MULTIMEDIA LESSON PLAN-2

PUPIL TEACHER NAME: NIDHI PANDEY CLASS: IX

CONCEPT ANALYSIS:
 CONCEPT IDENTIFIED: Humor
Narration
Difficult words.
 TEACHING POINTS: Discussion
Reading of text
Question answers
Explanation
 SUBJECT SKILLS: students’ reading, speaking, listening as well as writing skills will be
improved through interaction, reading of the text, discussion and writing of their own
account of their humorous journey.

 LIFE SKILLS: students’ creative thinking and communication skills will be enhanced
through this chapter.

 GENERAL OBJECTIVES:
1. To enable students to understand the passage and grasp its meaning.
2. To enable students to read English passage loudly with correct pronunciation.
3. To enable the students to understand the passage by silent reading.
4. To enable them to express the ideas of the passage orally and in th writing.
5. To enrich their active and passive vocabularies.

 SPECIFIC OBJECTIVES:
Cognitive domain:
1. To read the lesson “the accidental tourist” with correct pronunciation.
2. To enable the students to express the ideas of the passage orally and in writing.
3. To enable them to comprehend the lesson.
4. To enrich their vocabulary.
5. To make the students enjoy the humor of the story.
Affective domain: To develop interest in humorous literature and appreciate it as
well.
 Psychomotor domain: to write an account of their own such journey which
was full of humor.
 CONTENT ENRICHMENT: mycbseguide.com
 METHOD/ APPROACHES: inductive method and communicative approach.
 TEACHING LEARNING MATERIAL: power point presentation of the chapter section
wise.

SET INDUCTION: Greetings will be exchanged between the teacher and the students. She
will begin the class with comprehensive question related to the chapter read up till now.
1. Who is the author of the chapter?
2. What is the theme of the chapter?
3. What the author is worst doing at?
4. Where and with whom he was going?
5. What all mis-happenings took place when he was travelling?
ANNOUNCEMENT OF THE TOPIC: After making them ready for the topic she ask random
student to read the chapter loudly while others will listen carefully and give explanation of
the chapter later on.
PRE-TEACHING PHASE: the teacher herself will give a quick recapitulation of the previously
read part.
Bill Bryson was a frequent air traveler. He finds himself always uneasy during his air travels.
In this lesson, the author describes some of his experiences during these travels. He says
that once he was going to England with his family.
He had a carry-on bag with him. The trouble started at the airport when the checking staff
asked him to open the bag. He tried hard to open the zip of the bag but it would not open.
He pulled it harder and it broke. All the things in the bag were discharged like a fluttery
cascade. The newspaper cuttings, other documents, the tin of pipe tobacco, magazines,
passport and coins all spread over an area about the size of a tennis court.
Then he describes his another experience. He says that once on an airplane, he leaned over
to tie a shoelace. Just at the moment someone in the seat ahead of him threw his seat back
into full recline and found himself pinned helplessly in the crash position. It was only by
clawing the leg of the man sitting next to him that he managed to get himself freed.
On another occasion, he knocked a soft drink onto the lap of a lady. He repeated this
mischief many times.

WHILE-TEACHING PHASE: The teacher will ask random students to read the chapter aloud
and ask others to read along silently and explain when asked.
Paragraph: 10-12:
Difficult words: 1.Urbane: sophisticated
2.bons mots: witty remarks
3. Suave: polite, sophisticated
4.seismic event: an earthquake
Comprehensive questions: 1. what was the worst experience of the author?
2. What actually happened with the author?
3. Why it was a seismic event?
4. How his wife would treat him whenever he would be travelling?
Explanations: He had worst experiences than these. The worst one was when on a flight, he
was making a ‘to - do list’ and was sucking the end of his pen while thinking and also talking
to a woman seated beside him; after twenty minutes, when he went to the toilet, he saw
that the ink had leaked from his pen and his mouth, teeth, gums and chin were blue in
color. They would remain stained for a couple of days.
He wants to be sophisticated. He wants to leave the dining table neat and clean and not
make it appear untidy like he always does. He wants that when he sits in the car, he should
not leave the sleeve of his coat stuck in the door. He should not stain his light coloured
trouser with things like gum, ice cream, cough syrup and motor oil. But he is unable to be
like that. Now when they are served meals on an air trip, his wife asks the children to cover
their heads with the hood to save themselves from the mess that he will create while
eating. When he travels alone, he does not eat, drink or bend to tie his shoelaces. He does
not even get pen near his mouth. He sits very quietly and keeps his hands under him to
prevent them from moving here and there. He does not enjoy sitting like that but it helps
him by saving the laundry expenditure.
Paragraph: 13-15
Comprehensive questions: 1. why the author won’t get frequent flyer to Bali?
2. Why the clerk refused to give him the tickets?
Explanation: He never gets the frequent flyer miles because he is unable to find his card. All
his acquaintances fly to Bali with these points but although he has flown in 23 airlines, he
has managed only 212 air miles.
Either he forgets to ask for the air miles at check - in or the manager does not record them
or he is told that he is not entitled to any points. He travelled to Australia in January and
could have earned a lot of points for it but the clerk refused to give him the points.
She reasoned that the card and the air ticket had different names on them. The writer tried
to explain that both were one person but she did not accept his argument. He did not get
the air miles and would not travel to Bali free of cost. He takes it positively and feels good
because he would not have been able to remain without eating on such a long flight.

POST TEACHING PHASE: After completing the chapter the teacher will ask the students to
reflect upon the chapter and tell that why this chapter has been incorporated in their
syllabus?
What purpose does it hold?
What elements of humour do they find?
What do they think about the author as a character?
Do they have any such person or character in mind similar to the author?
She will discuss with them on various parts of the chapter and more importantly what
humour is and how and why it is important to have such literature or movie on such genre.
RECAPITULATION AND ASSESSMENT: After completing the teaching part the teacher will
ask the students to explain in their own words very briefly, with the help of the PPT, about
the story they have read and understood till now. She will ask them to come one by one
and write on board what they all remember and understood. She will help them draw a
mind map on the board.
HOMEWORK: Students will be asked to write the character sketch of the protagonist.