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: Instagram/cell phones, pre-made worksheets

BASED ON ELLIS (2003) FRAMEWORK

Goal
To practice note-taking and active listening; to 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
Pictures of home countries, word documents graphics, and more.
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
Warm-up: students will have activity explained to them and
begin finding a partner
11:00
11:10 Ss-Ss Classroom management: taking attendance
(learner Collaborative activity in pairs, working together to begin
centered comparing countries.
activities)
Students mingle to find their partneranother S who does
or does not already have instagram
Upon successfully locating each other, student pairs go back
11:10 Pre-task
to their seats and begin downloading instagram if at least
11:20 stage
one does not have it already
Teacher shows students what to do and walks them through
downloading

Ss-Ss
(learner
centered, Picture description planning task (info. gap): taking pictures
11:20 learner- outside
11:45 driven)
Students spend time preparing and planning while taking
pictures
Task
Picture description task

Ss-Ss Content based: gender empowerment in home country, LDC

(learner- vs. MDC distinction contrasted to home country, primary vs.
11:55- secondary sector jobs in home countries, HDI as an
driven,
12:15 accurate measure of development
teacher
Students should be in the room by this point
mediated)
Teacher is available for questions and aiding students
What is not complete at the end of class is done for
homework.