T starts by personalization by talking about her favourite TV show as a good entertainment for her. T asks ss: Who likes watching TV programs here? What do you usually watch and why? T divides ss in pairs and tells them to discuss these questions with each other. Instructions: You have one minute. ICQs: Are you writing anything? (No) Ss talk together while t is monitoring and taking notes.

T sets the context first to generate interest in the text and help ss to prepare to read (for gist). T provides the ss with a genuine model of an argumentative essay as a reading task. T gives instructions about a reading for gist task to answer after skimming the text. T provides the ss with an OCF.

By still providing the ss with the model of the argumentative essay, T elicits all possible answers to highlight and clarify the genre analysis first. T elicits the useful language and completes by demonstrating the rest of the features that are not obtained by eliciting. T uses some questions to facilitate the elicitation. T provides ss with a written record on the board.

T asks ss to write in pairs an argumentative essay about the following topic "should college be free?" T gives ss time to brainstorm first after discussing some main ideas with them. T focuses on using the written record during writing to facilitate the task. T sets 15 min for ss to finish the task. T monitors, takes notes and focuses on the weak ss to provide extra help in a very sensitive and appropriate way.

T asks ss to swap their essays to provide them with further opportunity for peer teaching or learning. T discusses the notes she has taken while monitoring in an OCF. T writes some sentences on the board for correction if needed. T writes good sentences on the board and praises the ss to strengthen their confidence.