Jeff Schueler Jeff Schueler

TP6 Demo 7 Aug 2020
NCE Upper Intermediate level


Abc Email template form

Main Aims

  • To introduce and provide practice of writing a formal complaint email (any service / product) (150 aprox words)

Subsidiary Aims

  • To provide gist and detailed reading of an email of complaint.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

To set lesson context and engage students in the topic of writing a formal email. Introduce the topic: Writing an email to complain about a product or service. Explain that writing skills are foundational to learning and success. Ask students if they have ever written an email to complain, and if they used formal or informal language. As Ss who they think the email was sent to. Manager / owner / etc. Advance to next slide and show Ss a cline (image) to illustrate the difference between formal and informal. Advance to next slide: Queen Elizabeth had a bad dinner. Introduce the subject matter: the Queen’s email. Explain the purpose of it and ask for volunteers to read it out loud. Ask the question: Who do you think she sent it to? Advance to the next slide. 3 minutes

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

To provide a model of production expected in coming tasks through reading/listening Explain the different sections of an email and perform an interactive demonstration for Ss to highlight the purposes for each section. Ask the Ss if the language in the email is formal or informal, then perform the matching exercise with Ss, asking them to identify which language is formal vs. informal. Elicit Ss responses by asking them to think of a synonym for the word that they have identified on the board. Followed by class feedback. All Ss will be encouraged to answer the following questions relative to email construction. Questions: Who would you write a letter of complaint to? Elicit the order of steps required to write an email. To and From. Subject. Salutation: To WHOM it may concern or a specific person - WHEN the event happened - WHERE it happened - Describe WHAT happened - WHY are you complaining? Pleasant comment to encourage a response. What do you want from them? Closing the letter and signature.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Refer to the Queen’s email for the new language items. Elicit different types of set phrases and words from students. For example: Discuss - satisfactory - inedible - additionally - must also - inadequate - neglected - entitled - confident - prompt - senior citizen Although a formal MFP will not be necessary, I have prepared the following analysis for classroom learning: DISCUSS To talk about (something) with another person or group of people. Talk about, debate I would like to discuss (something) with you. CCQ: How many people are involved? At least two. CCQ: Is this something you do alone? No CCQ: Can you do this with your dog? No Verb dis·cuss /dəˈskəs/ SATISFACTORY Acceptable, though not outstanding or perfect. Adequate, acceptable A used car is better than a new one, but not perfect. CCQ: Are you completely, 100% happy? No CCQ: Is it better than nothing? Yes CCQ: Is an excellent meal or dinner satisfactory? No, it's excellent. Adjective sat·is·fac·to·ry /ˌsadəsˈfaktərē/ INEDIBLE Not fit or suitable for eating. Unsavory, rotten A rotten egg. CCQ: Would you eat a cup of salt? No CCQ: Does a grilled rat sound good? No CCQ: Is it something delicious and rich? Yes Adjective in·ed·i·ble /ˌinˈedəb(ə)l/

Productive Task(s) (8-10 minutes) • To provide an opportunity to practice target productive skills

Ss Will use a Google form to write a 50 to 100 word email. The email will be a formal complaint using the language and skills acquired during the previous stage. Elicit potential topics for letter of complaint. Provide some examples, such as: * Poor service * Incorrect product * Wrong size Remind the Ss of the steps involved: * Greet the person * Explain the reason why you are writing to him or her. * Say where and when the event occurred. * List the reasons to support your writing. * Say what you want. * End with a pleasant comment to encourage a response. Instruct the Ss to write 50 - 100 words, then to be prepared to read their email in feedback. Send the Ss to breakout room for 6 minutes. Monitor conversations and offer assistance as needed. Record errors for discussion later.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Nominate a S to read their email to the class. Make note of some of the errors for DEC. Ask them what they liked about each other's letters, and if the letters are written in formal prose. Ask Ss to explain why the email is formal (elicit words and phrases). For DEC, provide MFP as necessary for some of the common errors.

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