LESSION PLANNING AND IT'S PRACTICES IN PRIVATE SCHOOL

A proposal submitted to the department of English education

In the partial fulfillment of the master of education in English

Submitted by
Karuna Limbu
B.Ed. 4th year
T.U. Reg no:9-2-201-102-2017
Exam Roll no: 902010006

Faculty Of Education
Erivhuwan University
Pathivara Multiple Campus
,Taplejung
2022
 APPROVAL FOR THE RESEARCH

The research proposal has been approved by the following Research Guidance committee.

……………………………………
……………………………….
Chairperson Member
Mr. Mohan Singh Rai Mr. Prem K. Gurung
Head of English department Teaching Assistant
pathivara multiple campus department of English
education
pathivara multiple campus

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 DECLARATION

I am karuna limbu here by declare that the content of fulfilment of the research proposal on
"lesson planning and lt's practices in private schools" It is my own study and findings and it was
submitted for the bachelor 4th Year student :

Date 2078 karuna limbu

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 ACKNOWLEDGMENT

First of all, I would like to thank to my research proposal supervisor respected teacher Mr. prem
Gurung teaching assistant department of English education faculty of education . His best
thought, guidance encouragement inspirations and insightful suggestion throughout the study . I
would like to acknowledge his valuable instructions , guidance and co-operation would like to
thank to all my campus English teachers for their direct and valuable academic support.
I would like to thank Mr.kiran paudel for his kind help in library support . Moreover I'd like to
thank all campus members and friends for helping my proposal work.

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 ABSTRACT

This study consists of five chapters . Chapter one consists of brief introduction . In this
introduction includes under different headings . Chapter two deals with review of the related
literature and conceptual framework with different heading . chapter three deals with methods
and procedure of the study with different sub headings . And chapter four deals with analysis and
interpretation result with summary , recommendation and conclusion and so on.

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Chapter-one 9
INTRODUCTION 9
1.1 Background of the study 9
1.2 statement of the problem 10
1.3 objectives of the study 10
1.4 Research Questions 10
1.5 Significance Of The Study 10
1.6 Delimitation Of The Study 11
1.7 Operational Definition Of The Key Terms 11
CHAPTER-2 12
2. REVIEW OF RELATED LITERATURE AND CONCEPTUAL FRAMEWORK 12
2.1 Review of theoretical literature: 12
2.1.1 what is lesson plan : 12
2.1.2 how to prepare lesson plan 13
2.1.3 Steps for preparing lesson plan 14
2.2 Review of empirical literature 16
2.3 implication of the related literature 18
2.4 conceptual framework 18
CHAPTER-THREE 19
3. METHOD AND PROCEDURES OF THE STUDY 19
3.1 design and method of the study 19
3.2 population and sample 19
3.3 study area/field 19
3.4 data collection tools and techniques 19
3.5 data collection procedure 19
3.6 Data analysis and interpretation procedure 20
CHAPTER – FOUR 21
4.1 Analysis and interpretation of results 21
4.2 discussion of findings 21
WORK PLAN 22
REFENCES 23
Appendices 24

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Appendix: II 25
Appendix B : lesson plans 26

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List of Appendices
Appendix A = Questionnaire for interview
Appendix B = lesson plans

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 CHAPTER-ONE

INTRODUCTION

This is the study entitled " Lesson planning and its practices in private school". This chapter
begins with the background of the study, statement of the problem followed by a brief discussion
on lesson planning. It also includes the components of lesson planning. Steps of planning lesson
format of lesson planning and importance of lesson planning.

