By the end of this lesson, you can recommend two solutions to a campus problem, name one risk and explain your proposal in a 150-word rationale.
Free university English lesson (B1–B2): plan a group proposal for a campus problem, pitch it, give peer feedback and write a 150-word rationale.
Study the phrases, then choose the correct word or phrase for each gap.
Describing the problem: The main problem is that… · This affects… because… · According to the survey, …
Recommending: We recommend + -ing (We recommend opening…) · We suggest that the university + verb (…that the university offer…) · The library should…
Advantages: One advantage is that… · This would help students to… · The main benefit is that…
Risks: One possible risk is that… · This might be expensive because… · Some students may not…
Improving an idea: This could be improved by + -ing… · To reduce this risk, we could…
Concluding: To sum up, we believe that… · For these reasons, we recommend…
A proposal is about the future, and nobody knows the future for sure. So use soft language (hedging):
should gives advice · would describes an imagined result · could / might / may describe a possibility · will sounds 100% sure, so use it carefully.
1. We recommend 1 a second silent room in the library.
2. We suggest that the cafeteria 2 two portion sizes.
3. One advantage 3 that every new student would have a buddy in week one.
4. A buddy system 4 help new students to feel less lonely.
5. One possible 5 is that some buddies might stop answering messages.
6. This could be improved 6 giving every buddy a short training session.
7. In our opinion, the library 7 open empty lecture rooms as study space in exam weeks.
8. Many deadlines fall in the same week. 8, a third of first-year assignments are submitted late.
Your teacher gives your group one case. Open it, read it, and agree on one role for each person before you go to your breakout room.
The numbers come from an invented campus survey.
Every October about 400 international students start at the university. Orientation is one day of presentations in a big lecture hall. Two weeks later, many students still don't know how to register for courses or find their rooms. They feel lonely, and the student advice office has long queues all month.
Key facts: 400 new international students · 58% didn't know how to register after two weeks · one day of orientation · 45-minute average queue at the advice office.
The cafeteria serves about 1,200 meals a day. Staff throw away a lot of food, mostly rice, pasta and salad. Every portion is the same size, so many students leave food on their plates. Most drinks come in single-use cups. The cafeteria wants to cut waste by 30%, but it can't raise prices.
Key facts: 1,200 meals a day · 90 kg of food thrown away a day · one portion size for everyone · target: 30% less waste.
Last semester, a third of first-year assignments were submitted late. Most deadlines are at 23:59 on Sunday, and several deadlines often fall in the same week. Many students have part-time jobs. Lecturers say late work makes marking slower and is unfair to students who submit on time.
Key facts: 35% of first-year work was late · usual deadline 23:59 on Sunday · 3–4 deadlines in the same week · 6 in 10 students have a part-time job.
The library is the only quiet study space on campus. In exam weeks it is full by 9:00. Group work tables are right next to the silent desks. Phones ring, and some students eat lunch and make calls at their desks. There are four group study rooms, but nobody knows how to book them.
Key facts: 7 in 10 students say noise stops them concentrating · full by 9:00 in exam weeks · four group rooms, rarely booked · no other quiet space on campus.
Facilitator: keeps the discussion moving and makes sure everyone speaks. "What do you think, …?" "Let's move on."
Note-taker: types the group's slide in the shared deck. "So can I write that…?" "Sorry, could you repeat that?"
Timekeeper: watches the time and warns the group at halfway and at 2 minutes. "We have five minutes left."
Reporter: leads the pitch and answers questions first. Everyone still speaks. "Let me check I understand…"
In a group of three, the facilitator is also the timekeeper.
In your breakout room, build your group's slide in the shared deck. Then write your group's proposal here in your own words.
0–5 min · Read. Each person says the one fact they think is most important.
5–15 min · Brainstorm. Find at least four ideas, then choose the best two. Is it realistic? Is it cheap? Does it help many students?
15–27 min · Build the slide. The note-taker types it in the shared deck: problem, two solutions, one risk. Keep it short, about 10 words per box.
27–30 min · Rehearse. Decide who says which part. The pitch is 2 minutes at most.
Each group pitches for 2 minutes and answers one question from another group. Then review the group your teacher gives you.
0:00–0:20 · Problem: "Our case is about… The main problem is that…"
0:20–1:20 · Two solutions: "We recommend… One advantage is… We also suggest…"
1:20–1:40 · Risk: "One possible risk is… To reduce this risk, we could…"
1:40–2:00 · Close: "To sum up, we believe… Thank you. Any questions?"
Asking: Could you explain how… would work? · How much would… cost? · What would happen if students…? · Have you thought about…?
Answering: That's a good question. We think… · I'm not completely sure, but it might… · We haven't thought about that yet, but we could…
Answer three short questions before the end of the lesson.
The head of student services read the pitches and wants to know more. Write to them alone, in 130–170 words, and explain why your group's proposal is a good idea. Your answers are saved on this device, so you can finish at home and submit by your teacher's deadline.
1. Problem: what is wrong, and who it affects.
2. Recommendation: your two solutions.
3. Reasons: one advantage for each solution.
4. Risk: one risk and how to reduce it.
5. Conclusion: one sentence.
Review your answers below, then send them to your teacher. Exercise A is marked automatically; your teacher marks the rest.
Click the button below to send your answers directly to your teacher.