Lesson Plan Teacher Professional Development Training, Secondary Level English 1 st Phase

Lesson Plan -1
Teacher’s Name ShreeKrishna Dahal
School Name Shree Shyambal Secondary School
Grade Ten Date 2077-12-22
Subject English Period First
Topic Yogamaya: Poet, Time Frame 45 Minute
Teacher, Insurgent
Language Skill Reading Language Function Describing Events

Learning Outcomes  To tell the meaning of the words: two-pronged, oppression, corruption,
prevail, campaign, utopian, ideal, ultimatum, parity
 To read the text given and do the tasks i. & ii. under Vocabulary in Use
from p. 109
Materials/Resources  Note cards with meanings of various words from the text
Required  Internet, Projector and a Laptop
 A short documentary video related to Yogamaya
https://www.youtube.com/watch?v=OxK56CB4EzA
STAGES OF THE PROCEDURE TIME INTERA
LESSON CTION
1. Warm Up  Ask Ss if they have heard about the famous Ss actively
(Engage literary person Rudyard Kipling & civil rights engage in
Yourself) activist Martin Luther King. group
 Give a brief introduction to the aforementioned discussion
personalities.
 Ask Ss to read the sayings, and discuss their 5 Teacher
meanings in small group. Help them on possible mins may help
explanation. to initiate
Ss<>Ss
interaction
2. Introduction  Motivate them by showing a short documentary Video
(Getting into video from https://www.youtube.com/watch? helps Ss to
the Topic) v=OxK56CB4EzA 6 mins think and
 Ask Ss to identify the picture of Yogamaya and guess
encourage Ss to guess what the text is about in about the
their group topic
 Introduce the topic to the Ss.
3. Presentation  Divide Ss into three groups and assign them to T initiates
(Study Time) read the text individually first, listing the the
unfamiliar vocabularies from the text. interaction
 Go on writing the new words as listed by the Ss which is
on the board. Ss can think, pair, share the followed
meanings to each other. 20 by Ss
 Clarify the meanings of each word with note mins active
cards involveme
 Briefly explain the literary verses of Yagamaya to nt in group
the class. & pair
Example: “These poetic lines of Yogamaya work
express the ideas of equality. They imply that
human beings are equal in every aspect.”

4. Assessing  Ask the students to read the text and do the Ss

Lesson Plan Teacher Professional Development Training, Secondary Level English 1 st Phase
Students exercise 1.i. in pairs (i.e., to find the words from 14 actively
the text for the meaning given.) mins enjoy
 Ask students to continue working in pairs. Ask doing the
them to do the next task under vocabulary in use exercise.
(Ex. 1. ii. matching words with their meanings)
 Move around to see if they have found correct
answer or not. Assist them and provide necessary
feedback, too.

Problems and Possibilities

Anticipated Problems Possible Solutions
 Students may feel little strange with the  Presentation of a short documentary about
topic as it is very unfamiliar for most of the life of Yagamaya at the beginning of the
them. lesson will help to grasp their enthusiasm.
Additional Possibilities
Ss may search more documentaries about Yogamaya on You Tube and watch at home.

Reference
Joshi Bishow Raj, Lalmani and Dhungana Parbati, English Grade-10 2017, Government of Nepal
Ministry of Education, CDC Sanothimi Bhaktapur.

Self-Reflection
Good to see:
 Students were highly motivated towards the subject matter.
 They enjoyed watching the short documentary about Yogamaya
 Ss actively participated in all the activities.
Things to be realized:
 Due to the network problem, it was quite hard for me to manage the time for all the activities. This
taught me a lesson that I should download the videos/documentaries before the class so that I can
manage time easily next time.

Approved by
(Himalaya Neupane)
Head Teacher
Shree Shyambal Secondary School

Lesson Plan -2
Lesson Plan Teacher Professional Development Training, Secondary Level English 1 st Phase
Teacher’s Name ShreeKrishna Dahal
School Name Shree Shyambal Secondary School
Grade Ten Date 2077-12-23
Subject English Period First
Topic Yogamaya: Poet, Time Frame 45 Minute
Teacher, Insurgent
Language Skill Reading Language Function Describing Events

Learning Outcomes  To complete the sentences with correct information from the text.
 To read the text given and answer the following questions:
a. Who is Yagamaya? Who is Manamaya?
b. What were the two main reasons that made Yogamaya a rebel?
c. What was Yogamaya’s demand with the government?
d. What is hajurbani? How is it popular?
e. How did Yogamaya died?
Materials/Resources  Daily used materials
Required  Textbook for individual students
LESSON PROCEDURE TIME INTERA
ACTIVITIES CTION
1. Warm Up  Make a quick revision by asking Ss to match the Teacher
(Review) words with their meanings. initiates
 Ask about the documentary they watched in the the
previous lesson. 5 interaction
mins , followed
by
student’s
response.

