1Course Objectives
This section outlines the key communicative goals students are expected to achieve by the end of this unit. These objectives are aligned with the 1st Year Baccalaureate English programme and the regional examination requirements.
By the End of This Unit, You Will Be Able To
Objective 1
Identify and differentiate between expressions used for making complaints and offering apologies in both formal (e.g. writing a letter of complaint to a company) and informal (e.g. speaking to a friend) contexts.
Objective 2
Use a range of polite and appropriate expressions to make complaints about products, services, or everyday situations, choosing the correct level of formality for each context.
Objective 3
Respond effectively to complaints by acknowledging the problem, expressing sincere regret, and proposing clear and realistic solutions.
Objective 4
Adapt language and tone to suit different registers — understanding when to use formal structures ('I am writing to express my dissatisfaction…') versus informal ones ('I'm really not happy about…').
Objective 5
Practise key exam task types: dialogue completion, matching expressions to functions, and short writing tasks — all directly linked to the format of the Regional Baccalaureate Examination.
Objective 6
Build confidence in using English for real-life communication that requires tact, politeness, and social awareness — skills that go beyond the classroom.
These objectives are communicative in nature: the focus is not only on grammar accuracy, but on your ability to interact appropriately in English depending on the situation. A student who masters this unit will know not just what to say, but how to say it — with the right words, the right tone, and the right level of politeness.
Objective | Key Skill | Exam Relevance | |
|---|---|---|---|
1 | Identify complaint and apology expressions | Reading comprehension / matching | ✔ Matching tasks |
2 | Make complaints politely | Speaking and writing | ✔ Dialogue completion |
3 | Respond to complaints appropriately | Writing and interaction | ✔ Short writing tasks |
4 | Adapt register (formal / informal) | Language awareness | ✔ All task types |
5 | Practise exam task formats | Exam technique | ✔ Regional Exam prep |
6 | Communicate with tact and politeness | Social language skills | ✔ All task types |
Why These Objectives Matter
In the Regional Baccalaureate Examination, students are regularly tested on their ability to complete dialogues, match functions to expressions, and write short functional texts (such as a formal letter or a short conversation). Unit 6 directly prepares you for all of these task types.
Beyond the exam, making a complaint and offering an apology are everyday communicative acts. Being able to do so in English — politely and effectively — is a valuable real-world skill.
2Prerequisites: What You Need to Know Before Starting
Before studying this unit, students should already be familiar with a set of foundational language skills. These prerequisites ensure smooth comprehension of the new communicative functions.
Present Simple (for complaints)
Used to describe an ongoing or current problem. The verb takes its base form (+ 's' for third person singular). Example: 'The product doesn't work.' / 'The room is too noisy.'
Past Simple (for complaints)
Used to describe a problem that happened at a specific point in the past. Formed with the verb's past form or 'did + base verb'. Example: 'I bought this item yesterday.' / 'The waiter didn't take my order.'
Modal Verbs (politeness)
Auxiliary verbs placed before the main verb to soften a request or complaint. The key modals for polite communication are: 'can', 'could', 'would', and 'may'. 'Could' and 'would' are generally more formal and polite than 'can'.
Register
The level of formality in language. In complaint and apology situations, students must choose between informal (friends, family) and formal (customer service, hotel, restaurant) register.
Tenses: Present Simple vs Past Simple
Present Simple
Describes a problem that is still happening now. Structure: Subject + base verb (+ 's'/'es') + complement. Example: 'The heater doesn't work.' / 'The food is cold.'
Past Simple
Describes a problem that occurred at a finished point in time. Structure: Subject + past verb + complement. Example: 'I ordered a salad, but I received soup.' / 'The technician didn't repair it properly.'
Modal Verb | Function | Example Sentence |
|---|---|---|
can | Informal polite request | 'Can you help me, please?' |
could | Formal polite request / complaint | 'Could you please check my bill?' |
would | Formal polite preference / complaint | 'Would you mind replacing this item?' |
may | Very polite / formal request | 'May I speak to the manager, please?' |
Students should already know basic everyday vocabulary related to the contexts in which complaints and apologies most commonly occur. Being familiar with the following fields will help you understand and produce realistic complaint dialogues.
- Shopping: receipt, refund, exchange, defective, size, price, discount, checkout.
- Restaurants: order, menu, waiter/waitress, bill, dish, reservation, overcooked, undercooked.
- Hotels: reception, check-in, check-out, room service, booking, noise, facilities, complaint form.
- Customer Service: complaint, complaint department, supervisor, manager, policy, warranty, replacement.
Core Politeness Expressions
Excuse me
Used to attract someone's attention politely before making a complaint. Example: 'Excuse me, I have a problem with my order.'
Please
Added to a request or complaint to make it sound less aggressive. Example: 'Could you please bring me the correct dish?'
Thank you / Thank you for your help
Used after a complaint has been handled to close the interaction politely, even when expressing dissatisfaction.
I'm afraid / I'm sorry to say
Polite openers used before stating a complaint to reduce directness. Example: 'I'm afraid there is a mistake on my bill.'
A solid understanding of basic sentence structure and cohesion is required. This means being able to write clear sentences using conjunctions (and, but, because, so) and transition words (however, therefore, also, first, then) to link ideas logically. In a complaint, this allows you to explain the problem clearly: what happened, when it happened, and what you expect as a solution.
Linking Tool | Type | Example in a Complaint Context |
|---|---|---|
but | Contrast conjunction | 'I ordered chicken, but I received fish.' |
because | Cause conjunction | 'I am disappointed because the item is broken.' |
so | Result conjunction | 'The room was dirty, so I asked for a change.' |
however | Contrast transition word | 'The staff was polite. However, the service was very slow.' |
therefore | Consequence transition word | 'The product is defective; therefore, I would like a refund.' |
also | Addition transition word | 'The food was cold. Also, the waiter was rude.' |
Quick Grammar Check
Correct
'I bought this phone yesterday and it doesn't work.' — Past simple for the purchase, present simple for the current problem.
Correct
'Could you please speak to the manager? I am not satisfied with the service.' — Modal for politeness, present simple for the current state.
Incorrect
'I buyed this yesterday.' ✗ — 'Buy' is irregular: bought (past simple).
Incorrect
'Can you to help me?' ✗ — Modal verbs are NEVER followed by 'to + infinitive'. Use: 'Can you help me?'
Plan du chapitre
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Dans la classe
- 3Key Definitions: Complaint, Apology, and Related Concepts
- 4Making a Complaint: Structure, Register, and Key Expressions
- 5Offering an Apology: Structure, Register, and Key Expressions
- 6Responding to a Complaint and Accepting an Apology
- 7Dialogue Practice: Resolved Examples Step by Step
- 8Exam Skills: Dialogue Completion and Short Writing Tasks
- 9Summary: Essential Expressions and Rules to Remember