Valeria Grigopryeva Valeria Grigopryeva

Teaching Practice 8
Elementary level


In this lesson, students will focus on their writing skills as well as vocabulary revision. This lesson starts with the topic introduction (Holidays, Travelling etc.) which followed by the postcard sample analysis. After that students will revise the vocabulary they've learned before and will be able to turn to writing skills practice.


Abc PPT "Holiday postcard"
Abc Postcard sample text (jumbled)
Abc Postcard paragraphs labels
Abc Postcard sentences samples
Abc Controlled practice activity - Fill in the gaps
Abc Postcards
Abc Adjectives cut outs
Abc Holiday activities cutouts

Main Aims

  • To provide product writing practice in the context of postcard letter and by means of Ss' background vocabulary activation

Subsidiary Aims

  • To provide review of the following vocabulary sets: adjectives to describe the place and holidays activities, in order to scaffold students writing practice tasks


Warmer (2-3 minutes) • to set the context of Holidays in order to involve Ss into the lesson flow and make them interested

T asks Ss to come to the wall, look at the pictures and think of the topic they are going to discuss during this lesson (the pictures must be put on the walls beforehand). T gives Ss about 1 minute to look at the pictures, discuss and present their ideas. As soon as Ss come up with the topic, T shows them a real postcard (displayed on the board in a wrong order) and says that He/she got it yesterday from a friend of his/hers, but he/she can't read it.

Writing postcard analysis (10-12 minutes) • to give a clear exposure to Ss in order to scaffold their guided discovery of postcard paragraphing and structure

T asks Ss to work in pairs and put the parts of the postcard in the correct order. After that Ss are to check each other's answers and then T checks as a WC using PPT. After that T shows Ss the cutouts with names of postcard paragraphs: Greeting (Hi, Hello, Dear...), Paragraph 1 - place and daily routine, Paragraph 2 - activities in the past, Salutation (Love, Hugs and kisses, Take care...), Name T asks Ss to come to the board and match the paragraphs with their names, after that T CCQs the difference between Paragraph 1 and Paragraph 2: - Is Paragraph 1 about Present or Past? (present) - Do we speak about the place in Paragraph 2? (no) - Is Paragraph 2 about past actions? (yes) - Do we speak about the place and weather in Paragraph 1? (yes) After that T divides Ss into groups of 3 according to the colours, then T gives them different sentences and Ss have to match these sentences with the correct parts of the postcard. T sets the time limit (3 minutes) and then asks Ss to come to the board and match. Later they check as a whole class.

Vocabulary revision (10-10 minutes) • to scaffold students writing practice later and activate students' background knowledge

T turns Ss' attention back to the pictures on the wall and tell them that each picture can be characterized by an adjective. Firstly, T elicits Ss' ideas (very quickly, 1 minute maximum) and after that T asks Ss to come to the wall and match adjectives with the pictures. Then, T might CCQ some adjectives in case there are any mistakes or anticipated problems. Pointing to the picture with word the MODERN T asks Ss to talk in pair and discuss what they can and can't do there. T sets the time limit (1 minute), then checks the ideas. After that T divides Ss into 4 groups: HAVE, GO , RENT , STAY and asks Ss to come to the middle of the room, look at the phrases and match them with their verbs in order to make collocations. T might give an example first. As soon as the activity finishes T asks Ss check each other's collocations and correct if there are any mistakes. After that they check as a WC.

Controlled practice stage (7-10 minutes) • to drill the vocabulary and the postcard structure one more time before turning to a freer practice

T asks Ss to work individually and fill in the gaps in the postcard using the picture prompts. When Ss are ready, T asks to check the answers in pairs and then T provides Ss with the answer key (displayed on the board).

Freer practice (10-15 minutes) • to give Ss an opportunity to apply all their knowledge and skills in the context of writing a real postcard

T tells Ss that they are going to write a postcard to their friend, but they are to write about the place they will get. Ss pick the cards with the names of different famous places in Turkey (Cappadocia, Antalya, Bodrum, Istanbul, Pamukkale). T gives Ss real postcards, sets the time limit (8-10 minutes) and monitors Ss' work (helping if necessary). While writing Ss can use the visual aids on the walls and on the board. After the time is up, T asks Ss to exchange the cards, read them and then tell 2-3 interesting things they've just read.

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