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Author: Andreas

  • Listening: A University Lecture Introduction (PDF)

    Listening: A University Lecture Introduction (PDF)

    A university lecture introduction is a B2–C1 listening text in the academic-lecture genre. The audio covers the opening 10–15 minutes of a university lecture — the lecturer’s introduction, the lecture’s plan, the field overview, and the start of the first main section. Learners practise sustained academic-listening, note-taking under time pressure, and recognising lecture conventions.

    This worksheet builds B2–C1 listening comprehension through an academic-lecture audio.

    What’s inside:

    • A university-lecture-introduction audio (~10 minutes) with annotated transcript
    • Pre-listening vocabulary box with academic-discipline terms
    • Note-taking template: capture lecture structure, key terms, and main points
    • Multiple-choice on the lecture’s organisation and the lecturer’s framing
    • Reflection task: identify your own note-taking strengths and weaknesses
    • Full Answer Key plus Teacher Notes

    Common challenges: Sustained academic-listening at B2–C1 — 10 minutes is at the upper edge of most learners’ attention span. Lecture conventions: today we’ll be looking at, I’m going to focus on, this brings us to, we’ll come back to this. Note-taking under time pressure: shorthand, abbreviations, structure markers.

    For: Adult and teenage learners (14+) at CEFR B2–C1, in upper-intermediate and advanced classes, 1:1 lessons, or self-study — particularly university-bound learners. Maps onto Cambridge C1 Advanced (CAE) and C2 Proficiency (CPE) Listening. Part of the Academic & Professional collection — the natural next step is A TED-Style Talk on Happiness, which extends academic listening into more accessible TED-format.

  • Listening: Two Speakers Different Accents (PDF)

    Listening: Two Speakers Different Accents (PDF)

    Two speakers different accents is a B2–C1 listening text designed for accent-variety practice. The audio features two speakers — perhaps a Scottish doctor and an Australian patient, or an Indian engineer and an American manager — discussing a shared topic. Learners practise the realistic challenge that international English presents: most real conversations involve accents the learner has rarely heard.

    This worksheet builds B2–C1 listening comprehension through accent-variety practice.

    What’s inside:

    • A two-speaker audio (~5 minutes) with both accents represented, annotated transcript
    • Pre-listening vocabulary box with accent-feature terms
    • Comprehension items: catch each speaker’s key points across the accent difference
    • Accent-feature identification: what makes each accent distinctive
    • Production task: identify a non-native or unfamiliar English accent and listen for one week
    • Full Answer Key plus Teacher Notes

    Common challenges: Accent variation is the central B2–C1 listening skill — vowel shifts, intonation patterns, rhythm, stress placement. Common features: Scottish rhoticity, Australian vowel raising, Indian-English syllable-timing, American flapped /t/. Building accent flexibility through exposure rather than rules.

    For: Adult and teenage learners (14+) at CEFR B2–C1, in upper-intermediate and advanced classes, 1:1 lessons, or self-study. Maps onto Cambridge C1 Advanced (CAE) and C2 Proficiency (CPE) Listening. Part of the Academic & Professional collection — the natural next step is A University Lecture Introduction, which extends accent-variety listening into academic-lecture format.

  • Listening: A Presentation on AI (PDF)

    Listening: A Presentation on AI (PDF)

    A presentation on AI is a B2 listening text in the formal-presentation genre. The audio covers a structured presentation — introduction with thesis, three or four main points with supporting evidence, transitions between sections, and a conclusion. The topic is artificial intelligence: its current capabilities, near-term applications, longer-term implications. Learners practise tracking formal-presentation structure and signposting markers.

    This worksheet builds B2 listening comprehension through a formal-presentation audio.

    What’s inside:

    • A formal-presentation audio (~7 minutes) with annotated transcript
    • Pre-listening vocabulary box with AI and presentation-structure terms
    • Signposting-recognition task: identify each section’s opening and transition
    • Multiple-choice on key claims and evidence
    • Note-taking template: capture the presentation’s structure
    • Full Answer Key plus Teacher Notes

    Common challenges: Signposting recognition at B2: I’d like to begin by, moving on to, this brings me to, in conclusion. Note-taking template support — capturing structure, not words. AI-specific vocabulary: machine learning, neural network, training data, generative, autonomous, augmentation.

