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Lesson Plan of Response Task Writing

by Ayse Yonkul Kocak | 26 Mar 2021
Resource Description: This lesson plan is developed to be an introduction to response task writing at intermediate and upper-intermediate levels of CEFR. The skill is used by this group of students to pass the proficiency exam at the university. 
Audience: University
Audience Language Proficiency: Intermediate
Duration: 50 minutes
Language Skill: Writing
Content Area: Social Studies, EAP, ESP
Materials and Technology:

The adapted version of the problem solution essay about sedentary lifestyle taken from

The video on the following link



At the end of this lesson, students will be able to

  • communicate their ideas about sedentary lifestyles.  
  • be familiar with what response-writing is and how it is done.
  • have an experience of responding to an academic text in pairs.

Introduction (Motivation): Teacher- whole class, 10 minutes

  • At the beginning of the lesson, the teacher greets the students and the whole class has a small talk about what the theme was in the last lesson. The last session was about active lifestyles and sportive people. The teacher asks this because she wants to refresh their memories and link the previous topic to the session in hand. This way she can activate the minds of the students about the theme that is to be covered in this lesson.
  • Then, the teacher introduces the new term, which is the opposite of being active and being sportive: sedentary. To get to this new term, she gives some clues and tries to elicit the word from the students instead of directly telling term. (If she cannot get the word, it is OK. Passive lifestyle, inactive lifestyle are also helpful to introduce).
  • Then, the teacher shows a video of sedentary lifestyle and problems related and solutions to it and the students comment on the solutions that they see in the video. (For the ones who are audio-visual learners and for the sake of acknowledging the differentiation, the video part is important).
  • Then, she moves on to asking students about their lifestyles, sporting habits, eating habits and etc. The whole class, under the guidance of the teacher, has a discussion about whether they have a sedentary lifestyle or an active one. (With the video and the discussion parts the teacher builds up on the knowledge of the students about the theme of the writing.)

Information: Teacher- whole class, 3-5 minutes

  • As the teacher refreshed the students’ memories about the previous session, and as she introduced the sedentary lifestyles topic, she tries to get students’ guesses about what they will do with this.
  • After hearing some guesses, she explains to the students that they are going to be looking at an essay about sedentary lifestyle and some solutions to it and they are going to write their responses in their own words to the solutions presented in the text in pairs. The teacher explains to the students that the will use this skill to pass the proficiency exam and they will use it in their following years of tertiary level. And she highlights that it is the second half of the response task that they are supposed to write in their proficiency exam. (summary + response)

Guided Practice***Modeling***: Teacher- whole class, 10-15 minutes

  • The teacher explains what response writing is and how it is done briefly.
  • The teacher shows the first and second paragraphs of the essay on the screen, and asks what the problem is to make sure that the students get the main and related problems correctly.
  • She elicits some answers from the students and highlights the problems in the essay.
  • Then she shows the first solution presented in the essay and asks the students what it is in their own words.
  • Then the teacher asks the students whether it sounds reasonable as a solution and whether it is something practical to implement.
  • She writes the paraphrased solution and paraphrased response on the Word file as a model.

Independent Practice: Teacher- whole class and Pairs, around 15 minutes

  • The teacher explains to the students that she will show the rest of the essay and let the students find the other solutions and paraphrase them in pairs of two and get each other’s opinions about whether they sound reasonable as a solution and whether they are something practical to implement. (Explaining the task before showing the essay is important because according to studies, if the teacher shows the text before or while explaining what they are expected to do, the students start doing the task without fully understanding what they will do.)
  • Before showing the essay, the teacher checks the instruction to understand whether the whole class knows what to do and tells them that they should first try to guess the meanings of unknown vocabulary and then look up their meanings in the dictionaries.
  • The teacher shows the rest of the essay and gives them 15 minutes for the task in hand. And the students do the task in pairs in breakout rooms.
  • While the students are discussing the solutions and paraphrasing and responding to them by writing, the teacher assists the ones in need and monitors what everyone is doing.

Closure: Teacher- whole class, 3-5 minutes

  • In class alternative: The teacher explains to the class that in the following session, they are going to assess each other’s responses depending on the response-writing rubric and then they will assess some papers of the volunteer groups’ responses as a whole class.
  • Online (after class time) alternative: The teacher explains to the students that they will be giving feedback to other groups’ papers and grading them. After peer-feedback is completed, they will be sending their papers to the instructor’s email address to get instructor feedback depending on the rubric. In this alternative, the teacher shows the rubric to the students and describes the top band in the class so that the students are guided in terms of grading.
Assessment: A rubric for response task writing
Differentiation: In the closure part, the extensions are explained.
Uploaded Files:
TESOL Interest Section: English as a Foreign Language, Higher Education, Intensive English Programs, Nonnative English Speakers in TESOL, Second Language Writing