The document discusses the skill of introducing a lesson. It defines induction as using verbal and non-verbal behaviors, teaching aids, and studying the lesson to establish understanding and rapport. Introducing the lesson helps prepare students and induce maximum learning. There are four key components to the skill: 1) utilizing prior knowledge and experiences, 2) using appropriate introduction devices like questions and examples, 3) maintaining continuity through logical sequencing and clear presentation, 4) ensuring relevance of verbal and non-verbal behaviors by testing students and clarifying objectives. The document also mentions observation and micro lesson plans for developing this teaching skill.

1. SKILL OF INTODUCING THE LESSON/SET
INDUCTION
 The skill of introducing the lesson may be defined as the proficiency in the use of
verbal & non verbal behavior, teachings aids and studying the lesson by
establishing cognition and effective report.
 Set induction or skill of introducing the lesson helps teacher to prepare students
for the lesson or in order to induce maximum learning in them.
ALLEN AND RYAN(1969)

2. COMPONENTS OF THE SKILL
 1.UTILIZATION OF THE PREVIOUS KNOWLEDGE OR EXPERIENCES
A. GENERAL AWARNESS ABOUT THE PHYSICAL AND SOCIAL ENVIRONMENT
B. KNOWLEDGE OF DEVICES AND TECHNIQUES
C. ABILITY OF CREATING SITUATIONS IN THE CLASS FOR UTILIZATION OF
PREVIOUS KNOWLEDGE
D. TECHNIQUES OF ESTABLISHING LINK BETWEEN THE PREVIOUS KNOWLEDGE
AND NEW KNOWLEDGE OF THE SUBJECT

3. COMPONENTS OF SKILL
 2.USE OF APPROPRIATE DEVICES FOR INTRODUCING THE LESSON
A. QUESTIONS
B. USE OF EXAMPLESS-ANALOGIES AND SIMILARITIES
C. DESCRIBING/NARRATION/LECTURING
D. STORY TELLING
E. USING AUDIO VISUAL AIDS
F. DEMONSTRATION OR EXPERIMENTATION
G. ROLE PAYING/DRAMATIZATION
H. VISITS OR EXCURSIONS

4. COMPONENTS OF SKILL
 3.MAINTENANCE OF CONTINUITY .
A. LOGICAL SEQUENCE OF IDEA OR INFORMATION
B. CONTINUITY IN IDEAS PRESENTED TO STUDENTS
C. WELL MODULATED VOICE
D. CLEAR PRONUNCIATION
E. PROPER INTRODUCTION

5. COMPONENTS OF SKILL
 4. RELEVANCY OF VERBAL AND NON VERBAL BEHAVIOUR
A. TESTING OF THE STUDENTS
B. PREVIOUS EXPERIENCES OF THE STUDENTS
C. PIN POINTING THE AIMS OF THE LESSON
D. TO CLEAR THE OBJECTIVES OF TEACHING A LESSON
E. NEED IMPORTANCE OF THE LESSON TO BE TAUGHT.

6. OBSEVATION SCHEDULE CUM RATING
SCALE

7. MICRO LESSON PLAN