The document outlines a lesson plan focused on teaching the indicative mood in English to eighth-grade students, emphasizing comprehension, classification, and reasoning about sentence types. It includes specific instructional objectives, teacher activities, and questions to facilitate student understanding of the concept. The lesson also encourages students to generate their own examples and analyze their thinking strategies related to the indicative mood.

1. Simulated Lesson Plan
Concept Attainment Model (English)
Prof. Asha Thoke
Std-VIII Topic-Moods (Indicative mood.)
Entry Behaviour- Pupils have general knowledge about types of sentences.
Instructional objectives and specifications:
The pupil develops comprehension of Indicative mood.
 The pupil classifies the examples into positive and negative category.
 The pupil gives reasons for classification.
 The pupil infers the essential attributes to the concept.
 The pupil infers the non-essential attributes of the concept.
 The pupil generalises the concept of inductive mood from given examples.
 The pupil gives own examples of indicative mood.
CONTENT TEACHERACTIVITIES &
PROCEDURE.
C.B.WORK
Set
Induction:
(Ref to
Previous
knowledge.)
Device used:
Questioning.
Linking
statement.
Statement of
aim.
Concept of
Moods
Teacher puts up sentences and then
asks the following questions.
1. What types of sentences are
these?
2. What types of
Sentences are these?
Teacher elicits the types of sentences,
assertive and interrogative.
These types of sentences have
relevance in another topic of grammar,
which is called ‘Moods’.
So, we are going to learn the one type
of mood.
Tr. writes the topic on the C.B.
Phase 1. Presentation of Data &
Identification of Concept.
Teacher puts up examples in the
positive & negative columns one by
one &asks the pupils to carefully study
the examples.
1. Have you formed any hypothesis
yet?
2. With the introduction of new
examples, does your hypothesis
1 .Rani is singing a song.
2. Birds fly in the air.
1. Do you go to school?
2. Who is your best friend?
Moods.
Positive Negative
They are writing. Please write down
carefully.
The flowers are
beautiful.
How beautiful the
flowers are!
Why do you want
to be a painter?
He wants to be a
painter, but his
drawing is not
good.
How are the boys Though the boys

2. Phase 2
Phase 3
still hold true?
3. Do you want to change it?
Testing Attainment of the Concept.
Teacher puts up the unlabelled
examples & asks pupils to classify
them as positive or negative.
Teacher asks pupils to give reason for
their classification.
Teacher then asks pupils the following
questions.
1 What are the essential attributes of
the concept?
2 What does the verb indicate in above
sentences?
3 What is the non-essential attributes
of the concept?
Teacher asks pupils to define the
concept.
Teacher then gives the name to the
concept.
Teacher asks the pupils to give their
own examples of indicative mood.
Analysis of thinking Strategies.
Teacher asks the following questions to
help pupils analyze their thinking
strategies.
 What did you think about the
concept when the first example
was put up?
 What guesses/hypotheses did
you make with subsequent
examples?
 When did you realise that you
were on the right or wrong
track?
Teacher refers to set induction and asks
pupils to identify the verbs indicating
the indicative mood in it.
walking? are walking
slowly, they are
steady.
Unlabelled examples:
1 The girls are dancing.
2 How gracefully she dances!
3 Can you draw the picture?
4 Open your drawing book & draw the
picture.
Essential attributes:
 A verb making statement.
 A verb asking question.
Non essential attributes:
 Tenses.
 Nouns-Singular or plural.
A verb which makes a statement or asks
a question is said to be in particular
mood.
Indicative mood.