Present picture of a damaged package on Google slides presentation Ask students what they see in the picture, if the person in the picture happy or unhappy, and what the problem is Ask students if they've ever received a package that arrived damaged Elicit answers from students on how that made them feel (angry, annoyed, disappointed) Ask students what they can do when this happens (call, go into the shop, write an email) Tell students we are going to learn how to write an email of complaint that explains the problem and allows us to ask for help politely

Gist: Send students a link to Google forms activity in the chat Tell students they will quickly read an email on the link provided (1-2 min) Students answer the two questions individually and submit answers before reviewing in OCFB 1. Why is the person writing this email? To complain that they received a defective product and want a replacement or refund. 2. What could the subject of the email be? Damaged order #1234, Request to relace order #1234 etc. Fill out the subject line of the email in Google slides presentation Layout: Ask students to read the email again more carefully (2-3 min) Put students in pairs for BOR and send Figma link in chat for organizing activity to complete Do the first section together before opening BORs to endure students understand the task Monitor students to ensure they are on task OCFB to review answers

Ask students if the email we just read was formal or informal Ask what phrases made them feel that way Share slide 5 on the screen (common phrases in an email of complaint) Review functional chunks and meaning of each (greeting: saying hello, addressing, requesting: asking for something, sign off: saying bye) Ask if each is formal or informal Have students give examples of each, give students examples of informal (Hi Camelbak, can you send me..., write back soon) Ensure that students notice commas in greeting and sign off

Inform students they will write their own emails of complaint Send students the template to use and assign pages Share screen of useful language students can refer to Monitor students as they write and give real time feedback as comments in the margins When students finish send a checklist in the chat and have students review their peers work to ensure they have included all parts and scan for grammar and spelling mistakes in BORs Ask students if their partners had all the parts they needed

Elicit answers from students on what they complained about Ask them if they used formal language and if they were polite Review the students' work on the writing task and BORs and use mistakes for DEC