Problem-solving lesson plan
Date …………………..
Teacher’s name …………………………………………
Provincial directorate ………………….. School:
…………………………
Class Tle D
Class size …………. Boys: ….……… Girls: …………
Attendance …………………..
Learners with special needs …………………..
Competence : (Compétence intermédiaire) : S’entretenir avec
des locuteurs de la langue sur des sujets de vie courante en
utilisant les ressources linguistiques appropriées et des
techniques de persuasion.
Unit: Internet
Lesson: -
Title: -
Type of session: Problem solving session
Language main skill: Speaking integrated skill (s):
…………………
Language function (s): Sensitizing, persuading
Objectives: to use resources acquired to persuade
students to the usefulness of internet.
Methods / Techniques: individual
Teaching aids/Materials: hand-outs, chalk, duster, board,
(microphone).
Duration: 55 minutes
I. PREPARATION (3mn)
Warm up
- Greeting
- Asking and writing date
- Word game (word chain)
II. TASK SETTING (5mn)
Conducting preliminary activities
1. Teacher brings the learners to recall what has been seen in the
unit.
2. Teacher instructs students to work individually.
3. Teacher sets activity (Teacher sets the communication
situation and the communication problem, gives clear
instructions, sets appreciation criteria, and sets a time limit for
doing the task).
Situation of integration
Your parents refuse that you use the internet, because they
think that it will be distracting for you during the school year. You
want to convince your parents of the importance of the internet in
your studies.
Basing yourselves on the documents studied in relation to the
internet, your knowledge on the argumentative paragraph,
grammar, vocabulary related to the same topic, and your own
experience, you decide to show how useful the internet is for
students.
In 20 minutes, write down the ideas you will develop in your talk.
In the presentation you will:
- give a definition of the internet;
- point out three advantages of the use of internet;
- explain two important ways in which internet can help students
in their studies.
Face the audience and speak in an audible voice during your
presentation.
Appreciation criteria
Your presentation should:
- contain convincing arguments;
- be well organized;
- be delivered through an acceptable pronunciation;
- be delivered fluently;
- use appropriate vocabulary;
- use appropriate grammar;
- be audible.
III) PROBLEM SOLVING (20 mins)
Students execute task and teacher monitors, helps if necessary.
IV) PERFORMANCE (20mn)
1. Presenting the results (15 mn)
Students perform task while teacher listens to their productions,
takes notes and writes down recurrent mistakes or irregularities
to correct after their performance. Teacher need not interfere in
students’ performance unless there is a disruption/distortion in
meaning.
2. Providing feedback (5 mn)
Teacher helps students improve final productions (language +
ideas)
V) COPYING AND EXECUTING ADMINISTRATIVE TASKS (7
mn)
- Teacher indicates what to copy: the activity context at the task
setting part and one sample production from students.
- He checks attendance and fills in the record book.