Bryan Sergio Santos Chang Bryan Sergio Santos Chang

TP7 Bryan Santos
Pre intermediate level

Description

This 45-minute writing lesson introduces A1 students to the layout and language of postcards. The lesson begins with a lead-in to activate students’ knowledge about holidays and postcard writing. Students then analyse a model postcard to identify its main sections (greeting, message, closing) and notice features of informal language. After this, they write their own short postcard (20–40 words) using the model as support. Finally, students give peer feedback using a simple checklist that focuses on layout and expressions. The lesson develops students’ awareness of genre and provides guided writing practice.

Materials

Edit?usp=sharing?size=16&default=html Google slides

Main Aims

  • To introduce and provide practice when writing a short postcard (30 words) using informal language.

Subsidiary Aims

  • To develop students’ awareness of layout and features of postcards. To practise informal expressions for greetings, describing experiences, and closing messages.

Procedure

Warmer/Lead-in (5-6 minutes) • To engage students and activate schemata related to travel and communication.

T shows a picture of a Machu Picchu. T asks: “Where do you think this is?” “When you travel, do you write to your friends or family?” Students work in pairs and then the T nominates students to give their answers.

Text Analysis - A (layout) (5-6 minutes) • To familiarise students with the structure and layout of a postcard.

Gist: The T displays a sample postcard and asks Ss to read it and answer: - Is Bryan enjoying his trip? YES The T asks: - What type of information do we usually find in a postcard? Tthe T then highlights the answers and asks to students to connect them to the characteristics/elements in a postcard. The T conducts feedback.

Text Analysis - B (language) (6-8 minutes) • To raise awareness of informal language typical of postcards.

The T shows expression from the postcard such as: Hi mum! Well, here I am in _________ The weather is _________ every day… The food is ___________ There ______ (always) ___________ Bye for now The T covers meaning/form using CCQs and offering different alternatives for opening/closure like: - Hello mum! / Hi there! - Cheers! / love

Productive Task (13-15 minutes) • To enable students to produce their own short postcard using a similar layout and informal language.

The T asks the students to think of a place they visited or they would like to visit. The T asks Ss to write a postcard for their friends or family. The T encourages Ss to use the structure and expressions they have just seen. The T sets the time and uses ICQs to corroborate. Ss start writing their postcards on google slides.

Feedback and Error Correction (8-10 minutes) • To provide feedback on layout, content and language use.

The T provides Ss with a simple peer checklist: - Does the postcard have a greeting/closing phrase? - Does the postcard include info about the place? - Are there adjectives to describe the place? - Does the postcard include the name and address? The T asks students to go over ther classmates' postcards and asks them to give a mark (1-5) based on the checklist. The T conducts DEC

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