Christian Di Fonso Christian Di Fonso

Writing lesson
Upper-intermediate level


In this lesson Ss learn how to write an email through guided discovery based on an complaint email regarding a defective service/product.The lesson starts with a discussion about online shopping and if they had negative experiences. This is followed by a reading of an email,and a task where they have to match the expression, with the correct remaining part. Finally students, practice writing their own email using the TL they've just learned.


No materials added to this plan yet.

Main Aims

  • To provide writing practice of a email in the context of defective product/service

Subsidiary Aims

  • To provide expressions used in an email to complain about a product


Warmer/Lead-in (4-4 minutes) • To set lesson context and engage students

T shows Ss a slide with a Q: Do you like online shopping? Have you ever had a negative experience? T does a demo and Ss are instructed they have to answer the questions in pairs in BORs. Ss come back to main class and T asks them to share their experiences.

Exposure (12-13 minutes) • To provide a model of production expected in coming tasks through reading/listening

T shares a slide with Ss of an email. with a question next to it. Q: Can you individuate the parts we have in a complaint email? T instructs Ss they have to read the email individually and answer the question in red. each student gets assigned a slide and works individually on it. (OCFB) T shares a slide with Ss. They get instructed they have to match the starting part of an expression we use to complain, with the parts that complete them. T does demo Ss are assigned each to one slide and complete the task individually Ss are put into BORs to compare their answers. T check answers with the whole group nominating Ss. (OCFB)

Useful Language (11-14 minutes) • To highlight and clarify useful language for coming productive tasks

T shares a Google slides doc with Ss containing some model sentences of the TL and elicits M from Ss. T elicits A from Ss using CCQs. T elicits F from Ss using CCQs.

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

T shares slide with Ss. Ss are instructed on the task and are each assigned one slide. T monitors them as they complete the task.

Feedback and Error Correction (5-5 minutes) • To provide feedback on students' production and use of language

T check emails with the whole group reading Ss emails. (OCFB) T exposes mistakes seen during the writing practice and elicits correction from Ss on the white board

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