Pamela Pamela

TP7_ Writing an email of Complaint.
Upper Intermediate level


In this lesson, students will learn how to Write an Email of Complaint by analyzing a layout and the use of words and phrases appropriate for this type of email. Students will identify MFA with guided discovery tasks. Then, Ss' will have the opportunity to practice and record useful language with a Parallel (Controlled/ Guided) writing activity. Finally, they will explore the language by writing their own email of complaint in a Free Writing activity using


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Main Aims

  • To introduce and provide product writing practice in the context of an Email of Complaint

Subsidiary Aims

  • To provide process writing practice of a email in the context of Complaint
  • To provide detailed and gist reading practice using a text about an email of complaint


Warmer/Lead-in (3-0 minutes) • To set lesson context and engage students

T will ask (as an OCD) Ss' to share their ideas on the following questions: ● Do you like buying furniture? ● Have you ever had a bad experience when buying furniture? Tell me in one sentence what you did? (Returned it/asked for a refund/ sent a complaint letter. Students will openly share their ideas as a group.

LAYOUT (12 minutes) • To provide a model of production expected in coming tasks through reading to analyze the layout.

1. T will project Layout slide 1 in PowerPoint slide and share link with students so they can also have access to it. (Total estimated time in this part 5 - 6 minutes) T will instruct Ss' to read Jane’s email and tick which information she wrote in it (from a list of 5). T will tell Ss' they have 3 minutes in breakout rooms (in groups of three) to work with partners Next, T will ask students what information they ticked and ask where they found it to identify paragraphs and analyze content. (2-3 minutes) Questions T will make: 1. In which paragraph did you find details of what she bought? P1 2. What details did she write? 3. Where did you find the problem’s description? P2 4. What words did she use to describe the problem? 5. Where does she say how she wants to solve the problem? P3 6. How does she request action? 7. Where does she say what she expects and what she will do if they do not reply? P4 How does she sign off (conclude the email): 2. T will project a let’s think slide. (Estimated time 2 minutes) This slide is to provide students lexis options for their free writing activity. T will ask 3 questions quickly as an OCD. 1. Which of these words is a synonym of unfortunately and is formal? a) Regrettably, / b) Sadly, / c) However, T will explain if Ss' do not know. Explanations that might be needed. 1. Sadly is less formal than regrettably. 2. However, is a formal conjunction to combine two sentences and show their contrast or opposition. In this case, use a semicolon (;) before and a comma (,) after the word however. For example: The sofa was supposed to be here today; however, it was canceled due to the rainy weather. 2. Which of these words can we use for “your product has not performed well”? a) Your product is not working correctly. (if it malfunctions, as a clock or a mechanical device or laptop) b) Your product is ineffective. (It doesn’t work.) Both / And they are formal phrases. 3. Which words can be used to say that a product is defective? a) Imperfect b) has a fault C) damaged T will say: And they are….. (adjectives) (depending on the material you can say its ripped, cracked) 3 .T will project Layout slide B (Estimated time 2 minutes) As an open class discussion T will tell Ss' to look at the layout again. Next, T will ask: What other information did Jane add? (For students to notice subject/opening remark /closing remark and signature.) T will also ask: Is the information in the subject formal or informal? Formal What does regarding mean? About (prep) 4. T will project Layout c slide (1 minute) T will ask students 1 question. T will nominate 1 S. How can you start the email if you do not know who you are writing to? And provide 3 possibilities. Dear Sir/Madam, Dear Mr., Mrs., To whom it may concern,

Useful Language MF(A) (10-0 minutes) • To highlight and clarify useful language for coming productive tasks

Meaning: (5 minutes) T will share with students a Jamboard Google Slide. T will instruct Ss' to Look at the highlighted phrases in the email and tick what words/phrases did Jane use. (There is a total of 13) Demo: Teacher will do the first one with the students. T will instruct Ss' they have 3 minutes to answer in breakout rooms with their groups (groups of 3 or 4) T will nominate for answers and ask if students agree or disagree. (2m) Form: (Estimated time 4 minutes) T will project 1 slide with 2 phrases that contain the useful words and phrases. (There are 4 grammar slides.) T will do with Ss' participation slide 1 as a demo. Student will be guided to complete grammar boxes as a guided discovery task in 2 minutes. T will instruct Ss' they will complete the boxes with their peers (groups of 3) 2 minutes in breakout rooms. Then, T will instruct that group 1 will do slide 2, group 2 slide 3 and group 3 slide 4. T will check each slide give quick feedback. Appropriacy (2 minutes) T will ask students which sentences are formal and informal.

PARALLEL (CONTROLLED/GUIDED) (7 minutes) • To practice the layout and language conventions previously seen

T will tell Ss' to open a link on Jamboard (There will be 5 slides with the same task) T will instruct Ss' they will do the task in 2 steps: first, they have to complete the gaps with words and phrases jumbled, and next, organize paragraphs 2 - 4 (the first one will be given for them to do it faster). T will instruct they will work in small groups and have 4 minutes (in breakout room) to do the task before 3 minutes to check slides and ask if everyone agrees, what would they change if they don’t agree and give feedback.

FREER WRITING / PUBLISHING (10-0 minutes) • To produce a similar text based on the sample for fluency purposes.

T will tell Ss that now it’s their turn to write. T will show a slide with instructions: Write an email of complaint about a defective product you recently bought and will tell them they will use so they can all write. Once time is finished, T will instruct students to read other students email and say which one they liked more as a complaint email and is more persuasive. DEC (3 minutes) For good language and to reformulate sentences that need it. spelling or wrong order.

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