2. Study Time  Divide the class into pairs and involve them in the Students
gap filling activity. interact in
 Ask Ss to read the text and find a suitable 15 their pairs.
word/phrase to complete the incomplete mins
sentences.
 Ask Ss to underline the words/phrases in the text
to grasp main information.
 Monitor and assist them if necessary.
3. Extended  Ask the students to read the text individually in Ss interact
activity detail. with their
 Let them underline/highlight the answers as they friends as
find in the text. 25 well as
 Ask them to write answer in their copies. mins teacher.
 As the students engage, move around the class
supporting the needy students to find the answers.

Problems and Possibilities

Anticipated Problems Possible Solutions
 For some students, it may be quite hard to  Move around the class to see if they need
do the tasks assigned. your assistance.
 They may find it difficult to understand  Try to simplify such historical and cultural
these historically and culturally connotated connotations with simple sentences and
Lesson Plan Teacher Professional Development Training, Secondary Level English 1 st Phase
ideas. examples.
Additional Possibilities
If time permits, students may think about some social reformers of our country and their contribution.
Otherwise, they can do this task at home too.

Reference
Joshi Bishow Raj, Lalmani and Dhungana Parbati, English Grade-10 2017, Government of Nepal
Ministry of Education, CDC Sanothimi Bhaktapur.

Self-Reflection
It was the first period. So, the students were highly interested towards the lesson. Their pre knowledge in
the subject matter helped me to forward the lesson very easily. They actively participated in the lesson
activities. I was able to move around the class to assist them. Since the text had some historical and
cultural connotations, I had to support even the brighter students, too. The students felt little bored as they
didn’t get any refreshing activities and they had to involve in the tough task doing only. What I have
realized is that I must have to prepare PowerPoint slides to teach such activities in the future.

Approved by
(Himalaya Neupane)
Head Teacher
Shree Shyambal Secondary School

Lesson Plan -3
Lesson Plan Teacher Professional Development Training, Secondary Level English 1 st Phase
Teacher’s Name ShreeKrishna Dahal
School Name Shree Shyambal Secondary School
Grade Ten Date 2077-12-24
Subject English Period First
Topic Causative Verbs Time Frame 45 Minute
Language Aspect Grammar

Learning Outcomes  To fill up the gaps in the sentences using the causative verbs; have,
make and get appropriately.
 To make sensible sentences of their own by using different causative
verbs. (have, make, get)
Materials/Resources  Laptop, Multimedia Projector, Smartboard
Required  Power Point Slides, pictures, Causative Verbs Chart.
STAGES OF THE PROCEDURE TIME INTERA
LESSON CTION
1. Engage  Connect all the devices such as laptop, projector Ss actively
yourself and calibrate smart board appropriately before the engage in
(exploring the class begins. their pairs
topic with a  Start slide show with a picture where a
Brain storming photographer is seen making a model create Ss can talk
activity different poses for photograph. 5 in their
 Encourage the Ss to observe the picture and work mins pairs
in pairs to find out what the photographer
makes/gets a model to do.
 Ask students to guess about the topic and brain
storm to find out the three different causative
verbs.
 Show the topic slide with three causative verbs.
2. Time for  Present the next slide with sentences like:
Grammar  The photographer makes the model stand
(Generalizing on the boat. T initiates
the Structures)  The photographer gets the model to stand the
20 interaction
near the tree.
mins and Ss
 The photographer has the model walk on
the bank of the river. actively
 the photographer has got her sunglasses participate
removed. in pairs to
 Ask Ss to work in pair and match the pictures discuss
with the sentences given. while
 Tell them what the sentences mean explaining generalizi
that in the examples, the model did not do ng rules.
different things herself, but the photographer
made her do different things.
 Ask Ss now to generalise the structures in the
sentences.
 Display the next slide with causative verbs chart
and ask Ss to compare and confirm the structures
they generalised.
3. Extended  Divide the class into groups. Ask them to attend
Activity to the table in B. 1. From the book and make as 10 Ss interact
many sentences from the table as possible. mins in their
 Present a slide with a few examples, e.g., Ramesh groups.
Lesson Plan Teacher Professional Development Training, Secondary Level English 1 st Phase
gets Kiran to send the message.
 Move around the class and assist the students.
 Go through their sentences and provide necessary
feedback.
4. Further Practice  Let the students enjoy practicing through a
(Grammar grammar quiz in PowerPoint slides which Individual
Quiz) includes the following sentences with options. 10 s
a. The head teacher made the students…. the mins respondin
ground. (clean, cleaned, to clean) g to the
b. I had my chest ……. (x-ray, to x-ray, x- quiz
rayed) questions
c. She got me ………. her school bag.
(carry, carried, to carry)
d. I have one of my friends …… me.
(helped, to help, help)

