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Copy of Writing A Postcard
Elementary level


In this lesson, students will be engaged in writing a postcard through the target language. Firstly, a video which is about a bad weather condition is going to be shown and then vocabulary related to the weather is going to be pretaught. These stages are going to take the lesson to the writing stage which is the main aim. Students are going to see a model of a postcard and write their own postcards in the end of the lesson.


Abc Google images
Abc "Good weather vs. Bad weather" Chart
Abc Example Postcard
Abc Draft Papers for the Postcards
Abc Postcards made by the Students

Main Aims

  • To provide process and product writing practice of a Postcard in the context of Writing a postcard to a friend

Subsidiary Aims

  • To provide clarification and practice of The weather in the context of Sunny, rainy, windy weather


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

-Show the video named "News Blooper: Palm Springs CBS reporter gets blown away!" and instruct the students to watch it tell you what is happening in the video. -Let them discuss with their partners first and then get their ideas about the video.

Useful Language (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

-Pre-teach the vocabulary related to the weather conditions. -Show the pictures of the words and elicit the meaning. (rainy,sunny,snowy,cloudy,windy,foggy) -Drill the words and write them on the board showing the stresses. -In order to practice the vocabulary, divide the students into two groups and state that you are going to give them some cut-ups on which the names of the weather conditions' are written and when you show the picture of the word, they are going to show the word, the group which shows the cut-up first, gets one point. -After the game, get them to fill in the weather chart formed by two columns. -On the left side get them to write the things they can do in good weather and on the right side the things they can do in a bad weather. -Let them check their answers with their partners.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading

-Ask the students whether they sent a postcard before or not. Who to? Where from? -Give them the handouts having the example of a postcard. -Get the Ss to read the example post card and underline the words for good weather and bad weather. -Let them check in pairs and get whole class feedback.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

-After underlining the good/bad weather words, get the students to write a postcard to their friends as in the example. -Give them a draft paper first instead of a postcard. -Set a time limit and let them write drafts of postcards without error correction. -After they finish, get them to swap their postcards with their peers. -Let them read each other's work.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

-Drafts are returned and improvements are made based upon peer feedback. -Students write their post-cards one more time in order to produce a final draft. -Provide on the spot error correction this time. -After they finish writing, put the postcards around the classroom and get them to read each other's final work.

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