Lesson Plan: Task 3

Name of class: IEP 0940 Academic Writing for University Exams IV

Number of students: around 14-15
Class date: TBA
Class time: TBA
Teacher: Melinda D. Childs
Materials: Typed paragraphs, computers, COCA

BASED ON ELLIS (2003) FRAMEWORK

Goal
Provide an opportunity to employ content-related vocabulary related to Human
Geography unit; to practice academic writing based off notes, examples; to convert
writing prompt questions to topic sentences
Input
COCA, classmates input on previous drafts.
Conditions
Information gap (e.g. split information), divergent, open
Procedures
Pair work, during-task planning time, delayed feedback, group discussion/reporting
Predicted Outcomes
Product: open; short answer (5-7 sentences) reporting on the human geographical
landscapes of the campus
Process: negotiation for meaning of academic vocabulary related to content (linguistic),
paraphrasing and re-forming topic sentences from writing prompts (cognitive/linguistic),
contrasting two different scenes and discerning important differentiation factors
(cognitive)
LESSON PLAN OUTLINE
Time Interaction Description

S-S (learner Warm-up: COCA Overview

11:00 centered Classroom management: taking attendance
11:15 activities) Class activity; as a class we walk through logging and
signing up for COCA, how to use it, and what to use it for.

11:15 Pre-task Students practice, and play around on COCA

11:40 stage Look up things common and uncommon phrases
Worksheet to go along with
Short answer writing
Ss-Ss Content based: gender empowerment in home country, LDC
(learner vs. MDC distinction contrasted to home country, primary vs.
centered, secondary sector jobs in home countries, HDI as an
11:40 learner- accurate measure of development
12:15 driven) Then students work on editing paragraphs again with advice
from peers in the last class
Students spend rest of the class editing and retyping
Task paragraphs.
Extra time can be spent on project.
Student will turn in rough drafts and edits at the end of class