TEACHING PRACTICE LESSON PLAN BKC-INTERNATIONAL

HOUSE

Name: Teaching Practice Number:

Tutor: Stage 3

Level: Upper Intermediate Day: M

Number of students: 7-12 Date:

Aims (What do you intend the students to get out of the lesson?) By the end of the
lesson Ss will develop their receptive listening skills for the gist (skimming) and details
(scanning).Also, they will be able to discuss different places to visit on holidays using
more advanced vocabulary.

Sub-Aims (What other benefits will the way you are running the lesson have for the
students?)Ss will practice to make predictions on the basis of pre-teaching vocabulary
exercises. Developing spontaneous speaking abilities during breakout group discussions.

Personal Aims (What aspects of your teaching do you want to work on?)
To reduce teacher-centered parts of the lesson. To provide quality feedback for Ss.

Materials (List books used with pages, and any supplementary material including any self-
designed ones.)
Ss Book p 20 ex 1-4
a record from Ss Book

Assumptions (What do the students already know which should help you with your aims?
-Think about their background, likes/dislikes, level etc.)
As for listening skills most of learners are good at catching for the gist of the message while
listening. Ss have a wide outlook and rich travel experience.
Timetable fit (How does your lesson link to / build on other lessons? - Consider what your
fellow trainees have taught or will teach and how it can be relevant to your lesson in terms of
language, skills or topic.)
During previous lessons they learnt some vocabulary about sights and travelling and they are
able to use this vocabulary while speaking

Anticipated Problems and Solutions

1. List any potential problems for learners with classroom management or the tasks/
activities that you are running.
2. Show how you plan to deal with potential problems with classroom management and
your tasks.

PROBLEM SOLUTION
Example
The record can be too long for being focused on the
listening for more than 1 min I will stop the record after every meaningful chunk for
letting students to take notes.
Example
Instructions for the role play are complex and may be Give instructions step-by-step. I will demonstrate it with
misunderstood a stronger student I will ask ICQs and monitor carefully

NB: These boxes are not designed to be limited. Extend as needed.

NB: problems with individual vocabulary or grammar items you are teaching should be analysed
on the language analysis forms.