1.1 Background of the study

Language is means of communication. it is one of the most fundamental needs of our life
every normal human child, irrespective of the existence of several variabilities at least acquires a
language naturally.
According to Todd " A language is a set of signals by which we communicate ". it is a means
by which we express our feelings thoughts, idea, experiences, deliver emotions etc. Language
therefore at the center of human life, and it is used for various purposes such as academic
officials. personal social and so on. And so many people mention in different ways. Language is
the universal medium through which human beings express all the thing and make it easy in their
daily routine. Language is the dress of tongue. It makes understanding, commitment and
compromise between two human beings. So, it is an in part of human life.
English is the most widely used many languages in the world. It is also known as world
language. Most of the country speak English language in the world. It has the largest vocabulary
perhaps as many as two million words and one of the noblest bodies of literature. Therefore,
English has become indispensable vehicle to the transmissions of modern civilization into the
nation. It is the passport through which anyone can visit the whole world and anyone who knows
English can enjoy the advantages of the world citizens.
In Nepalese contact English language is taken as a foreign and modern language
Beginning of English education in Nepal is closely connected with the raise of the Rana regime.
After the establishment of Darbar school in 1910 by Janga Bhadur Rana, formal reaching was
started. English is the dominant language in almost all areas such as trade mass media, education.
International diplomacy, science and technology. Politics, economics, medicine and so on.
Since English is the world language its teaching takes place all over the world. In Nepal
most of the people and students speak English language for foreign language and as second
language. The relationship between teaching and learning is at the heart of the education process/
teaching is an art and skill to present way. In other words, we can say that learning refers to
gradually changes our attitudes about something so that. We behave in a different way: in
conclusion learning is the process of gaining knowledge that we set from reading and studying.

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1.2 statement of the problem
Teaching is the challenging phenomenon. It has been always associated with social
advancement and economic prosperity and self-dependence. Education is prerequisite for any
activities. Teaching is complex activity and teachers are the focal point of teaching. Regular base
education, expertise. Experiences are needed for teaching. Language teachers need special
knowledge skill for teaching. Which is known as teaching profession.
Due to rapid development in science and technology education and teaching fields are
facing challenges. Modern science and technology also helps in education. But challenge is faced
in every step. Thus to handle these situation, teachers should be well equipped with the
knowledge to handle the modern needs. They should be professionally fit in their job carious
activities are conducted for teacher professional development, workshops, seminar, conference,
observation, peer teaching, teacher support groups, reflective teaching, lesson planning is one of
them.
Training on lesson planning is one compulsory part i.e. giving due focus on lesson
planning while giving training to the teachers. This study examines the importance role and use
of lesson planning for effective teaching leaning and academic progress of the students. How
lesson planning help the teachers to develop their professional and is there ant change occur in
students achievement, purposeful instruction teaching following lesson plan.

1.3 objectives of the study

lesson planning for effective teaching is most important in teaching. It helps to find out
the hazards of teaching. The objectives of the study are mentioned as below:
I. to find out at what extent is the lesson planning fruitful for effective teaching and
learning.
II. To, observe the way, model and techniques of lesson plan that teachers use while
teaching.
III. For some pedagogical implications.

1.4 Research Questions

The following research questions will be used in the study:
I. what is the view of the teachers towards the use of lesson plan in classroom teaching?
II. What are the reasons behind not using lesson plan in teaching?
III. how far is the lesson plan beneficial for effective teaching and learning?
IV. what are the alternative ways or lesson plan that teacher use?

1.5 Significance Of The Study

This study aims at revealing the practices of lesson planning for effective teaching and
learning. It will be beneficial for the prospective researches who want to undertake researches in

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the area of teacher training lesson planning. The study will specially focus on lesson planning as
one of the important tools for effective teaching and learning. It will be significant for the teacher
willing to use different techniques to develop themselves professionally. This study will equally
beneficial for the teacher trainers and the teacher training organizations. Moreover all the persons
who are directly and indirectly involved in the teaching profession will be benefited form this
study.

1.6 Delimitation Of The Study

the proposed study will have the following limitation:
I. the area of the study will be limited to only ten schools of phungling municipality of
taplejung district.
II. It will also limited to only private school.
III. It will also limited to the secondary level teachers.
IV. Questionnaire and classroom observation checklist will be the main tools of data
collection.
V. This study will restrict to the use of lesson planning in course of classroom teaching.

1.7 Operational Definition Of The Key Terms

I will define the following key terms in this study "Lesson planning and its practice in
private school" are as given below:
profession = a type of job that requires special training and skill. Specially here teaching is table
as profession.
Lesson plan = teacher's detailed description of the course of instruction for one class.
Technique = Method or way to instruct students in the classroom.
Class size = Number of the students participate.

