Isaac Oseas Isaac Oseas

Complaining, Functional Language
Intermediate level

Description

In this lesson, Sts will learn about functional language related to complaining. The lesson will start with Sts complaining about problems they have, and listening exercise discussing how complaints are handled in different cultures. Sts will then work in groups to figure out new vocabulary, and review this. Sts will compare pictures to a description and write a complaint. Afterwards Sts will discuss their complaints in groups, talk about their own experience buying damaged items.

Materials

Tlj9gza5thavq718r21j teacher book task teacher book task.pdf
Alwmxxzysvofkn6si0zw crossword Crossword broken adj
4qlpd4xtky6kdevadxcw broken vocab 1 Broken Vocab PowerPoint

Main Aims

  • To provide clarification of language used for Functional language related to making complaints. in the context of Buying damaged or faulty items.

Subsidiary Aims

  • To provide clarification of Adjectives that describe damaged things. in the context of Buying items that are broken.

Procedure

Warmer/Lead-in (6-8 minutes) • To set lesson context and engage students

Students discuss personal complaints that they have in their lives. The teacher will list a number of questions on the board, including one that could elicit students to use some of the vocabulary words.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T will write questions related to track 38 CD 2 on the board, then instruct Sts to listen to the track without writing anything down. Sts will then discuss what they heard and listen again. They will then discuss their answers.

Supportive Vocabulary introduction (7-8 minutes) • To draw students' attention to the target language

Split the class into two teams giving each a set of pictures, and a set of vocabulary words. Students will then have to match the the pictures with the vocabulary words, in a race against the other team. We will then review the vocabulary words using a PowerPoint. Solidify using CCQS. Students will then work in groups to come up with 2 items they could describe using each vocabulary word.

Semi-Controlled Practice (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Students work in pairs to match the descriptions with the pictures of the items, they will then write a complaint about a store that sold them a broken or damaged item. Students will then share their complaint with another pair. The new pair will respond to the complaint as if they were the seller.

Freer Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Sts will work in groups and say if they have every bought an item damaged that way, and what they did about it. Feedback will be given to the class.

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