Brenda Brenda

Product Writing
B2+ level


In this lesson, students will have written and writing practice in the context of different places to live. The lesson starts with a discussion about different places to live in. This is followed by a GDT regarding adjectives used when describing a place. Then there is a reading for gist task in which students look for ways to involve the reader and discuss one question. After this, there is some writing practice (nominating the city where you live to appear in a published ranking on the world's best cities to live in) Finally, students read an authentic article about a city to take it as a sample for writing their own article.


Abc Zoom, Google Jamboard, Google Slides, Google Docs, Google Forms, Zoom board

Main Aims

  • To provide product writing practice of an article in the context of looking for quality of life

Subsidiary Aims

  • To provide gist reading practice using a text about looking for quality of life in the context of living in another city
  • To provide detailed reading practice using a text about Pros and Cons of living in Merida, Mexico in the context of looking for quality of life
  • To provide fluency speaking practice giving opinions in the context of living in another city.
  • To provide clarification and practice of adjectives for describing a place


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I will share 4 pictures on the screen with different locations. Students will discuss 3 questions: 1. Which would you prefer to live in and why? 2. What factors do you think to decide the quality of life in a city? 3. Which cities in the world do you imagine offer the best quality of life? Choose five and discuss the reasons for your choice. I will provide a demo answering one of the questions. Quick FB on content in OC

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Students will work individually (on Google Slide) matching adjectives with their meaning, then they will compare in the breakout rooms, and finally, during the OCFB I will ask for examples to verify M and F are clear. I will drill pronunciation in OC.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Students will write some ideas for the following task: What could you say about your home town/city if you had to nominate it for a ranking of the world's best cities to live in? Then Ss will read a small article in their books about Istanbul and the writer's opinion on why this is a good city to live in. Learners will discuss in pairs if they would live in this city and give reasons to support their opinion. Students will read again to look in the article for ways to involve the reader shown in a text box and discuss what they find with one of their peers.

2nd Exposure (10-12 minutes) • To provide students with a more challenging detailed article as a model of production expected in coming task through reading

Students will read part of an article about the Pros and Cons of living in Merida, Mexico. Then they will discuss what they find interesting about this place and the reasons for living (or not) in there if they could. Students will read again the article for homework.

Productive Task(s) (20-25 minutes) • To provide an opportunity to practice target productive skills

Students will write an article about their hometown and why they think it is a good place to live in.

Feedback and Error Correction (15-20 minutes) • To provide feedback on students' production and use of language

Students will read their classmates' articles and discuss in pairs which one they liked the most and why. I will monitor the breakout rooms and give FB on content in OC. I will provide FB and corrections on content and language individually out of the schedule of the lesson.

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