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 CHAPTER-2

2. REVIEW OF RELATED LITERATURE AND CONCEPTUAL FRAMEWORK

2.1 Review of theoretical literature:

There are various researchers carried out in different field related to teaching and learning
process. But very few researchers is found done under topic of lesson planning

2.1.1 what is lesson plan :

Lesson plan is the teachers detailed in description of the cause of instruction for one class
a daily lesson plan is developed by a teacher to guide class instruction. Details is will vary
depending on the preference of the teacher, subject being covered and the need and or curiosity
of students. Lesson pan is developed by the teacher to guide his/her instruction planning is much
more difficult than delivering the instruction. In the lesson plan, we arrange the activities in a
logical sequence so that learning can take place. It is only with careful lesson planning that we
can ensure we have included every thing we need to teach the students effectively and that the
material is organized in a manner that encourages learning. Before we start to make lesson plan
we need to consider a number of crucial factors such as the language level of our students, their
educational and cultural background etc. we also need knowledge of the content and organization
of the syllabus or curriculum we are working with and the requirement of any exams which the
students are working towards.
A lesson plan describes how learning is to be organized and facilitated in the classroom.
It is the written document composed of learning objectives that show alignment with the
descriptions of all assessments instructional objectives need materials and resources for a
particular class or science classes.
To summarize and in every basic terms: a lesson plan is a teacher guide for running a
particular lesson and includes the goals. A lesson plan is the instructors road map of what
students needed to learn and how it will be done effectively during the class time. Before
planning the lesson, the teacher should first identify the learning objectives for the class meeting.
Then the teacher can design appropriate learning activities and develop strategies obtain
feedback on students learning.
There are some attempt that have been made in the field of teaching and learning in order
to find out the perception of different people towards leaning the English language teacher's
training . none of the studies so for deals with the perceptions and practices of secondary teacher
on lesson planning. Therefore, the present researcher will attempt to find out the "Lesson
planning and its practices in private schools" in this research ,study.

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2.1.2 how to prepare lesson plan
Preparing an effective lesson plan takes time diligence and understanding of the student's
goals as with the all teaching is to motivate the students to take in what is one teaching and to
retain as much as possible.
1) Know your objectives= At the beginning of every lesson write your lesson goals at
the top. It should be incredibly simple. If the teacher want to do a bit extra, add how
they might do this (through video,games,flash cards) . In case of every young students
aims like "improving reading or writing skids" It can be skill-based or conceptual.
2) Write your overview: Use board strokes to outline the big ideas for the class . For
example, If your class in about Shakespeare's Hamlet' resides: how factual the history
described might be; and how themes of desire might relate to current events. This
depends on the length of your class.
3) Plan your timeline = if there is a lot to cover in afixed amount of time break your
time into section that you can speed up or slow down to accommodate changes as the
happen.
4) Get to know your students Identify clearly who you are going to education what is
their learning style,what might they already know and where might they be deficient
focus your plan to fit the overall group of students you have in class, and then make
modification as necessary to account for students with disabilities those who are
struggling or unmotivate and those who are gifted.
5) Use multiple student interaction patterns = Some students do well on their own ,
others in pairs and get others in big groups. So long as you ar letting them interact and
build off each other, You are doing your job.
6) Address a variety of learning styles: You have some students that can't sit through a
twenty five minute video and others who can't be bothered to read a two page except
from a book. Neither is different than other so do them a service by switching up your
activities to utilize every student's learns differently. Some need o see the into, some
need to hear it, and others need to literally get their hands on it.

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2.1.3 Steps for preparing lesson plan
1.outline learning objectives
The first step is to determine what you want students to learn and be able to do at the end of
class. To help specify your objective for studens learning.
Following questions should be answered;
 What is the topic of the lesson ?
 Wha do I want students to learn?
 What do I want them understand be able to do at the end of class?
 What do I want them them to take away from this particular lesson?