Problems and Possibilities

Anticipated Problems Possible Solutions
 The setting of the different teaching  Manage all the connections before the class
equipment in the lab may consume extra begins so that you can manage the time for
time. the different activities.
Additional Possibilities
Ask Ss to collect different questions about causative verbs from question bank and practice at home.

Reference
Joshi Bishow Raj, Lalmani and Dhungana Parbati, English Grade-10 2017, Government of Nepal
Ministry of Education, CDC Sanothimi Bhaktapur.

Self-Reflection
Positive feelings
 The PowerPoint slides made the lesson very interesting.
 Students actively participated in rule formation and practice sessions.
 The use of ICT motivated the Ss towards learning.
 There was natural learning atmosphere.
Things to be realized:
 Students were asked to play the quiz individually which allowed only talented students to involve.
As a result, weaker and shy students didn’t participate actively.
 Due to limited time, I couldn’t manage to set more questions in the quiz.
 I came to realize that such type of quizzes should be conducted in group with more questions
spending the whole period in the upcoming classes.

Approved by
(Himalaya Neupane)
Head Teacher
Shree Shyambal Secondary School

Lesson Plan -4
Teacher’s Name ShreeKrishna Dahal
School Name Shree Shyambal Secondary School
Lesson Plan Teacher Professional Development Training, Secondary Level English 1 st Phase
Grade Ten Date 2077-12-25
Subject English Period First
Topic Writing a Description of Time Frame 45 Minute
a Place
Language Skill Writing

Learning Outcomes  To brainstorm and collect information about the location, direction,
religious importance, natural sites about their village.
 Write a short paragraph describing their own village.
Materials/Resources  Meta cards with different parts of description of a place.
Required  Daily used materials.
LESSON PROCEDURE TIME INTERA
ACTIVITIES CTION
1. Exploring the  Start the lesson asking the following warm up Teacher
topic questions to the Ss: initiates
 Do you like to live in your village? the
 What’s your village name? conversati
 Where is it located? on with
5 warm up
 Is there a school in your village? mins questions.
 Is there temple?
 Rivers?
Students
 While asking these questions, do not emphasize
interact
on what answer they give, just let them freely
with their
speak.
friends.
 Ask Ss to guess the topic, then write the topic on
the board.
2. Brainstorming  Ask the Ss to work in pairs, and read the
about their own description of Devghat, and closely observe how Interaction
village the information is presented tthere. in pair &
 Divide Ss into four groups according to location, group
direction, religious importance and natural sites. 20
 Distribute the metacards to each group. mins
 Ask them to brainstorm similar information about
their village. Don’t let them bother too much on
grammatical errors. Move around and assist them.
 Write the ideas they generate on the board.
3. Time for  Ask each group to organize that information and
Writing write a few sentences. 10 Group
(preparing the  Ask them to collect and combine their writing mins discussion
first draft) pieces in the correct order so as to make a short
description of their village.
4. Preparing the  Now, ask individual students to edit the first draft Teacher
final with some corrections if needed and write a short instructs
description description of their village. 10 Ss
mins

Problems and Possibilities

Anticipated Problems Possible Solutions
 Writing is one of the difficult tasks for  Start the class with a plenty of warm up
many of the students. They hesitate to write questions that relax students so that they can
any sentences lest having grammatical open up themselves.
errors.  Let them have enough time for
Lesson Plan Teacher Professional Development Training, Secondary Level English 1 st Phase
brainstorming ideas and information
 Tell them not to worry on grammatical
errors while preparing the first draft.
Additional Possibilities
Ask students to write a descriptive paragraph about the person who has great influence in their life.

