Elizabeth Cruz Rojas Elizabeth Cruz Rojas

Elizabeth Cruz_TP7_LP7
Pre-Intermediate level


In this lesson, students recall and consolidate knowledge of how to write a formal letter to make a complaint about something. The lesson begins by posing a situation so that students can analyze and realize for themselves the purpose of writing a letter to complain. This is folowed by simple analysis where learners will identify the parts and keywords that are used when writing a formal letter. Subsequently, there is some practice where students will write their own letter to complain about a product they bought on a website and finally give feedback among peers using a check list in breakout rooms.


Main Aims

  • To provide practice of writing a (short) formal letter to complain about something.

Subsidiary Aims

  • Develop the student's ability to successfully organize their ideas in writing.
  • Identify and correct the mistakes made and acquired to carry out an effective communication.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Teacher tells the students a situation, then asks them a question. -Situation: "I bought a computer on a website and got a different model, I called to request support from the store and they didn't help me. * Question: What can be done in this case? write a complaint to the owner.

Sample Analysis (9-10 minutes) • To provide a model of production expected in coming tasks identifying the sections and keywords that together allow the student's ideas to write a letter about a complaint.

Layout: Identify the paragraphs and keywords to write a formal complaint letter. Teacher shows an example, then asks the students to answer some questions using the previous example. * Questions: - How many paragraphs do you identify? Four paragraphs - What words can you use at the beginning? Dear Sir/ Madam - What key phrases can you use? I am writing to complain about… When I ordered… To make matters worse, As compensation for_____, I feel that I should be sent - In the end, with what expression do you close your writing? Yours faithfully, Language (Formulaic language): Identify characteristics of the components of the sentences and the property of the writing. As the students have already identified the sentences to start, develop and finish the writing of their letter, teacher shows them some examples and asks the students to identify the formula that makes up the examples using CCQ's (Concept check Questions) to make meaning, form and apropriacy clear. *CCQ´s: 1. You use: Dear Sir / Madam when you don't know the person's name but, What words can you use when you know the name? (Dear Mr. / Mrs. / Ms. + last name, e.g. Dear Mr. Brown,) Teacher emphasizes that comma (,) is used not a colon (:) e.g. Dear Mr. Brown, not Dear Mr. Brown: 2. Is the letter of complaint formal or informal? Formal Teacher emphasizes not using contractions when writing formally, e.g. I am writing to complain about, not I´m writing… 3. At the end of the letter, what other words or phrases can be used? Yours faithfully, Yours sincerely, I look forward to (hearing from you). I look forward to (your comments on my letter). Person´s name Teacher explains: a) If we have used: "Dear Mr. Brown", we end: "Yours sincerely". b) If we have used: "Dear Sir / Madam", we end: "Yours faithfully". Moreover emphasizes that after the closing words comma (,) is used, the first name plus the last name is written, e.g. Elizabeth Cruz not Elizabeth.

Writing (21-22 minutes) • To provide an opportunity to practice target productive skills through the writing of a formal letter about a complaint about a product they bought on a website.

As the example shown Teacher gives a number according to the slide number to use in Google Jamboard to each student and tells them to write a formal letter to complain about "a product" they bought on a website, using the keywords provided, between 130 to 150 words. Keywords: - Dear Sir/Madam or Mr. / Mrs. / Ms. - I am writing to complain about - When I ordered -To make matters worse, -As compensation for_____, I feel that I should be sent -Yours faithfully/sincerely

Feedback and Error Correction (9-10 minutes) • To provide peer feedback on students' production and use of language information that helps them better understand what their performance looks like and what changes are needed to improve their learning through a checklist.

Teacher exchanges the writings of the students so that they can be reviewed between peers, through the assignment of slide numbers per student, emphasizing that during their review they should be supported by a check list*. Then, in the breakout rooms, they will give feedback to their peers. Teacher models an example and sends students for review and feedback before OCFB. *Check list: 1. Was the letter formal or informal? 2. Did your peer include the keywords? 3. Did you find any mistakes in language? 4. Did it look like a complaint letter?

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