2. Development the introduction

Now that you have your learning adjectives in order of their importance, design the specific
activities you will use to get students to understand and aply what they have learned. Because
you will never have a divers body of students with different academic and personal experiences,
They may already be familiar with the topi. That is why you start with a question or activity to
guess students knowledge of the subject or possibly, their preconceived notions about It .
Develop a creative introduction to the topic to stimulate interest and encourage thinking you can
use a variety of approaches to engage student.
3. Plan the specific learning Activities
Prepare several different ways of expaining the materials to catch the attention of more students
and apeal to different learning styles. As you plan your plan your examples and activities,
estimate how much time you will spend on each. Build in time for extended explanation or
discussion, but also be prepared to move on quickly to different application or problems and to
identify strategies that check for understanding. The following given some question would help
your desing the learning activities you will yous;
 What will I do to explain the topic?
 What will I do to illustrate the topic in a different way?
 How can I engage studend in the topic?
 What are some relavant real-life examples and logies or situations that can help students
understand the topic?
 What will students need to do to help them understand the topic better?

4) Plan to check for understanding

Now that you have explained you need to check for students understanding, how will you know
that students are learning. Think about specific questions you can ask students in order to check
for understanding them so that you are prepared to ask the questions in different ways. Try to pr
predict the answer your questions will generate. Decide on whether you want students to respond
orally or in writing.

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5) Develop a conclusion and a preview
Go over the materials covered in class by summarizing the main points of the lesson you can do
this in a number of ways; you can ask a student to help you summarize them or you can ever ask
all students to write down on a piece of paper what the think were the main points of the lesson.
6) Create a realistic timeline
A list of the learning objectvis is not realistic so narrow down your list to the two or three key
concepts , ideas or skills you want students to the two or three key concepts ideas or skills you
want students to learn. Instruction also agree that they often need to adjust yheir lesson plan
during class depending on what the students need.
Your list of prioriotized learning objectives will help you make decisions on the spot and adjust
your lesson plan as needed. A realistic timeline will reflect your flexibility and readiness to adapt
to the specific classroom environment. Some strategies for creating a realistic timelinw.
 Estimate how much time each of the activities will take then plan some extra time for
each.
 When you prepare your lesson plan, next to each activity indicate how much time you
expect it will take.
 Plan a few minutes at the end of the class to answer any remaining questions and to sum
up key points .
 Plan an extre activity or discussion question in case you have time left .

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2.2 Review of empirical literature
Students learning is correlated with to teacher planning. When a plan is ready teachers
can focus on its implementation. When researchers do not have to think so much about what they
need to do next, they are able to focus on other parts of the lesson. This is especially important in
second language and foreign language teaching where a teacher not only has to concerntrate on
the content but also on the use of the second language as well . This concept relates to the idea of
cognitive capacity and cognitive load. In short when a plan is prepared can pay more attention to
there aspects of the learning process.
The structures of a lesson will not be exactly the same every time. But instead will very
according to multiple factors .
The factors include:
 Age and abiliy of the students
 The time of day
 Duration of the class
 The gender distribution in the class
 The class or group interest in the subject
 Where the lesson falls in the large unit.

Although the structure will be influenced by these various factors, there is one thing that can be
done in every case developing a routine by creating a routine, the students known what to expect
and therefore feel comfortable taking risks and making mistakes once a routine is established
lesson plans can be more easily developed for each day. This is where more detail may come in
useful especially for beginning teachers. The more experienced teacher becomes the less. They
may need to include in a lesson plan. What may take a beginner teacher to passes to explain
might be covered in a post. It may not for an experienced teacher. Although time consuming, it is
important for beginner, teachers use detail in their lessons at in can help to see the lesson in it's
entirely detail might include.
 What is being thought and how it will be pretended
 What the students will be doing (getting and using it)
 How the lesson meets the broader goals( planning background)
 How activities will be choose and sequences to help support learning(scaffolding)

Bhatta (1997) has carried out a research entitled" language planning in the education sector of
Nepal and status of English in it". The main objective of this research was to find the attitudes of
different groups of people towards the suitability necessity and feasibility of educational
planning. He found that the present language policy and planning in the education sector is not
clear consistent flexcible and widely accepted. It cannot meet the psychological and sociological,
wants and interest of all groups of people.
Accordingly, chapagain (1999) has carried out a research entitled "use of teaching materials and
its impact in English language learning" the main objectives of the research was to find the
impact of teaching material in language learning. It was found that teaching materials are an
integral part of English language teaching and learning and they have positive impact in

16
language learning but he did not discuss the impact of lesson plan in English language teaching
which is essential in english language.