    For: Adult and teenage learners (14+) at CEFR B2, in upper-intermediate classes, 1:1 lessons, or self-study. Maps onto Cambridge B2 First (FCE) Listening Part 3 and C1 Advanced (CAE) Listening Part 2. Part of the Academic & Professional collection — the natural next step is An Interview with a Scientist, which extends presentation listening into expert-interview format.

  • Listening: An Interview with a Scientist (PDF)

    Listening: An Interview with a Scientist (PDF)

    An interview with a scientist is a B2 listening text in the expert-interview genre. The audio covers a journalist or host interviewing a scientist about their research — the question they’re investigating, the methods they use, their key findings so far, and what’s still unknown. Learners practise tracking academic-content vocabulary, recognising the scientist’s hedged claims, and identifying the interviewer’s probing questions.

    This worksheet builds B2 listening comprehension through an expert-interview audio.

    What’s inside:

    • An expert-interview audio (~6 minutes) with annotated transcript
    • Pre-listening vocabulary box with research-process and discipline-specific terms
    • Comprehension items: catch research question, methods, findings, open questions
    • Multiple-choice on scientific reasoning
    • Production task: prepare three questions for an expert you’d like to interview
    • Full Answer Key plus Teacher Notes

    Common challenges: Hedged scientific claims at B2: our preliminary results suggest, what we’re seeing is, it appears that, but we need more data before. Research-process vocabulary: hypothesis, methodology, sample, control, replicate, peer-review. Distinguishing established findings from speculative directions.

    For: Adult and teenage learners (14+) at CEFR B2, in upper-intermediate classes, 1:1 lessons, or self-study. Maps onto Cambridge B2 First (FCE) and C1 Advanced (CAE) Listening. Part of the Academic & Professional collection — the natural next step is Two Speakers Different Accents, which extends expert listening into accent-variety practice.

  • Listening: A Debate Should School Be Compulsory (PDF)

    Listening: A Debate Should School Be Compulsory (PDF)

    A debate should school be compulsory is a B2 listening text in the structured-debate genre. The audio covers two speakers presenting opposing positions on whether compulsory schooling should be reformed or abolished, each with an opening statement, supporting argument, response to the other side, and closing. Learners practise tracking argumentative structure, identifying claims and counterclaims, and recognising the speakers’ rhetorical strategies.

    This worksheet builds B2 listening comprehension through a structured-debate audio.

    What’s inside:

    • A debate audio (~7 minutes) with annotated transcript identifying both speakers
    • Pre-listening vocabulary box with debate and education terms
    • Argument-mapping task: chart each speaker’s claims, evidence, and counterarguments
    • Multiple-choice on rhetorical strategies and key points
    • Production task: write your own position on the same topic
    • Full Answer Key plus Teacher Notes

    Common challenges: Argument-tracking at B2 requires holding multi-step reasoning in working memory. Debate vocabulary: I would argue, on the contrary, my opponent claims, the evidence suggests, this overlooks. Identifying rhetorical strategies: appeal to authority, appeal to consequence, anecdotal evidence.

    For: Adult and teenage learners (14+) at CEFR B2, in upper-intermediate classes, 1:1 lessons, or self-study. Maps onto Cambridge B2 First (FCE) Listening Part 3 and C1 Advanced (CAE) Listening. Part of the Travel, Work & Stories Listening collection — the natural next step is An Announcement: Airport and Train Station, which returns to a more accessible listening entry.

  • Listening: A Podcast on Mental Health (PDF)

    Listening: A Podcast on Mental Health (PDF)

    A podcast on mental health is a B2 listening text in the long-form conversational genre. The audio covers a host and an expert guest discussing aspects of mental health — common challenges, available approaches, what helps and what doesn’t. Learners practise sustained-attention listening, expert-vocabulary recognition, and identifying the speakers’ attitudes on a sensitive topic.

    This worksheet builds B2 listening comprehension through a long-form podcast audio.

    What’s inside:

    • A podcast audio (~6 minutes) with annotated transcript
    • Pre-listening vocabulary box with mental-health and therapeutic terms
    • Comprehension items: identify key claims, distinguish host from guest views, infer attitudes
    • Multiple-choice on factual claims and reasoning
    • Production task: write a reflection on what helps your own wellbeing
    • Full Answer Key plus Teacher Notes

    Common challenges: Sustained-attention listening at B2 — 6 minutes is longer than most learners are used to. Sensitive-topic handling: anxiety, depression, burnout, therapy, medication — vocabulary that carries weight. Hedged expert-speak: research suggests, in my experience, what we tend to see.

