Teaching How to make a complaint to ESL students

1. intro: Talk about a personal experience where we complained about

something. Then, ask the students if theyve ever been in this situation
where they wanted to make a complaint. Tie the intro into New York
City living.
2. focus: using the language to make a complaints in different situations
and respond to the complaints and together come to a satisfactory
outcome.
3. reason for doing activity: We want to prep the students and equip

them with the language and the cultural understanding to make complaints
in an appropriate manner.
4. Put in them into groups and give instructions: Put them into pairs.
5. Tell them to decide which person will take which role. Afterwards, we
let them do the rest of the questions . Tell them about your partner will
start They have to wait for their partner to begin the conversation.
6. interactive modeling: Do an example where the teacher does acts out
student As role, and the class acts out student Bs role.

While the class is doing the activity, teacher monitors each pair and uses
the 4 quadrant checklist to make observations of students participation
and progress.

7. Each of these situations are authentic and can be encountered in

everyday real life. Ask the class which of these situations did you feel

most connected to? Randomly pick out two or three examples and see if
they understand and if they properly performed the exercise.
8. Go over everything again backwards.
9. 1. language function of making complaints

2. cultural implications

Pre-stage: Ask students about their experience in making a complaint.

T: Have you ever been in a situation when you want to make complaint.
I believe you have, right? We make a complaint every day in various

situations. As you are a student, you will also be likely to encounter the
same situation. I would like you to be able to have knowledge

background when making a complaint. So, we will work on complaint

today.
T: Can anyone give me an example of the situations you make a
complaint?

Ss answer the questions.

T: Ok, we will now get into pairs. I will have the handout for you to
work on.

Alright, you two (one-two), you two (one-two). you are together, now
listen carefully.

I will give handout to you now.

(T distributes the handout)
During Stage
T: Look at the handout. The are two sides, roles for students A and
student B.

Look closer, you will not always make complaints, you will take turns.
T: Look at situation 1 about the broken clock. We will do this together as
an example. I will be student A and you all will be student B. Lets
begin.

T: I bought this clock two days ago but it didnt seem to be working. It
was probably the defect from the factory. Could I have an exchange for a
new one.

(Ss give response to the complaint.)

T: Now, work on it. Student No. 1 raise your hand., you will be student
A. Student No.2 raise your hand. You will be student B. Alright, go!.

(Students engage in doing the activity. Teacher scans around the

classroom, interacts with students, is involved in becoming a part of the

students conversations, makes mental notes or jots notes down points that
should be referred back to.)
Post Stage
Tangible Outcome & T. feedback:
T: What have we learned today?
(Students answer.)
T: Ok, so there are many possible reasons that can cause conflict

between two people. Look at No.3, what do you think are the cause of
misunderstanding that leads to complaint?
Student answer.
T: Yes. Culture is a big thing. So, before making any complaints, just
think through it carefully and try to put yourself in the other persons
shoes. I hope that after you leave this class, you will be able to use
English in complaint situations whenever you have to.