Reference
Joshi Bishow Raj, Lalmani and Dhungana Parbati, English Grade-10 2017, Government of Nepal
Ministry of Education, CDC Sanothimi Bhaktapur.

Self-Reflection
What I did?
 Helped the students to learn to write a short description of a place.
 Started the lesson with plenty of warm up questions that needed student’s engagement.
 Provided time for brainstorming activity.
 Involved students in group and pair work.
 Followed the steps of writing.
What went well?
 Students actively participated in the warm up and brainstorming activities.
 Since they were told not to worry about grammar, they did well in the group to prepare the first
draft.
 They got plenty of time to speak in English even while they were writing.
What improvements are required?
 Due to the limited time all the students couldn’t finish the final draft. So, if I prepare PowerPoint
slides for such lessons in the upcoming days, I will be able to manage time.
 Some students with poor writing skill need extra support.

Approved by
(Himalaya Neupane)
Head Teacher
Shree Shyambal Secondary School

Lesson Plan -5
Teacher’s Name ShreeKrishna Dahal
School Name Shree Shyambal Secondary School
Lesson Plan Teacher Professional Development Training, Secondary Level English 1 st Phase
Grade Ten Date 2077-12-26
Subject English Period First
Topic Expressing Preferences Time Frame 45 Minute
Language Skill Speaking

Learning Outcomes  To express their preferences using the clues given (e.g., cold
drinks/coffee, cricket/football, village/town etc.
 Tell how they feel about different kinds of people including a farmer, a
teacher, a doctor, a nurse, a driver
Materials/Resources  A chart having list of likes and dislikes verbs used for expressing
Required preferences and professions.
 Picture of people in different profession expressing their preferences.
LESSON PROCEDURE TIME INTERA
ACTIVITIES CTION
1. Engage  Warm up the class asking Ss some simple
yourself questions about their likes and dislikes. Teacher
 Do you like to play football? initiates
 Which game do you like to play most? 5 mins interaction
 What is your favourite food? .
 What do you like to become in future? Ss respond
Etc. to the
 Then, ask them to look at the pictures, and teacher.
examine what different people say.
 Make Ss read out the sentences in the bubbles
aloud, and understand them.
2. Time for  Display the chart having list of likes and dislikes
speaking verbs used for expressing preferences and Ss interact
(pair work) professions. in pairs.
 Organise the students into pairs, and ask each pair 10
to substitute the profession in each statement with mins
the profession of their choice.
 Example:
 I prefer to be a doctor to a nurse.
 I prefer to be a teacher to an accountant.
3. Onion Ring  Give clear instruction on how to play this
(let them speaking game forming an inner and outer circle. Communi
speak in a  Let them move until you make a clap to stop them cation
natural to find their pair in front. 15 game
way)  Show examples of what they speak in their pair. mins motivates
Example 1: cold drinks/coffee all to
A: Do you like cold drinks? speak in
B: Yes, but I prefer coffee to cold drinks. their pairs.
Example 2: village/town
A: Do you like to live in village.
B: Sure. But I live in town more than I live in
village.
 Let them freely talk to each other about different
clues in the box and play this unless all of them
speak to each other.
 Move around to make sure that each pair is
engaged in the activity.
4. Extended  Organize the class into groups, and ask the Ss in
Lesson Plan Teacher Professional Development Training, Secondary Level English 1 st Phase
activity each group to take it in turn to tell how each feel
about different sorts of people. Group
 Let them see the examples first. 15 discussion
 Move around the class to facilitate the students. mins
Example: Individual
A doctor s to
A: I like to work in a government hospital than Teacher
the private hospital. interaction
B: I prefer to be a dentist to a surgeon. .
C: I like treating poor and old people.
 Ask them to do the same for other people like a
farmer, a teacher, a nurse, a driver.

Problems and Possibilities

Anticipated Problems Possible Solutions
 Most of the students hesitate and get afraid  Conduct the lesson creating a very fearless
of speaking due to possible grammatical and natural atmosphere. Communication
errors. games might encourage them to speak.
Additional Possibilities
If time permits, let them do the follow-up activity from page no. 128.

Reference
Joshi Bishow Raj, Lalmani and Dhungana Parbati, English Grade-10 2017, Government of Nepal
Ministry of Education, CDC Sanothimi Bhaktapur.

