English Lesson Planner

Robert Walker

TP8 - upper intermediate level

TP8
upper intermediate level

Description

Writing letters of Complaint

Materials

Jamboard brainstorm

Google Slides

Jamboard brainstorm

Google Slides

Main Aims

To provide product writing practice of an email in the context of a complaint to the landlord

Subsidiary Aims

To provide detailed reading practice using an email of complaint in the context of discovering what language is used to make the email successful.

Procedure (37-46 minutes)

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

T- sends link to Jamboard. Ss- brainstorm ideas of what can go wrong with the apartment and write on stickynotes

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

T- Ss will read 3 letters of complaint to the landlord. Which letter is the most effective and why? T - shares link to Slides and asks students to read 3 letters of complaint. OCFB - why is this letter effective? What language makes it effective? T- highlights Ss response. T asks Ss to list 5 characteristics of a good letter of complaint (whole class)

Useful Language (4-6 minutes) • To highlight and clarify useful language for coming productive tasks

T- elicits the meaning of the useful language on Slides (whole class) CLARIFY MEANING 1. STATE THE PURPOSE OF THE LETTER 2. I WANT YOU TO / I AM TELLING YOU TO 3. TELL ME 4. THE LAW STATES THAT I AM ABLE TO BLAHBLAHBLAH AND I THIS IS WHAT I WILL DO 5. YOU SHOULD CALL ME T- Sets task (15 minutes to write a letter of complaint (not about a broken heater) Be sure to include all the information from the checklist. When you are finished, write FINISHED in the chat box.

Productive Task(s) (15-15 minutes) • To provide an opportunity to practice target productive skills

Ss write a letter of complaint on Slides. If More advanced Ss finish early, I will pair them in a BOR with students who may be struggling. They will be able to help with grammar, lexis, punctuation, etc.

Feedback and Error Correction (8-12 minutes) • To provide feedback on students' production and use of language

Ss- read the letters aloud to the class. T shares the S slide with the letter while S read aloud. OCFB. Ss peer-correct errors. Discuss effectiveness and language used.