Adamantia Vasilopoulou Adamantia Vasilopoulou

TP6 - Writing
Pre-Intermediate level


In this lesson Ss will become familiar with the layout and the format of a short postcard. They will produce their own postcard and they will provide peer feedback with the help of a checklist.


Main Aims

  • To provide process and product writing practice of a short postcard in the context of vacation

Subsidiary Aims

  • To provide gist reading practice using a short postcard in the context of vacation


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

T greets Ss and the lesson starts. T uses the presentation to show slide n.1 and asks Ss to describe it. T asks Ss what they think this photograph represents (vacation/holidays). T nominates 2 Ss to talk about their last vacation.

Exposure (6-7 minutes) • To provide a model of production expected in coming tasks through reading/listening

T uses the presentation and shows Ss slides 2 and 3. T says that this is a postcard from Andros island in Greece. T asks Ss to scan the text (slide n.3) for 1' to find the number of parts (paragraphs). T nominates some Ss to give their answers. T then shows the next slide (n.4) and tells Ss that there are 6 parts and they have to match the headings to each part. T gives Ss 3' for this task. Ss write their answers in the chat box (only numbers in the order they have chosen). T demonstrates. When time is up, T shows the correct answers in slide n.4 and drags Ss attention to the address of the sender.

Useful Language (5-6 minutes) • To highlight and clarify useful language for coming productive tasks

T asks Ss if this postcard is formal or informal (informal). T asks random Ss how they can understand that it is informal (Dear, contractions, closure...) T shows slide n.5. T asks Ss to identify the tenses in the postcard (the verbs are already underlined). T gives Ss 30''. T then proceeds with the slide and shows the questions. T asks Ss one question at a time and nominates Ss randomly for the answer. T shows the answers one by one. T then shows slide n.6. T asks Ss (nominates randomly) how we start and finish writing a friendly postcard. T clicks on the presentation for the answer to be revealed. T then tells Ss that they have 1' to find as many adjectives as they can in the postcard (Ss wait to tell whati the found after the minute is over). T asks random Ss to give their answer in numbers (e.g I found 4 adjectives). T clicks on the presentation so that all the adjectives are underlined and clicks again so that the answers can be revealed in detail. T tells Ss that they need to use adjectives to make their writing interesting and more engaging.

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

T tells Ss that they have to create their own postcard. T sends Ss the link for the presentation and explains that every Ss will be writing on a different slide (slides n.7 - n.16). T tells Ss the number of the slide that each one of them will be using, and explains that they can look at the previous slides to get any help they want as well as ask for the T's help if they get stuck. T tells Ss that they have 20' for this task and sends each Ss in a Break Out Room. T asks relevant ICQs before sending Ss to the Break Out Rooms (How much time do you have? Can you look at the other slides? Are you going to work alone? Can you ask T for help? etc). T monitors Ss's progress in the slides and visits the Break Out Rooms silently to see if anyone needs help.

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

T tells Ss to look at slide n.17 and assigns to each Ss another learner's writing to be checked, by matching each Ss with a slide (slides n.7 - n.16). T gives Ss 5' to skim their classmate's postcard, assess it according to the checklist and give peer feedback for. When time is up, T proceeds to Open Classroom feedback (content feedback) and DEC.

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