    For: Adult and teenage learners (14+) at CEFR B2, in upper-intermediate classes, 1:1 lessons, or self-study. Maps onto Cambridge B2 First (FCE) Listening Part 3 and C1 Advanced (CAE) Listening. Part of the Media & Entertainment collection — the natural next step is A Cooking Show Segment, which returns to a more accessible media-listening entry.

  • Listening: A News Report Climate Change (PDF)

    Listening: A News Report Climate Change (PDF)

    A news report climate change is a B2 listening text in the broadcast-news genre. The audio covers a news report on a climate-related event or development — wildfires, flooding, a policy announcement, a research finding — with the conventional news structure: headline, key facts, expert source, context, implications. Learners practise tracking news-formal register, catching essential facts, and identifying the report’s framing.

    This worksheet builds B2 listening comprehension through a broadcast-news audio.

    What’s inside:

    • A news-report audio (~4 minutes) with annotated transcript
    • Pre-listening vocabulary box with news-and-climate terms
    • News-tracking task: capture the 5Ws (who, what, when, where, why)
    • Multiple-choice on report structure and source attribution
    • Production task: write a 100-word news summary of a current climate story
    • Full Answer Key plus Teacher Notes

    Common challenges: Broadcast-news listening at B2 is fast and information-dense. News-formal vocabulary: officials have confirmed, scientists report, experts warn, the government has announced. Distinguishing factual reporting from interpretive framing.

    For: Adult and teenage learners (14+) at CEFR B2, in upper-intermediate classes, 1:1 lessons, or self-study. Maps onto Cambridge B2 First (FCE) Listening Part 3 and C1 Advanced (CAE) Listening. Part of the Travel, Work & Stories Listening collection — the natural next step is A Debate: Should School Be Compulsory, which extends news listening into argumentative format.

  • Listening: A Job Interview Comprehension (PDF)

    Listening: A Job Interview Comprehension (PDF)

    A job interview comprehension is a B1–B2 listening text in the professional-dialogue genre. The audio covers a typical job-interview exchange — opening pleasantries, tell me about yourself, strengths and weaknesses, behavioural questions (tell me about a time when), salary expectations, candidate questions. Learners practise tracking two-speaker professional dialogue and identifying both content and pragmatic cues (confidence, evasion, enthusiasm).

    This worksheet builds B1–B2 listening comprehension through a job-interview audio.

    What’s inside:

    • A job-interview audio (~6 minutes) with annotated transcript
    • Pre-listening vocabulary box with interview-specific terms
    • Comprehension items: catch candidate answers, identify interviewer’s follow-up patterns
    • Multiple-choice on candidate strengths, weaknesses, and salary expectations
    • Production task: prepare answers to three standard interview questions
    • Full Answer Key plus Teacher Notes

    Common challenges: Professional-dialogue listening at B1–B2 requires tracking register and content simultaneously. Interview vocabulary: role, responsibilities, qualifications, achievements, strengths, weaknesses, salary expectations, notice period. Reading evasion and confidence in the candidate’s tone.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study. Maps onto Cambridge B2 First (FCE) Listening and BEC Vantage. Part of the Travel, Work & Stories Listening collection — the natural next step is A News Report: Climate Change, which extends professional listening into news-format.

  • Listening: A Sports Commentary (PDF)

    Listening: A Sports Commentary (PDF)

    A sports commentary is a B1–B2 listening text in the high-speed media genre. The audio covers live commentary on a football or other sports event — pace shifts (calm during play, urgent during crucial moments), specialist vocabulary (positions, tactics, fouls, plays), and the commentator’s emotional reactions. Learners practise tracking fast speech, catching key events, and recognising the commentator’s framing.

    This worksheet builds B1–B2 listening comprehension through a high-speed sports-commentary audio.