Similary phyak(2006) has an article which aims to find out the strategies used by teachers to
interact with their students in the classroom for effective classroom management which is also
related to planning lesson. He found out that one of the real problems in teaching of english in
lack of the interaction strategies from both teacher and interaction strategies from both teacher
and students side similarly,sharma(2002).

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2.3 implication of the related literature
Through the intensive study if the aforementioned and other related literature, the
researcher pinpointed the fact that the previous researcher missed the investigation on the lesson
planning and its practices in private school. Which after all, was a very important actor of second
language teaching learning process. The review of the related literature made the researcher fell
the need to carry out this study. They also helped the research to lubricate his courage and
curiously logical and psychological factors. For instance, Karm Acharya (2001) carried out his
M.Phil. thesis entitled "democracy in classroom practices in the primary school of Nepal". This
is the study related to the way of the life children in the classroom.
Hence, this research work is different from the after mentioned researcher in a sense of that it
will uncover lesson planning and its practice in private school.

2.4 conceptual framework

The following will be the conceptual framework of the researcher's study.
Aptitude: language aptitude is generally define as the ability to acquire the skills and features of
language. It is the combination of various abilities and characteristics of the learning.
Method : methods refers to the way of teaching. It is based on how a language is best taught to
learn.
Style: teacher style is also known as teacher personality. It refers to the general tendency of a
teacher that he/she refers to work with.
Class size : class size refers to student's group that work tougher while learning a language.
Motivation : by motivation we mean interesting in doing something. It is about teaching
situation that if a teacher is really interested in teaching he/she can achieve success.
Attitude: it is teacher vision towards teaching. If teacher has negative attitude to teach the
teacher can not teach effectively and voice versa.
Age: it is the teacher begins to teach at different age.

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 CHAPTER-THREE

3. METHOD AND PROCEDURES OF THE STUDY

To achieve the objectives of the study, the following methodologies and procedure will
be adopted.

3.1 design and method of the study

Research is multidimensional activity that is done to cover the truth. It is a learning and
interactive process. Kumar says that research is a way of thinking.it is the process of describing a
series of sequential steps, beginning with the identification of a research problem or question that
to a statement of conceptual models, data collection and finally, analysis and a conclusion. Nuna
says that research is a systematic process of formulation questions collecting relevant data
relating to such questions, analysis and interpreting the data and making the result publicly
accessible.
There are many research design which are used to find out answer to a problematic
question. Among them sure research is one of the research design.
This will be survey research. This type of researches are commonly used in the field of
social sciences.

3.2 population and sample

all the teacher of private school of Phungling municipality taplejung will be the population of
this study from them, ten teachers will be selected as a sample through simple random sampling
procedure. The fishbowl draw techniques will be used for selecting the teachers.

3.3 study area/field

The study area will be the private school of taplejung. It will be purposively selected.
3.4 data collection tools and techniques
to collect the data from primary source, interview and observation will be used as a major tool.
Likewise secondary source will be used to facilitate the study.

3.5 data collection procedure

The following will be the data collection procedure of this study.
1. Researcher will go to the field and stablish the rapport with the concern authorities and
other people.
2. the data will be request the teachers for interview then, the interview will be taken using
semi---structured schedule.

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 3. The data will be recorded on electronic devices.
4. Lastly, the obtained data will be compare an analyze to determine to what extent is lesson
planning effective for teaching and learning.

3.6 Data analysis and interpretation procedure

The collected data will be analyzed, interpreted and presented with the help of
appropriate tools and table figure and so on.

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 CHAPTER – FOUR

4.1 Analysis and interpretation of results

The collected data will be analyzed and the result will be drawn from the interpretation.

