Irina Irina

C-1, Advanced level


Abc The presentation for the lesson

Main Aims

  • To introduce and provide practice of writing a problem-solution-evaluation essay/report

Subsidiary Aims

  • To provide gist reading practice using an essay/report in the context of using plastic cards
  • To provide clarification and practice of language for writing in the context of writing an essay


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

Teacher shares the screen. Students read and answer the questions: 1. How many different cards do you carry round normally? 2. Do you carry more cards than is necessary? 3. Do you throw away cards you no longer need or use?

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

Teacher shows a p-s-e type of essay/report. Students are asked to read the essay. Teacher asks questions: 1. What style of writing is it? 2. Is there any usuful language for writing?

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

Teacher shares the screen with useful language for writing p-s-e kind of essay/report: - introducing the subject - identifying and listing problems - offering solutions - evaluating solutions/presenting your preference - concluding.

Productive Task (10 minutes) • To provide an opportunity to practice target productive skills

Students are asked to write their own essay: 'Think of a problem where you live. Choose one of these areas: - traffic/transport/parking - leisure facilities for children/the elderly - street crime - pollution/litter.' They are given 10 minutes to do the task individually using the new lexis.

Publishing (10 minutes) • To provide feedback from peers after the writing activity

Students are placed into groups of 3 and screenshare their writing in the BORs so that peers can read and comment on them (on both content and on language accuracy). Teacher monitors the students.

OCFB (1 minutes) • To provide feedback on students' production and use of language

Students come back to the class. Teacher nominates 2 students to share their opinions after the productive task.

Delayed Error Correction (3 minutes) • To provide positive feedback after the activity

Teacher uses a white board on Zoom and takes notes of the written errors.

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