Self-Reflection
I was just keen to see if students would actively participate in the speaking activity or not at the beginning
of the lesson. Usually, they hesitate to speak in English and it makes every English teacher think twice
before they plan for a speaking activity. I did the same today. I tried my best to make them speak. In the
first activity, they didn’t do well, but the Onion Ring was proved to be a real ice breaker. Although the
students couldn’t speak very fluently, their efforts were enough to make me feel satisfied today. I must
take more communication games to the classroom in the upcoming days.

Approved by
(Himalaya Neupane)
Head Teacher
Shree Shyambal Secondary School

Lesson Plan -6
Teacher’s Name ShreeKrishna Dahal
School Name Shree Shyambal Secondary School
Grade Ten Date 2077-12-27
Subject English Period First
Lesson Plan Teacher Professional Development Training, Secondary Level English 1 st Phase
Topic Expressing Preference Time Frame 45 Minute
Language Skill Listening

Learning Outcomes  To complete the comprehension tasks given below after listening to the
conversation
 Tick the correct alternatives (P. 125)
 Decide if the given statements are true or false (P. 126)
Materials/Resources  Worksheets, related pictures
Required  Audio file, a mobile and a speaker
STAGES OF THE PROCEDURE TIME INTERA
LESSON CTION
1. Engage  Ask the students to look at the given pictures, and
yourself then give answers to the questions; Teacher –
 Which profession do you prefer, teaching student
or business? Why? 5 mins interaction
 What are the advantages of teaching
profession?
 Which profession are the man and woman
in the picture in?
 Now, tell the students that the audio file has a
conversation between two friends about their
preference between different jobs.
2. Study time  Divide Ss into four different gropus
(1)  Distribute the worksheets containing the exercise Teacher
to each group and get them ready to listen to the 15 instructing
audio. mins them.
 Tell the Ss to listen to the sound file carefully,
and to choose the correct answer from the given Ss discuss
alternatives. in group
 Play the audio. Let the Ss listen to it and tick the
correct answer. Play the audio more than once if
necessary.
3. Study time  Tell Ss to listen to the audio and write True for
(2) true statements, and False for false statements. Ss group
 Play the audio. Ss listen to it and write True or 15 interaction
False. mins
 Play the audio for the last time so that they can
check their answer.
 At last, write answers on the board after they
finish.
4. Follow-up  Hold a brief discussion about different 10 Ss to Ss to
activity professions. mins Teacher
interaction

Problems and Possibilities

Anticipated Problems Possible Solutions
 Connecting mobile to the speaker might be  Set up your mobile to the speaker before
time consuming. class begins.
 Students may not enjoy working tasks  Assign group work.
alone.
Additional Possibilities
Lesson Plan Teacher Professional Development Training, Secondary Level English 1 st Phase
Ask students to write a couple of paragraphs explaining which profession they would like to pursue in the
future.

Reference
Joshi Bishow Raj, Lalmani and Dhungana Parbati, English Grade-10 2017, Government of Nepal
Ministry of Education, CDC Sanothimi Bhaktapur.

Self-Reflection
Students’ participation was not much satisfactory today. Due to less priority being given to the listening
activity in the class, students didn’t show much interest. Since they did all the tasks in group, the weaker
students remained passive, and merely involved. What I have realized is that I have to conduct listening
activities frequently in the coming days and the tasks should be made mandatory for every individual.

Approved by
(Himalaya Neupane)
Head Teacher
Shree Shyambal Secondary School

Lesson Plan - 7
Teacher’s Name ShreeKrishna Dahal
School Name Shree Shyambal Secondary School
Grade Ten Date 2077-12-29
Subject English Period First
Lesson Plan Teacher Professional Development Training, Secondary Level English 1 st Phase
Topic Expressing Preferences Time Frame 45 Minute
Language Skill Writing (Curriculum Vitae & Job Application)

