TEACHING PRACTICE LESSON PLAN BKC-INTERNATIONAL HOUSE

Name: Diana Solomasova Teaching Practice Number: 7

Tutor: Anna Kashcheeva Stage 1 2 3 4

Level: Upper-Intermediate Day: MTWThF

Number of students: 10 Date: 20 July 2020

Aims (What do you intend the students to get out of the lesson?):
By the end of the lesson the students will have been assessed on understanding the vocabulary to
talk about places to stay, will become aware of the M/P/F of the target language and will have
practiced it in speaking

Sub-Aims:
To practice speaking for fluency in the context of places to stay

Personal Aims:
To make sure that timing of the lesson and of its separate stages is appropriate and corresponds to
the aims of the lesson and the students’ needs

Materials (list books used with pages, and any supplementary material including any self-designed)

Self-designed PowerPoint slides based on Dellar. H., Walkley, A. (2016) Outcomes. Upper-Intermediate,
SB p. 52. WB p.34. National Geographic Learning.
Google pictures

Assumptions (What do the students already know which should help you with your aims? - think about
their background, likes/dislikes, level etc. )
I think the topic of travelling and places to stay will be engaging and interesting for all the students. I
believe that the visuals will help to make the first freer practice easier for the students who might feel
difficulties to come up with ideas. I think the second freer practice will be interesting for the students, as
it is personalized.

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)
This is the first lesson of the new unit and it sets the context and provides a lot of the target language for
the upcoming lessons on functional language and writing a hotel review.
Anticipated Problems and Solutions
1. List any potential problems for learners with classroom management and tasks.
2. Show how you plan to deal with potential problems.
PROBLEM
Clarification stage may take too long
FB for controlled practice may take too long
There might not be enough time for 2 freer practice tasks
Some students may finish the controlled practice or the freer
practice task earlier
Stronger students may sometimes take too active participation partners
in the discussions thus discouraging less confident students
from speaking out
SOLUTION
Either shorten the controlled practice or skip the first freer
practice
Assign different parts of the text for different students during
the FB
Skip the first freer practice and move on to the second one as
it is more personalized and is likely to provoke a discussion
For controlled practice task: Ask the whole class to fill in the
gaps for texts 1-3 and leave 4 for fast finishers
For freer practice number 1: Ask the whole class to choose 1
picture to describe and offer to discuss all of them to fast
finishers
For freer practice number 2: Ask the whole class to describe 1
place where you have stayed and offer to discuss 2 or more
places to fast finishers
Arrange the BRs so that the most active students had equal
Provide different types of FB, so that even the weaker
students could sometimes participate in the overall classroom
feedback (e.g.by typing something in – after the controlled
practice)