Derek Whitefield Derek Whitefield

Teaching Practice 3 (TP3)
Beginner level


In this lesson, students will read an example postcard and then create and write their own postcard; practicing positive and negative BE, AND and BUT, and using suitable letter-writing greeting and wishes


Abc Various postcards from home
Abc Handout-postcard worksheet
Abc Handmade blank postcards
Abc Various cards

Main Aims

  • Writing. Using old and new vocabulary to convey a fun postcard message to a friend from the class

Subsidiary Aims

  • Reading. Comprehension of the language (expressions and vocabulary) of postcard jargon. Understanding how to use AND and BUT in sentences. Incorporation of a series of lexical sets regarding weather, food, companionship and travel vocabulary into a postcard


Pick a card, any card (3-4 minutes) • To familiarize students with various kinds of cards

I'll put a few different cards out on the table and then put the different names of the cards on the board. I'll ask some students to match the cards under the names on the board. Then we will check if they're right. Then I'll ask a few volunteers to come up to the board, one student asking "What's this?" and another student answering " It's a __________ card." This will lead into my topic, postcards.

Here's....a postcard (5-6 minutes) • Introducing a postcard and getting the students familiar with it

I'll show a sample postcard to the students and ask them what it is. When they answer correctly, we'll repeat a few time. I'll pose some general questions about postcards. Do you like postcards? Do you have any postcards? If yes, from where? Why do we have postcards? Who gives postcards? Who gets postcards? Then I'll show them some examples that I've brought to class. I'll pass them around the class to look.

BUT and AND demonstration and practice (8-10 minutes) • Introduce lexical set bubbles, and demonstrate BUT and AND

Before handing out the work sheet, I'll make a few lexical set bubbles on the board, filling them in with words like weather, place, food. Then we will use related adjectives to surround the bubbles; words like sunny, rainy, nice, hot...etc. A lot of those words may be review, so I'll move on to my next part, BUT and AND: Two students will come to the board. One will smile and the other one will smile too. I'll write "Ali is happy and Mehmet is happy." Then I'll instruct one to frown while the other continues smiling: "Ali is happy, but Mehmet isn't happy." Then I'll separate them into pairs in groups of three. Two people will demonstrate the similarity or difference, while the other one reads the AND/BUT sentences.

Reading (10-12 minutes) • To read for understanding and use of BUT and AND

The students will be given a handout with a picture of a postcard on it and the back side of the postcard written on. students will then read the postcard silently and then read to a partner in normal tones voices while I check and listen for fluency and pronunciation. Then we will repeat the sentences in the postcard one by one. Students will then be instructed to answer the questions and fill in the blanks regarding the postcard at the bottom of the HO, with their partner. We will then read aloud and check the answers.

Writing-postcards (12-20 minutes) • To practice writing a postcard using typical phrases and BUT/AND

Students will be instructed to come up and form two lines facing each other. They will be asked to choose someone who they will write their postcard to. After they have chosen, they will pick out a blank postcard from on the table, some writing materials, and go back to their seats. I'll ask the students to think of a place where they would like to go. They have to use their imagination. I'll give them examples of different kinds of destinations. Then I'll ask them "Close your eyes." "Where are you?" How is the weather?" "Who's with you?" "What are you doing?" "Now open your eyes and ask those questions to the people next to you. After a minute of that, I'll instruct them to start to design their postcard with the place they have chosen, and to write the message on the back of the postcard, following the example from the reading. After several minutes of this (They will need time, but I'll try to keep them on task) Ss will be instructed to give the postcards to a person in class who will be the "mail deliverer". This person will come into the class and happily give out postcards to the excited students. Students (time permitting) will break into small groups and read their postcards to each other.

Wrap-up (1 minutes) • To bid fond farewells to the students

"Bye Everyone. Have a nice day." "Please say goodbye to each other."

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