Learning Outcomes  To read the model of a curriculum vitae and write similar CV of their
own.
 To rearrange the scrambled sentences so as to make up a job application.
Materials/Resources  Laptop, Projector, smartboard
Required  PowerPoint Slides having samples of CV’s, format of the job application
and scrambled sentences.
LESSON PROCEDURE TIME INTERA
ACTIVITIES CTION
1. Before you  Start the lesson by asking warm up questions
write related to student’s bio, education, different Teacher
schools they’ve attended, their interest etc. 10 initiates
 Start a slide show and ask Ss to read the sample mins conversati
CV carefully, and to note the different parts of on
CV such as personal information, education, engaging
experience, skills, interest. Ss on
 Present a slide to show how the information has warm up
to be presented in a CV. questions
2. Time for  Now, ask Ss to write a similar CV of their own. 10 Ss may
writing a  Move around to support them in writing CV. mins ask
CV  Tell the Ss that CV is a part of a job application. questions
3. Time for  Present a slide showing the format of a job
writing (1) application letter. Ss may
Example: Employer Contact Information discuss to
Title (The Head Teacher, The Manager) each other
Company
Address
about the
Salutation format of
Dear sir/Madam job
Body of Application Letter (1st,2nd, final paragraph)
Complimentary Close applicatio
Sincerely, n.
Signature (Full name)
 Show next slide having different sentences of a T instructs
job application in wrong order. Tell Ss that the 15
mins them on
sentences given, when rearranged, form a rearrangin
complete letter of job application. g
 Ask Ss to put them in the right order. sentences
 Move around the class to ensure that all the Ss are followed
engaged with the work. by
 Finally present a slide showing a complete job feedback
application after having the sentences given session.
rearranged.
 Ask the Ss to check their answer.
 Provide necessary feedback.
4. Project  Prepare a CV for the job application you have 10 T instructs
work written. mins Ss.

Problems and Possibilities

Anticipated Problems Possible Solutions
 Writing is one of the most difficult tasks for  With the help of PowerPoint slides, present
the students. Writing a CV and a job very simple type of sample CV’s so that Ss
application is very unfamiliar and new task of class ten can adapt very easily.
Lesson Plan Teacher Professional Development Training, Secondary Level English 1 st Phase
for them. They may not have preliminary  Show Ss a very simple format of job
ideas about how to write such letters. application so that Ss feel they can also
Teaching them to write directly might make write such applications if they try.
the class uninteresting and boring.  Use of ICT can prevent the class from
becoming uninteresting and boring.
Additional Possibilities
Ask students to read the job opportunity notice given at P.131 and find out the vacant jobs, qualification,
and experience for each post.

Reference
Joshi Bishow Raj, Lalmani and Dhungana Parbati, English Grade-10 2017, Government of Nepal
Ministry of Education, CDC Sanothimi Bhaktapur.

Self-Reflection
I was more conscious today about the time management as I planned to conduct the lesson using ICT. So,
I didn’t attend the prayer line today, instead I went to the lab and managed all the technical setting. The
students were quite excited to learn today because they had already known they would learn from the
beautiful slides. I didn’t have to make much effort for motivating them as they are always keen to learn
using ICT. The beginning and the middle part of the lesson went well and I was satisfied, too. The
students learnt at least a basic idea about how to prepare a CV and different parts of a job application
letter. However, the class could have been even better if the activities were done in a group. Students were
happy and requested me to continue similar activities in the future.

Approved by
(Himalaya Neupane)
Head Teacher
Shree Shyambal Secondary School

Lesson Plan - 8
Teacher’s Name ShreeKrishna Dahal
School Name Shree Shyambal Secondary School
Grade Ten Date 2077-12-30
Subject English Period First
Topic Talking About Personal Time Frame 45 Minute
Lesson Plan Teacher Professional Development Training, Secondary Level English 1 st Phase
Experience
Language Skill Reading a poem (I Wandered Lonely as a Cloud by William Wordsworth)

Learning Outcomes  To recite the poem, I Wandered Lonely as a Cloud, appropriately.

