to the textbook content. In the second phase, she provided additional examples to explain the concept in greater detail. In the third phase, she used charts to differentiate between separable and inseparable phrasal verbs.

As a concluding activity, students were asked to write five phrasal verbs to assess their understanding and ability to apply the concept. She concluded the session by summarizing the key points of the lesson.

Overall, both demonstration classes provided practical exposure to teaching models that were previously studied only in theory. They enhanced our understanding of how to effectively implement different phases of a lesson, which will be highly beneficial for our future teaching practice.