To improve the clarity of my instructions, i.e. to stop repeating myself To manage f/b more effectively To manage time limits more effectively so the Ss will be able to write a letter of complaint

T says, “We will match what Phillip says on the phone to what Phillip writes in the letter. Read the letter and write your answers here.” (point to letter column) - T does example w/Ss – 1. You told me = I was told that - Ss read and write answers, T monitors - Pair check – “Check your answers in pairs.” - Brief plenary f/b – OHP, T nominates S, uncovers answers on OHT

T says, “We will talk about what changed in the written letter. It could be grammar, vocabulary or word order. Let’s do #1 together.” (point to change) - T does example w/Ss – 1. You told me = I was told that – Active to Passive voice - “In groups of 3, talk about the changes. Each group will do two. Write your answers.”

T says, “I will give you a word or phrase. In pairs, find the same formal word in the letter. Then, come to the OHP and underline the word/phrase.” - Ss read and write on OHP, T monitors - Brief plenary f/b – Ss check answers

T says, “You will write a letter of complaint. Choose 1 of the 6 products. Think of at least 4 things that went wrong. Write to the company and ask for your money back. The teachers will decide which letter is the best. The best letter gets a prize.” - T puts Info-products on table, Ss pick one - Ss write letter, T monitors - T gives tape to Ss and they put letter on wall - Ts judge and prizes awarded