Tomasz Krawczyk

LESSON PLAN 3
Topic: A problem to solve - pisanie rozprawki, wiczenia leksykalne, sownictwo do
wprowadzania sugestii, rozwinicia sugestii i podania rezultatw.
Level/Grade : 2A2D2F2G
Lesson aims: to present to the Ss how to write a problem solving essay; to present and
practive the use of the language and phrases characteristic for writing a problem solving essay
Teaching aids: "Matura Repetytorium poziom rozszerzony" Express Publishing
LESSON STAGES
&
Activities
INTRODUCTION

PRESENTATION

PRACTICE

Interaction

Time

The teacher asks the Ss to read the explanation of what

a problem solving essay is and what each of the parts
of the essay should consist of. Then he asks the Ss to
explain in their own words what a problem solving
essay is and how to write it.
Now the teacher discusses how to use the most
common phrases that appear in a problem solving
essay connected with making suggestions and
predicting the results of a particular solution. First, he
asks the Ss to tell in which part the expressions in
question usually appear. Then, in order to make sure
that the Ss would be able to create full sentences using
the phrases, he writes on the blackboard three possible
choices of what to put after a particular phrase: a
clause, would be/is/will +gerund/infinitive/that-clause,
a verb. Then he asks the Ss to tell what to put after
each phrase.

TSs

TSs

10

The Ss read an exemplary problem solving essay. their

task is to spot the use of the language discussed in the
previous activity and to determine whether that
language is employed in order to make a suggestion or
to state the results.
.
The Ss are to match the suggestions of solving a given
problem with the predicted results. Then they are to
write sentences using the phrases discussed earlier.

TSs

5'

TSs

The Ss are given the problem and the keywords

suggesting what solution they should formulate. The
task of the Ss is to finish a paragraph using the
keywords and language from the previous activities

TSs

10'

PROCEDURE(S)
(a brief description of an activity)

LESSON
EVALUATION
(self-evaluation)

I liked the fact that during the presentation of the

material the Ss really made use of the metalinguistic
information I provided to them on the blackboard.
while making decisions what should be put after each
sentence, many of them took a look on the blackboard
before making their decision. Perhaps in this lesson I
focused too much on the language, and too little on the
structure of a problem solving essay itself, though I
suppose that making sure that the ss read and
understood an explanation at the beginning and then
providing them with an example of a problem solving
essay made the formal requirements of this type of
Matura writing explicit.