    What’s inside:

    • A sports-commentary audio (~4 minutes) with annotated transcript
    • Pre-listening vocabulary box with sports-specific terms (positions, fouls, tactics)
    • Event-tracking task: note key moments in the order they happen
    • Multiple-choice items on game state and key plays
    • Production task: write a short paragraph describing a memorable sports moment
    • Full Answer Key plus Teacher Notes

    Common challenges: Speed is the central B1–B2 challenge in sports commentary — natural commentary is among the fastest spoken English. Sports-specific vocabulary may need explicit pre-teaching. Idiomatic language: hit the back of the net, go down to ten men, play out of their skin.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study. Maps onto Cambridge B2 First (FCE) Listening. Part of the Media & Entertainment collection — the natural next step is A Podcast on Mental Health, which extends media listening into long-form conversational format.

  • Listening: A Radio Interview Entrepreneur (PDF)

    Listening: A Radio Interview Entrepreneur (PDF)

    A radio interview entrepreneur is a B1–B2 listening text in the broadcast-interview genre. The audio covers a journalist interviewing a startup founder — about the business idea’s origin, early challenges, key moments, current state, and future plans. Learners practise tracking two voices in turn-taking, catching specific business details, and recognising the interviewer’s questioning techniques.

    This worksheet builds B1–B2 listening comprehension through a broadcast-interview audio.

    What’s inside:

    • A radio-interview audio (~5 minutes) with annotated transcript
    • Pre-listening vocabulary box with startup and business terms
    • Comprehension items: catch business details, identify entrepreneur’s reasoning, infer attitude
    • Multiple-choice on key facts and figures
    • Production task: prepare three interview questions for a successful person you’d like to meet
    • Full Answer Key plus Teacher Notes

    Common challenges: Two-speaker turn-taking at B1–B2 requires tracking who is asking and who is answering. Business vocabulary: startup, founder, investor, funding, scale, market, customer base, pivot. Reading the interviewer’s stance: neutral, supportive, sceptical.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study. Maps onto Cambridge B1 Preliminary (PET) Listening Part 3 and B2 First (FCE) Listening Part 2. Part of the Media & Entertainment collection — the natural next step is A Sports Commentary, which extends interview listening into high-speed media.

  • Speaking: Agreeing and Disagreeing Politely (PDF)

    Speaking: Agreeing and Disagreeing Politely (PDF)

    Agreeing and disagreeing politely is the B1–B2 functional-speaking skill that powers discussion without damaging relationships. The worksheet covers phrases for full agreement (Absolutely, I completely agree), partial agreement (I see your point, but…), polite disagreement (I’m not sure I’d go that far), and strong disagreement (I have to disagree). Learners build the diplomatic-discussion skill that Cambridge B1+ Speaking rewards.

    This worksheet builds B1–B2 speaking fluency with agreement and disagreement phrases.

    What’s inside:

    • A phrase bank organised by response type and strength
    • Dialogue completion: respond appropriately to opinions
    • Role-play scenarios: discussion on a debatable topic
    • Strength-calibration task: match response strength to phrase
    • Teacher Notes with intonation guidance

    Common challenges: Bluntness in disagreement at B1 — No, you’re wrong sounds rude; I see what you mean, but I’m not sure preserves the relationship. Partial agreement: That’s true to some extent, but…. Tone signals: even polite phrases can sound rude with wrong intonation.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge B1 Preliminary (PET) and B2 First (FCE) Speaking. Part of the Functional English collection — the natural next step is Giving Advice: Would You.

  • Speaking: Expressing Opinions Phrases (PDF)

    Speaking: Expressing Opinions Phrases (PDF)

    Expressing opinions is the central B1 functional-speaking skill that powers discussion. The worksheet covers phrases for stating opinions (In my view, I think, From my perspective), giving reasons (The main reason is, This is because), and supporting with examples (For instance, To give an example). Learners build the opinion-articulation skill that B1+ Cambridge Speaking rewards.

    This worksheet builds B1 speaking fluency with opinion-expression phrases.

    What’s inside:

    • A phrase bank organised by opinion function (state, support, exemplify)
    • Sentence-completion drills with opinion structures
    • Role-play scenarios: express opinions on light topics
    • Strength-calibration task: match opinion strength to phrase strength
    • Teacher Notes with pair-work setup

    Common challenges: Overuse of I think at B1 — varying with In my view, I’d say, From my perspective signals fluency. Strength calibration: I strongly believe (full commitment) vs I tend to think (qualified). Reason-and-example backing: every opinion needs a reason.

