T shows Ss a picture of a person who has received a product that it looked big online, but it was very small.” T asks: “What is the problem?” “Is the person happy?” “What can the person do?” T elicits complain and checks meaning briefly. Ss discuss in pairs: “Have you ever had a problem with something you bought?” T elicits 2–3 ideas from Ss.

a) Reading for gist T displays the teacher's own short formal complaint letter. Before Ss read, T gives a clear reading purpose: “Read the letter quickly. What is the problem?” Ss read individually and compare their answer with a partner. T checks the answer quickly with the class. Purpose: Ss read for the main idea before analysing the text.

b) Identifying the sections T gives Ss four labels: Greeting Reason for writing / problem Request Closing T asks: “Work with your partner. Can you find these four parts in the letter?” Ss identify the sections in pairs. T checks answers with the whole class by asking questions rather than explaining: “Where is the greeting?” “Which part explains the problem?” “What does the writer want?” “How does the writer finish the letter?” c) Formal vs informal language T highlights selected expressions from the model letter, for example: Dear Sir/Madam, I am writing to complain about... I am not happy with... I would like... Yours faithfully, T also displays a few informal alternatives: Hi! I want... It's really bad! Bye! Ss work in pairs and decide: “Formal or informal?” T checks answers and asks Ss to justify their choices. T briefly highlights useful formal expressions that students can use in their own letters. Pronunciation focus: T briefly models the stress in negative forms "The website does NOTshow the size" "I am NOT happy with that."

Task T presents three possible situations: Situation A – Hotel You stayed at a hotel. Your room was dirty and the shower didn't work. Situation B – Restaurant You ate at a restaurant. The food was cold and you waited a long time. Situation C – Shop You bought something in a shop. The product was damaged. T says: “Choose ONE situation. Write a short formal letter of complaint.” T provides the following framework: Dear Sir/Madam, I am writing to complain about __________. The problem is __________. I am not happy because __________. I would like __________. I look forward to hearing from you. Yours faithfully, __________ Suggested length: 50–70 words. Instructions / ICQs “How many situations do you choose?” → One “Is the letter formal or informal?” → Formal “Are you writing 20 words or about 50–70 words?” → 50–70 Ss write individually. Monitoring T monitors without interrupting Ss unnecessarily. T checks for: appropriate structure formal language clear description of the problem request for a solution understandable sentences T gives a 5-minute warning and a 2-minute warning.

a. Self-check Before entering breakout rooms, T displays the online checklist. Peer-feedback checklist The letter has a greeting. The problem is clear. The writer uses formal language. The writer says what they would like. The letter has a closing. The letter is clear and easy to understand. T says: “First, read your partner's letter carefully. Then use the checklist.” b. Breakout rooms Time: 6 minutes Ss work in pairs. Student A reads Student B's letter and uses the checklist. Student B listens to the feedback. Then they change roles. T monitors breakout rooms and notes examples of: successful language common errors appropriate formal expressions T avoids interrupting unless necessary. Ss can use: “I like your...” “Your letter has...” “You could check...” c. Whole-class feedback T brings Ss back and asks: “What was one good expression you saw in your partner's letter?” T elicits 2–3 examples. T then gives brief delayed feedback on common issues noticed during monitoring. T focuses only on errors related to the lesson aims rather than correcting everything