 To tell the meaning of the words wandered, lonely, beneath, fluttering,
twinkle, jocund, pensive, gay
Materials/Resources  Picture showing the beauty of nature
Required  Audio of the poem
 Flash cards of the words
CONTENTS OF THE PROCEDURE TIME INTERA
LESSON CTION
1. Warm up  Ask the Ss to look at the picture and say what
they see there
 Ss may talk about flowers, rivers, lakes, hills etc. Teacher -
 Ask these questions, too. 5 mins Student
 Do you enjoy observing nature?
 Have you ever seen clouds moving in the
sky?
 Flowers fluttering?
 Accept any answer they give.
 Tell them that they are going to read a poem
about the beauty of nature.
2. Study time  Write the title of the poem on the board.
 Now, ask Ss to guess about the poem with these
questions. Individual
 What is the poem about? students
 Who composed this poem? involve in
 Give them a brief introduction of the poet interaction
William Wordsworth was one of the most famous with the
romantic poets of English literature. He was a nature teacher as
25
lover. His love for nature is expressed in this poem, too. they
mins
The poem was inspired by an event on 15 April 1802, in guess.
which Wordsworth and his sister Dorothy came across a
long belt of daffodils.
Teacher to
 Ask Ss to read the first stanza of the poem and
student
guess its theme. Accept any meaning they come
up with. And briefly tell the main theme of the
poem.
 Man’s relationship to the nature.
 Nature is a source of happyness.
 Let Ss read the poem silently and list unfamiliar
words. Teach the meaning and pronunciation with
proper technique.
 Use flash cards too.
 Alert the Ss that they are going to listen the audio Ss enjoy
of the poem. singing in
 Play the audio and ask them to listen. Then, play group
the audio again and ask Ss to recite the poem
together with the audio.
 This time, ask Ss to try to recite the poem without
audio. If needed, play the audio again.
3. Extended  Form Ss into two group and ask them to recite the Group
Lesson Plan Teacher Professional Development Training, Secondary Level English 1 st Phase
activity poem turn by turn. 15 singing
 Ask the Ss to read the poem and work in pairs to mins followed
complete the crossword puzzle. by pair
 Move around to assist them. discussion
 Ask them to share their answer to the class and
provide necessary feedback.

Problems and Possibilities

Anticipated Problems Possible Solutions
 Most of the students don’t like the  Involve Ss in every activity. Let them read
traditional way of teaching a poem, i.e., and guess the theme themselves. Use
reading followed by paraphrasing. different techniques to motivate Ss.
 Weaker students may remain passive  Assign group and pair work.
throughout the lesson.
 Students may find difficulty in pronouncing  Search the audio of the poem in internet and
some new words and catching the rhythm of play it in the class.
the poem.
Additional Possibilities
 Ask the students to read the poem again, and work in group to match the words with their
meanings under Vocabulary in use (1. ii. P. 135) from book.

Reference
Joshi Bishow Raj, Lalmani and Dhungana Parbati, English Grade-10 2017, Government of Nepal
Ministry of Education, CDC Sanothimi Bhaktapur.

Self-Reflection
Things that went well:
 I was well planned.
 Audio of the poem was enjoyed mostly by the students.
 Group and pair work supported the relatively weaker students.
Things I realized, if improved, the learning would be more effective:
 The new words could be taught linking them with the pictures through slides.
 Instead of just an audio, audio-visual of the poem could be presented so that the Ss could easily
find the theme of the poem.

Approved by
(Himalaya Neupane)
Head Teacher
Shree Shyambal Secondary School

Lesson Plan - 9
Teacher’s Name ShreeKrishna Dahal
School Name Shree Shyambal Secondary School
Grade Ten Date 2077-12-31
Subject English Period First
Topic Talking About Personal Time Frame 45 Minute
Experience
Lesson Plan Teacher Professional Development Training, Secondary Level English 1 st Phase
Language Skill Reading a poem (I Wandered Lonely as a Cloud by William Wordsworth)

Learning Outcomes  To read the poem and answer the comprehension questions given in the
book.
 Who is compared with a cloud?
 Where did the person in the poem see the daffodils?
 What word does the poet use to compare the daffodils with?
 Why does the speaker dances with the daffodils?
 What is the theme of the poem?
 To rearrange the paragraphs given in the book (2. ii. P.135) in the
correct order so as to make the complete summary of the poem.
Materials/Resources  Notecards containing different parts of the summary.
Required  Daily used materials
LESSON PROCEDURE TIME INTERA
ACTIVITIES CTION
1. Review  Form Ss into a circle if space permits, and get
(Hot them ready to play hot potato. Every
Potato)  Instruct them how they would play it. 10 student
 Every time they hold the hot potato with them, mins speaks a
they have to remember one point about the poem point
and tell the class. (Ss can tell because they already about the
had one lesson on the same poem) poem

2. Time for  Get the Ss into pairs.

reading  Ask Ss to read the poem and underline the Pair to
comprehen important information with their pencil. 20 pair with
sion - i  Tell Ss to work with their partner to answer the mins teacher’s
questions. feedback.
 Move around to support them. Pay special
attention to help those who cant find answers.
 Ask the pairs to share their answers to other pairs.
 Give proper feedback.
3. Extended  Divide the Ss in to four groups and provide
activity notecards to each group. Group
 Ask them to match each notecard with discussion
appropriate stanza of the poem. 15
 Let them rearrange the paragraphs and share with mins
the class.
 Give feedback to them.