4.2 discussion of findings

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 WORK PLAN

The following work schedule will be followed to complete the research work systematically.
S.N. Activities Time in work
1 Preliminary studies 2
2 Development of research tools 1
3 Data collection 3
4 Data analysis and interpretation 2
5 Preparation of the first data 2
6 Revising, editing and completion of thesis 2
Total 12

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 REFENCES

 Best, j.w. and khan, J.V. (2007). Research in education. New delhi : prentic hall.
 Bhandari, B.M. (2009). ELT materials and practices. Kathamandu: Vidyarthi prakasan
 Bhatt, S.P.(1986). Language planning in the education sector
 Bhattrai, GR(1986). Use of teaching English. Kathmandu: Bhattrai Bhandu prakasan

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 Appendices

Appendix A: questionnaire for interview

Appendix B: lesson plan
"lesson planning and its practices in private school."
Questionnaire
Name:
Name of school
Experience as an English teacher(yrs) training (if any)
Level:
1. How long have you been engaged in the field of English language teaching? How would
you define lesson plan?
2. How many parts are there in lesson plans please mention them orderly?
3. So you think lesson plan is necessary for effective teaching learning in ELT class?
4. Do you motivate your students? If yes, how do you motivate mention any two ways?
5. Do you teach by using plan daily?
6. What will happen if lesson plan I not used while teaching?
7. Most of the teacher do not use lesson plan why?
8. Whose role should be active in teaching activities?
9. Do you incorporate variety in your lesson planning?
10. What kind of activities do you introduce first in the lesson?
11. Which instructional techniques do you follow most?
12. Instructional materials should not be used only for the shake of materials. They should be
helpful for fulfilling the objectives?
13. How can the evaluation be an important element of lesson plan?
14. what do you think the evaluation can be oral or written?
15. How often you treat with your students in the classroom?
16. How do you motivate your students?
17. To what extent is the lesson plan beneficial for effective teaching and learning
18. How often you use the instructional materials while teaching the class?
19. Are you instructional materials related to the objectives?
20. What differences do you find between teaching using lesson plan and without using it?
21. Do you think lesson plan is necessary for the teacher?
22. How can it helps in teaching?
23. It is easy to make?
24. While using lesson plan do your students motivated?

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 25. Is the lesson plan useful for students?
Appendix: II
Name of the teacher:
Name of the school:
Address of the school:

S.N. Teachers' Appearance Yes No remarks

1 Did the teacher enter in to the classroom
with the lesson plan?
Did the teacher seem self-confident?
Was the lesson based on the previous lesson?
Was the beginning of the lesson interesting?
did the teacher look the lesson plan during
the lesson?
2. Subject matter
appropriate to the curriculum and the
textbook.
Relevant to the students level and interest.
Teachers command over subject matter.
3. Teaching materials
Did the teacher bring materials?
Were they relevant to the lesson?
Didi the teacher use the materials properly?
4. Teacher activities
Lecture
Discussion
Group/pair/individual work
5. Closing the lesson
Were the student's evaluated?
Was the lesson summarized
Was the assignment given?

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 Appendix B : lesson plans

Sub: English Time: 45 minutes

Class: 6 no. of students:
Teaching item: comparative and superlative
1. Specific objective: on the completion of this lesson, the students will be able to:
a) Use comparative and superlative form in communication
2. Teaching materials
a. Daily used materials
b. Incomplete sentence cards
3. Teaching learning activities
The teacher will ask any two students to stand up and ask these questions.
e.g. a) who is shorter?
b) who is beautiful / handsome?
Then, he will ask student to guess the topic. If they can't he will write on the board.
Then, he will explain about adjective and the form of comparison. He will say, there are two
form of comparison. He will say, there are two ways to form comparison of adjectives. On is
adding 'er' and 'est' and the other to clarify 'more'. He will given some examples to clarity them.

4. Evaluation: the teacher will show the incomplete sentence cards to the students and ask
them to fill appropriately.
5.Homework: write the correct forms of the adjectives.
Positive comparative superlative
Tall ………………….. …………………
High ………………….. …………………
Slow ………………….. …………………
Long ………………….. …………………

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