Robert Walker Robert Walker

upper intermediate level


Writing letters of Complaint


Main Aims

  • To provide product writing practice of an email in the context of a complaint to the landlord

Subsidiary Aims

  • To provide detailed reading practice using an email of complaint in the context of discovering what language is used to make the email successful.


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

T- sends link to Jamboard. Ss- brainstorm ideas of what can go wrong with the apartment and write on stickynotes

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

T- Ss will read 3 letters of complaint to the landlord. Which letter is the most effective and why? T - shares link to Slides and asks students to read 3 letters of complaint. OCFB - why is this letter effective? What language makes it effective? T- highlights Ss response. T asks Ss to list 5 characteristics of a good letter of complaint (whole class)

Useful Language (4-6 minutes) • To highlight and clarify useful language for coming productive tasks

T- elicits the meaning of the useful language on Slides (whole class) CLARIFY MEANING 1. STATE THE PURPOSE OF THE LETTER 2. I WANT YOU TO / I AM TELLING YOU TO 3. TELL ME 4. THE LAW STATES THAT I AM ABLE TO BLAHBLAHBLAH AND I THIS IS WHAT I WILL DO 5. YOU SHOULD CALL ME T- Sets task (15 minutes to write a letter of complaint (not about a broken heater) Be sure to include all the information from the checklist. When you are finished, write FINISHED in the chat box.

Productive Task(s) (15-15 minutes) • To provide an opportunity to practice target productive skills

Ss write a letter of complaint on Slides. If More advanced Ss finish early, I will pair them in a BOR with students who may be struggling. They will be able to help with grammar, lexis, punctuation, etc.

Feedback and Error Correction (8-12 minutes) • To provide feedback on students' production and use of language

Ss- read the letters aloud to the class. T shares the S slide with the letter while S read aloud. OCFB. Ss peer-correct errors. Discuss effectiveness and language used.

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