TEACHING PRACTICE LESSON PLAN BKC-INTERNATIONAL HOUSE

Name: Natalia Oblogova

Tutor: ……………………….

Level: Upper-Intermediate

Number of students: 6

Aims (What do you intend the students to get out of the lesson?)
 to revise/ teach and practice vocabulary on Crimes
 to provide some freer practice with the TL

Sub-Aims
 to give students speaking fluency practice

Personal Aims:
 time-management
 reduce teacher talking time
 give clear instructions

Materials
Traveller Upper-intermediate by HQ Mitchell

Assumptions (What do the students already know which should help you with your aims?)
Sts are already familiar with the topic of “Crime” so they will not have problems with
vocabulary or ideas.

With skills practice (reading, writing, listening or speaking) or classroom management

Anticipated Problem Solution

Sts might lack vocabulary, ideas or functional T will actively monitor, stretch sts’ language
language and help when necessary
Stage Stage Aims Time Procedure Interaction
pattern
Lead-in to set context 3 1. T ask Sts questions: T – Cl
and get sts  Do you ever read crime stories or
interested watch programs about crimes on
TV?
 What are the most common crimes
in your town?
 Which crimes have been in the news
recently?

to activate 15 2. Sts stand up and look at the pictures S

Context vocabulary and around the wall and identify the kind of
setting prepare students crime. Sts discuss the pictures in pairs and S–S
for the task rank them in order of seriousness.
3. T writes on the board “Crime doesn’t T – Cl
pay” and asks sts to decide what this saying
means.
4. Sts turn to their books and read a short S
paragraph explaining the meaning to check T – Cl
their predictions.
T gets feedback
to prepare a task 10 5. T sets the task. In pairs Sts write stories S–S
Task which will illustrate the meaning of the
preparation saying “Crime doesn’t pay” describing an
attempted crime which ended in disaster.
Meanwhile the teacher is available for the
students to ask for advice to clear up any
language questions they may have.

to present their 10 6. In groups of three sts tell each other S–S–S

Task stories to the stories and make notes to complete a grid
performance rest of the (why the person/ people decided to commit
group, a crime, what kind of crime, what went
to provide wrong, what happened to the criminals in
speaking for the end)
fluency
to analyse each 7 7. Sts work individually to describe whose S
Writing other’s stories story/ stories they liked best and why;
which story best reveals the saying “Crime
doesn’t pay”
to compare their 5 8. Sts work in groups of three and report on S–S–S
Report back impressions and the task. They compare their impressions
make and agree on the best story.
conclusions

Language to highlight and 10 9. T praises sts for accomplishing the task, T – Cl

focus work on highlights examples of successful language,
specific makes suggestions on improving language
language if necessary and does error-correction
features from
the task