To provide reading experience to the students through reading a postcard, with some new vocabulary.
To provide meaning and form practice for new vocabulary (comfortable, delicious, building, awful, weather, fog, wet.
To build production skills of students by writing a postcard.
Procedure (37-45 minutes)
T will present a beautiful postcard and ask students: Where is the postcard from? Is it a nice place? Is it holiday or is it work? Through gestures, T will elicit the answers from students.
T asks students to work in pairs and to fill in the gaps with the right words. Feedback will be through an answer sheet.
T introduces the characters with pictures: Allen: English Teacher, 40 years old Ruben and Pasha, Spanish students, a nice young couple Then T introduces the postcard. Asks: What is this? Who is this from? When do you send a postcard? Then t asks the students to read and answer the question written on the board: * Is their holiday good? Why do you think so? Students read the text alone for 2 minutes and answer the questions in pairs. T asks ICQ's: Read alone or in pairs? How many minutes? Answer alone? In pairs? When done T asks 1-2 students their answer and ask why?
T ask some CCQ's: Is Ruben and Pasha happy? What do they like in San Francisco? Then T asks students to change pairs. One of them from the beginning will change and go to the end. T distrubutes the HO and ask them to work in groups of 3 and fill the table. T will write draw the table on the board, after every body finishes teacher will ask students to come and write the correct word on the board. T also gives HO of AS.
Teacher asks: "What do you do when you get a postcard?" Think you are Allen. Write back a postcard to Ruben and Pasha. Alone. And when finished think you are in a cafe with Ruben and Pasha and talk about their holiday. T then hands out cut ups of postcards. T monitors and takes notes of common mistakes. T then does error correction on the board.