1. Download the file suggested in the MED and make copies for students.

2. Tell students they are going to learn different expressions to make a complaint and deal with them in different contexts.

3. Ask students what some common complaints about products are.

4. Distribute the worksheet and ask students to work in pairs.

5. Draw students' attention towards the first section, MAKING A COMPLAINT. Go over them and help with meaning.

6. Read the APOLOGIZING expressions and then, ask students to discuss if they are 'angry, polite, or apologetic.

7. Invite students to write a short dialog where they get to use dome of these expressions on complaining about a product.

8. Ask students to share with the class their dialogs.

9. Tell students they are going to work in groups and practice giving details on specific problems.

10. Ask students to decide on an appliance that is not working and you just bought it.

11. Ask students to write a short dialog where you explain what happened and went wrong with the product.

12. This time make your complaint in a polite tone, you are not angry, just need the product to be replaced.

13. Monitor and offer help s needed.

14. Invite groups of students to read their dialogs to other groups and decide which dialog sound more polite than the others. Explain why.

1. Download the file suggested in the MED and make copies for students. Have the beam projector ready as well to show the next activity,

2.  Write the following on the board: Excuse me, but ... is incredibly slow! Ask the class to suggest noun phrases that could complete the sentence. Example: Excuse me, but this computer is incredibly slow. 

3. Tell the class they are going to practice making complaints about products and the importance of giving details of the problem.

4. Explain how complaints can be softened by using 'not very + positive adjective' (e.g. not very fast) or 'rather + negative adjective' (e.g. rather slow) Examples: Excuse me, but this computer is not very fast. Excuse me, but this computer is rather slow. Next, divide the students into pairs (A and B).

5. Give Student A a set of white cards (strong adverb and adjective combinations) and Student B a set of grey cards (positive and negative adjectives). 5. Review the adverbs and adjectives on the cards.

6. Tell the students to shuffle their set of cards and place them face down in a pile in front of them. Student B takes the top nine cards from his/her pile and places them face-up on the table in a three by three square.

7. Student A takes the top card from his/her pile and makes a complaint using the vocabulary on the card. If Student B has an adjective in their square that can be used to soften the complaint, they say the softened complaint and turn the card over.

8. Student A then takes another card and the process is repeated. When Student B has three cards turned over in a row (vertically, horizontally, or diagonally), the students change roles. Have the students play several rounds to practice the language

9. Project the image and ask students to describe the seven and what they think is wrong.

10. Tell them that this woman just bought the computer last week and now it seems something is wrong. The woman is so very angry and is going to call the store.

11. Write a short dialog about this woman complaining and you are taking the call.

12. Include some questions to ask and calm her down.

13. Invite students to read their dialogs to the class, what do you think?

1. Have the beam projector ready to show a video suggested in the MED and download the file and make copies for students.

2.  Ask students what the possible causes or problems for returning a shirt are.

3. Ask students if they have ever returned a product to a store and what it was.

4. Tell students they are going to practice making complaints and returning products to the stores.

5. The video has also subtitles, Decide what's best for your class and play it.

6. Ask some questions,

" What's the problem with the shirt? Who bought it?

when did the person buy it?

Why does the shop assistant need the receipt? Is it possible to have a refund?

7. Discus with students the tone of both characters, the customer, and the shop assistant used as well as the type of expressions.

8.Invite students to role-play the conversation.

9. Review the clothes vocabulary and tell students they are going to practice returning clothes to the store.

10. Ask students to choose two items from the image and think about possible problems with them.

11. Ask students to write a dialog about going to the store and talk to the shop assistant about returning the clothes. Unfortunately, this time this is not going to be possible.

12. Invite students to discuss what the possible causes of that may be.