    For: Adult and teenage learners (14+) at CEFR B1, in intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge B1 Preliminary (PET) Speaking. Part of the Functional English collection — the natural next step is Agreeing and Disagreeing Politely.

  • Speaking: Telephone English (PDF)

    Speaking: Telephone English (PDF)

    Telephone English is the high-stakes functional-speaking skill that workplace and consumer contexts both demand. The worksheet covers the formulaic phrases of professional phone calls — opening (This is X speaking, How can I help?), holding (Could you hold the line? Bear with me), transferring (I’ll put you through, Let me transfer you), taking messages (Can I take a message? I’ll make sure they get it), and closing (Thank you for calling, Have a good day). Learners build phone-specific fluency in measured-professional register.

    This worksheet builds B1–B2 speaking fluency with telephone English.

    What’s inside:

    • A phrase bank organised by phone-call phase
    • Role-play dialogues: caller and receiver in different scenarios
    • Multiple-choice on the most appropriate phone phrase for each context
    • Production task: record a 2-minute phone-call role-play
    • Teacher Notes with intonation and pacing guidance

    Common challenges: Phone-specific phrases that aren’t predictable from general English — I’ll put you through, Bear with me, May I ask who’s calling. Intonation matters more on phone: rising for politeness, falling for finality. Spelling-out conventions: That’s J for Juliet, E for Echo.

    For: Adult and teenage learners (14+) at CEFR B1–B2, in intermediate and upper-intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto BEC Preliminary and BEC Vantage. Part of the Functional English collection — the natural next step is Asking for Clarification and Checking Understanding.

  • Speaking: Asking for Clarification and Checking Understanding (PDF)

    Speaking: Asking for Clarification and Checking Understanding (PDF)

    Asking for clarification is the central B1 functional-speaking skill that lets learners recover from any communication breakdown. The worksheet covers phrases for repeating (Sorry, could you repeat that?), confirming (Did you say…?), rephrasing (In other words…), and checking that the listener has understood (Does that make sense? Are you with me so far?). Learners build the metacommunication skill that distinguishes confident communicators from passive ones.

    This worksheet builds B1 speaking fluency with clarification phrases.

    What’s inside:

    • A phrase bank organised by clarification function (repeat, confirm, rephrase, check)
    • Dialogue completion: choose the appropriate clarification phrase
    • Role-play scenarios: practice clarifying in workplace and everyday contexts
    • Multiple-choice on register and politeness levels
    • Teacher Notes with intonation guidance

    Common challenges: Politeness in clarification at B1 — What? Eh? Huh? sound rude; Sorry, could you say that again? is polite. Confirming without sounding doubtful: Just to confirm, you said…. Cultural variation: explicit comprehension-checking is more common in English than in many L1s.

    For: Adult and teenage learners (14+) at CEFR B1, in intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge B1 Preliminary (PET) Speaking. Part of the Functional English collection — the natural next step is Expressing Opinions: Phrases.

  • Speaking: Small Talk and Social English (PDF)

    Speaking: Small Talk and Social English (PDF)

    Small talk and social English is the A2 speaking skill that fills queues, lifts, waiting rooms, and casual social moments. The worksheet covers the topics that work as small talk (weather, sport, travel, the journey, the venue) and topics that don’t (politics, religion, salary, family politics). Learners build the social-comfort fluency every traveller, student, and worker needs.

    This worksheet builds A2 speaking fluency with small-talk patterns.

    What’s inside:

    • A phrase bank of small-talk openers and continuers
    • Topic-suitability sort: which topics work, which don’t
    • Dialogue completion: build a 3-turn small-talk exchange
    • Pair work: practise small-talk scenarios
    • Teacher Notes with cultural-awareness guidance

    Common challenges: Topic appropriateness varies across cultures — questions about salary, marital status, age that are normal in some cultures are off-limits in English-speaking small talk. Extending past one turn: Lovely weather requires a follow-up, not just Yes. Reading social cues for when to disengage.

    For: Adult and teenage learners (14+) at CEFR A2, in pre-intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge A2 Key (KET) Speaking. Part of the Conversation Starters & Warm-Ups collection — the natural next step is Talking About the Future: Plans and Dreams.

