Jose Rojas Jose Rojas

TP 8 Writing
Pre intermediate level


In this lesson, students will learn to write a simple letter of complaint. We will study the structure of the letter, and some useful expressions that will be included in their final work.


Main Aims

  • To introduce and provide practice of writing a short letter of complaint

Subsidiary Aims

  • The structure and useful expressions will support this lesson


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

T screen shares ppt Lead in with the students. T asks what is happening. T elicits: "His TV doesn't work," "Her shampoo is terrible," etc. To the question "Has it ever happened to you?" the expected answer is personal problemas they had with products they bought. T tries to elicit that they wrote, or wanted to write, a letter of complaint. Ss can also answer they wrote a mail or phoned the company. T explains that letters of complaint are more formal.

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

T screen shares the ppt "Text Work" T goes through different letters of complaint. He will elicit the parts of the letter from SS. T points out the expressions (red font) that they can use for the letter of complaint.

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

T goes then through two graphics: the structure of the letter and the the expressions. T asks SS to summarize the parts of the letter of complaint and the useful expressions T shares the slide TP Text Work SS T explains they can use that slide while writing For practice, T shares a picture of a guy angry with the TV T asks SS to go to breakout rooms and practice how they can write a letter of complaint (5 min). T explains they can share vocabulary and ideas in the breakout rooms

Productive Task (15-16 minutes) • To provide an opportunity to practice writing

T shares ppt Writing T makes sure Ss have their cameras on Writing starts (15 minutes)

Peer correction (4-5 minutes) • To give students an opportunity to peer correct their works

T shares form Peer Correction T explains ss will go to BORs to check each other's work T explains they will share their writings. If that is not possible, they can read their works T explains they have to give feedback to their peers

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

T takes notes of common errors while students start turning in their writings T goes through them, eliciting corrections

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