Problems and Possibilities

Anticipated Problems Possible Solutions
 Students may not respond about the poem in  Organize a Hot Potato game that motivates
the revisional activity if asked in the Ss and every one will respond well.
straightforward manner.  Move around, support and give feedback.
 Students may be confused while writing
answer to the questions.
Lesson Plan Teacher Professional Development Training, Secondary Level English 1 st Phase
Additional Possibilities
 You can ask students to observe nature and its beauty and compose a poem on it.

Reference
Joshi Bishow Raj, Lalmani and Dhungana Parbati, English Grade-10 2017, Government of Nepal
Ministry of Education, CDC Sanothimi Bhaktapur.

Self-Reflection
 Today, I was quite excited myself because I had a plan start the lesson with a game. Since it was
the first period, I took their attendance quickly and talked about my plan to let them do the first
activity with a game. At first, they were a bit confused, but as they kept on playing, they did well.
Although they couldn’t make complete sentences, they tried to revise with single words, phrases
and incomplete clauses. The pair work and group work for the second and third activity were
average. I still felt something was lacking for them. What I have realized is that the harder the task
is the funnier and gamer like environment I have to create in my class in the future.

Approved by
(Himalaya Neupane)
Head Teacher
Shree Shyambal Secondary School

Lesson Plan - 10
Teacher’s Name ShreeKrishna Dahal
School Name Shree Shyambal Secondary School
Grade Ten Date 2078-01-02
Subject English Period First
Topic Brainstorming Time Frame 45 Minute
Lesson Plan Teacher Professional Development Training, Secondary Level English 1 st Phase
Language Skill Writing (Memorable Experience of my Life)

Learning Outcomes  To brainstorm and gather information on the topic “Memorable

Experience of my Life”.
 To write a couple of paragraphs on the topic “Memorable Experience of
my Life”
Materials/Resources  A chart with brainstorming for a topic
Required  Daily used materials
LESSON PROCEDURE TIME INTERA
ACTIVITIES CTION
1. Engage  Show the chart with brainstorming on a topic
yourself  Ask Ss to guess about it. Teacher
 Tell them that it’s a brainstorming on a topic. Ask 5 mins initiates
them to observe again. the
 Tell them what brainstorming is and how it is interaction
done. Ss can read a paragraph on brainstorming .
from the book (P.143), too.

2. Time for  Write the topic, “ Memorable Experience of my

writing Life” on the board and ask them to brainstorm on
it. Ss
 Tell them to list any idea that comes in their mind interacts
without bothering on grammar or anything else. 20 with the
Let them generate more ideas, not the best one. mins teacher for
 Assign it as an individual work. Monitor and assistance.
assist them.
 Now ask Ss to write a couple of paragraphs on the
topic using the informatio they have gathered.
 Let them revise and edit the first draft. Assist
them if needed.
3. Follow-up  Now, ask Ss to share their writings to each other
activity and provide feedback for their friends. 20 Ss to Ss
 Ask them to prepare the final draft editing on the mins interaction
basis of the feedback they received from their
friend.

Problems and Possibilities

Anticipated Problems Possible Solutions
 Students may feel empty (lack of  A pre-writing strategy like brainstorming
information on what to write) when they can help students gather different
asked to write on certain topics. information on a topic.
Additional Possibilities
 Ask the students to recall how their first day in class ten was. Ask these questions:
o How did you feel when you reached school?
o Who did you meet first?
o What was your first class?
o Did you sit with your old or new friends?
o What things did you enjoy?
 Now ask them to write on “My First Day in Grade Ten”.
Lesson Plan Teacher Professional Development Training, Secondary Level English 1 st Phase

Reference
Joshi Bishow Raj, Lalmani and Dhungana Parbati, English Grade-10 2017, Government of Nepal
Ministry of Education, CDC Sanothimi Bhaktapur.

Self-Reflection
 One of the best things to remember from today’s class was the pre-writing stage. Students actively
involved in the brainstorming activity because they were told not to worry about grammar and
completing sentences. I am happy at least they collected information. But again, the problem was
at the second and final draft of it. Only few students reached to the final draft. For the rest of the
students, I must have to apply a new strategy in the next class.

Approved by
(Himalaya Neupane)
Head Teacher
Shree Shyambal Secondary School