Stage

Aim

Procedure

Time /
Interactio
n pattern

Lead in

to introduce the topic

of the lesson

Remind Ss of the topic of the previous

lesson. (People complaining about their
friends and family)

5 min
T-Ss
Ss-Ss
Ss-T

to activate schemata
to provide context for
the writing practice

Reading task
(detail)

Analysis of
layout,
structure,
language and
organisation

to help Ss understand
the content of the
letters before going
through the sub-skills
analysis.
to help Ss analyse
writing sub-skills
to help Ss notice
language features of a
formal letter of
complaint using an
inductive approach.

Ask them the following:

1. Have you ever complained about
something in the British Council?
2. What did you do about it? What was
the reaction of the person you
complained to?
Ss discuss together and then quick open
class feedback.
Ss read the two letters and fill in the
table with information. (Appendix 1)

6 min
Ss
S-S

Ss check in pairs.
Show answers on the board.
Give out the worksheet with the skills
analysis. (Appendix 2)
Ask Ss to look at the model letter and
answer the questions.
Ss work in pairs when answering the
worksheet.
Monitor Ss to help them if they struggle.

12 min
S-S
T-Ss
Ss-T

ICQs:
Are you working alone? (No, in pairs)
Where can you find the answers? (In
the letters)
When Ss finish, check the exercise with
the linkers and ask them what makes the
second letter inappropriate.
(contractions, capitalised words, informal
expressions).

Controlled
practice (flexistage)

to practise what Ss
have learned in the
previous stage.

Explain the difference between Yours

sincerely / Yours faithfully.
Give Ss a letter with no paragraphs.
Ask Ss to read it and divide it into 4
coherent paragraphs. (Appendix 3)

7 min
Ss

to reinforce the
importance of
paragraphing.

Production

to let Ss use the subskills taught earlier to

write a letter of
complaint.

Show the answers on the board.

ICQs:
Are you going to rewrite the letter?
(No)
Are there 3 paragraphs? (No, four)
What are you going to add? (A slash
at the beginning of a paragraph)
Ss write a letter of complaint to the
British Council. Give Ss different contexts
and they choose one to write about.
(Appendix 4)

20 min
Ss
T-Ss

Ask Ss to think about the questions in the

planning section.
Tell them they can write some notes if
they want.

Feedback

Error
correction

to let Ss check
whether they have
used the sub-skills
taught earlier.

to focus on common
errors made by Ss
during the writing
stage.

Monitor Ss as they write and provide aid

when necessary.
Ask Ss to swap their letter with their
partner.

6 min
S-S
Ss-T

Give each a checklist, ask them to read

their partners letter and make sure they
have covered the points in the checklist.
(Appendix 5)
Open class feedback.
Put some mistakes students have made
on the board.
Students work in pairs and correct those
mistakes.

4 min
S-S
Ss-T