Karla Flores Karla Flores

TP7. Writing
Pre-Intermediate level


In this lesson, learners will be introduced and will be provided with practice time for writing a (short) formal letter of complaint. The lesson will start with a lead-in in which they will discuss when was last time they wrote a letter and the different kinds of letters they know. Next, the learners will read a model and answer a gist task. Then through guided discovery, they'll analyze the MAF of some useful expressions. Finally, they will produce their own letter. At the end of the lesson, they will have some minutes to check their texts in pairs and discuss with the teacher the areas of improvement.


Main Aims

  • To provide product writing practice of a (short) formal letter in the context of complaining about something.

Subsidiary Aims

  • To provide reading for gist practice using a complaint letter in the context of a bad quality product.


Lead-in (3 minutes) • To set lesson context and engage students.

- T displays Google Slides with the question: When was the last time you wrote a letter? And elicits answers from two ss. - T asks ss to mention different kinds of letters (invitation letters, love letters, recommendation letters, complaint letters, etc.) and writes their ideas.

Exposure and Useful language (12 minutes) • To provide a model of production expected in coming tasks through reading.

A- GIST 3 mins - T share google forms link. Instructions: Read the text and individually identify what kind of letter it is. ICQs. How many options can you choose? (one) - SS answer individually and then check their answers in BoR. - T conducts OCF. B- LAYOUT 2 mins - T displays the model in Google Slides. Instructions: Individually, match the sections with the names. - SS answer individually. - T conducts OCFB. C- LAN. CLAR. MEANING. 3 mins - Instructions: Click next. In pairs, match the sentences with their purpose. - T demos task. ICQs. Are you answering individually or in pairs? (in pairs) - SS answer in the BoR. - T conducts OCFB. APROPRIACY. 3 mins - Instructions. Look at the next activity. Are these exponents formal or informal? (informal) In pairs, you will have 2 mins to match them with their formal equivalent. - T demos task. ICQs. How much time do you have? (2 mins) - SS answer in BoR. - T conducts OCFB. FORM. 1 mins - T displays Google Slides with 3 phrases from the letter. And asks ss: Can we change ‘fixed expressions’? (No) What parts of the sentences are fixed expressions? What parts aren’t? How would you change them? - T writes ss examples.

Productive Task (20 minutes) • To provide an opportunity to practice target productive skills

SET TASK. 3 mins - Instructions: Now, you are going to write your own formal complaint letter. You can write about something real that happened to you or you can get some inspiration from these situations. Use this checklist to make sure you are adding all the information that a complaint letter needs. - T shares the same Google Slides again, assigns ss to a slide and explains that the green box is for teacher's feedback during the activity; they have to watch the box as they write. They have 15 mins. SS will write individually or in pairs, depending on the number of ss. ICQs: What kind of letter are you writing? (a formal complaint letter ) Are you working individually or in pairs? (individually/in pairs) Do you have to write on the green box? (no, teacher's feedback) - T monitors by reading each slide and typing notes into the green box.

Feedback and Error Correction (6 minutes) • To provide feedback on students' production and use of language

- T displays the checklist. Instructions: I’ll put you in pairs in the BoR, use this box to check your partner's writing. You have 2 mins. - Ss check in the BoR. - T conducts OCFB, by asking ss: What can you do to improve your complaint letter? And writes ss ideas on Jam board. If necessary T mentions some language mistakes that the group made.

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