Stella PS Stella PS

TP6 Grammar
Pre-intermediate level


In this lesson, students practise writing in the context of postcards. Materials: Page 158


Main Aims

  • To practise the productive skill of writing in the context of postcards.

Subsidiary Aims

  • To practise productive skill of reading, and receptive skills of speaking and listening in the context of group work.


LEAD-IN (3-5 minutes) • To set lesson context and engage students

Learners brainstorm keywords on Jamboard for lead-in question: What kind of holiday is this? (A cruise) When you go on holiday, do you send people postcards? Or do you just use Facebook?

GIST (3-5 minutes) • To provide initial familiarity with the text

Students read Sara's and Bruce's postcards (quickly) to get the main idea/gist of the text. CCQs: Is Bruce as happy as Sara with their holiday? (No) What two things do they agree on?" (Food and weather)

LAYOUT & FORMULAIC LANGUAGE (5-7 minutes) • To identify coherent layout and language conventions for coming productive tasks

Students identify physical layout of features (where message goes, address, postage stamp) and language conventions of common topics, lack of pronouns, and fixed sentences, e.g. "wish you were here". MFPA. CCQs: Should you write in full sentences? (No) Are postcards like letters? (No) How are they different?

PARALLEL WRITING (CP) (5-7 minutes) • To practice layout and language conventions

5-question quiz, putting words in right order for postcard expressions.

FREER WRITING (8-10 minutes) • To produce a similar text based on the sample for fluency purposes.

Instructions: (also on slide). In your groups, you will now write your own postcard to a friend or relative. Talk about the questions first and look at the checklist for what you need. Write the postcard. Then type it in the chatbox document. Remember, each group does just ONE postcard together. You have 8 minutes. How many postcards should you write? (One) Can you miss out pronouns? (Yes)

PUBLISHING & FEEDBACK (8-10 minutes) • To allow learners to share their text and get feedback on contents and language

Learners swap postcards and use checklist to score those of the other groups. T feedback on language in the Delayed Error Correction (DEC) stage.

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