  • Speaking: Conversation Starters General (PDF)

    Speaking: Conversation Starters General (PDF)

    Conversation starters general is the foundational A2–B1 speaking skill that opens any social situation. The worksheet covers everyday openers (How’s it going? How was your weekend? What have you been up to?), follow-up responses (Not too bad, can’t complain, the usual), and the polite back-and-forth that prevents conversational silence. Learners build the social-opening fluency that everyday English requires.

    This worksheet builds A2–B1 speaking fluency with conversation openers.

    What’s inside:

    • A phrase bank of openers and responses
    • Dialogue completion: complete casual exchanges
    • Pair work: practise opening conversations on different topics
    • Multiple-choice on the most natural casual response
    • Teacher Notes with role-play setup

    Common challenges: Over-formal openers at A2–B1 — How do you do? sounds archaic. The How are you? greeting expects a brief positive answer, not a literal status report. Cultural difference: explicit conversational opening is more important in English-speaking culture than in some others.

    For: Adult and teenage learners (14+) at CEFR A2–B1, in pre-intermediate and intermediate classes, 1:1 lessons, or self-study with a partner. Maps onto Cambridge A2 Key (KET) and B1 Preliminary (PET) Speaking. Part of the Conversation Starters & Warm-Ups collection — the natural next step is Small Talk and Social English.

  • Writing: Academic Writing Style (PDF)

    Writing: Academic Writing Style (PDF)

    Academic writing style is the C1 writing capstone — the register that distinguishes university-level work from upper-intermediate prose. The format covers depersonalisation (avoiding I think in favour of evidence-based claims), nominalisation (verb-and-adjective ideas converted to noun-phrase analysis), hedged claims (may, might, tends to, appears), formal vocabulary (Latinate over Germanic), and dense subordination structure. Learners build the academic-register skill essential for higher education and advanced Cambridge exams.

    This worksheet builds C1 writing fluency with academic style.

    What’s inside:

    • A model academic paragraph with annotated style features
    • Vocabulary box with formal-register and hedging terms
    • Style-shifting drill: convert everyday sentences into academic register
    • Nominalisation task: convert verb-based sentences into noun-phrase equivalents
    • Original-writing task: write a 400-word academic-style paragraph on a topic of interest
    • Full Answer Key plus Teacher Notes

    Common challenges: Depersonalisation at C1 — I think people should → It can be argued that. Nominalisation balance: too little reads as B2 prose; too much reads as impenetrable. Hedging precision: may (some possibility), might (less likely), could (theoretical), tends to (generally true).

    For: Adult and teenage learners (14+) at CEFR C1, in advanced classes, 1:1 lessons, or self-study — particularly university-bound learners. Maps directly onto Cambridge C1 Advanced (CAE) and C2 Proficiency (CPE) Writing. Part of the Reports, Articles & Reviews collection — the natural next step is Filling in Forms and Short Messages, which returns to the foundational practical-writing entry.

  • Writing: A Problem-Solution Essay (PDF)

    Writing: A Problem-Solution Essay (PDF)

    A problem-solution essay is the B2–C1 writing genre for analytical-and-prescriptive writing. The format covers an introduction defining the problem and its scale, body paragraphs analysing causes, body paragraphs proposing solutions with feasibility assessment, and a conclusion synthesising the recommended approach. Learners build the analytical-writing skill that distinguishes C1 from B2 writing.

    This worksheet builds B2–C1 writing fluency with problem-solution essay format.

    What’s inside:

    • A model problem-solution essay with annotated structure
    • Phrase bank organised by essay phase (problem definition, cause analysis, solution proposal, conclusion)
    • Cause-and-solution-mapping task: ensure each solution addresses a specific cause
    • Planning template for the writer’s own problem-solution essay
    • Original-writing task with marking rubric
    • Full Answer Key plus Teacher Notes

    Common challenges: Problem-and-solution alignment at B2–C1 — solutions must respond to identified causes, not float independently. Feasibility-assessment vocabulary: practical, realistic, cost-effective, scalable, sustainable, politically viable. Conclusion synthesis: recommending one or two solutions rather than listing all.

    For: Adult and teenage learners (14+) at CEFR B2–C1, in upper-intermediate and advanced classes, 1:1 lessons, or self-study. Maps onto Cambridge C1 Advanced (CAE) and C2 Proficiency (CPE) Writing. Part of the Essay Writing collection — the natural next step is An Opinion Essay, which returns to the foundational essay-writing entry.