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TP6 - Writing (postcard)
Upper-Intermediate level


In this lesson students develop their writing skills in the context of a postcard to a friend. As a lead-in teacher asks a question to engage students and activate their previous knowledge of the topic. Then, students are shown a postcard to read for gist and to serve as an example for their writing task. They work on meaning, form and appropriacy in pairs in a guided-discovery approach. After that, teacher sends a link to a google document for students to write their own postcards individually. After they have written their postcards, they work in pairs and provide each other feedback based on a checklist given by the teacher. To finish the lesson teacher provides OCFB.


Abc Slides of jamboard https://jamboard.google.com/d/17X-liwfHIPl0YqpyUEOBm-FfHpgCqxYOYb7Y8_5HRwk/edit?u
Abc Analysing the postcard https://docs.google.com/document/d/1Ao_YWqYhy4hGEkeK8Mda6On8PdDXhgEzRZOFa9Bgb
Abc Writing a postcard https://docs.google.com/document/d/1WBH8zvFJwGZZRH4cuqn4N6RPq8wkMPu5Fn6T8TsMsTc/e

Main Aims

  • To enable students to practice their writing skills in the context of a postcard to tell a friend where they are.

Subsidiary Aims

  • To enable students to develop their reading skills for gist in a postcard to a friend.
  • To enable students to revise and use Present Continuous, Present Perfect and Future with going to in the context of a postcard to a friend.


Lead-in (0-5 minutes) • to engage learners and activate their previous knowledge of the topic

• T shows slide 1 with the question “If you could travel anywhere in the world, where would you like to go? Why?” • T asks the question and nominates some students to answer it. • After students have contributed T introduces the topic of the lesson (postcards) asking questions to activate their schemata. • Script: When you travel, do you usually send postcards to your friends or family? Why do people send postcards? What kind of information do they usually include?

Text Analysis (0-10 minutes) • To prepare students with the organization, content and language for the writing task

• T shows slide 2 with an example postcard for students to read for gist. • Script: I’m traveling now and I’ve just written a postcard to a friend. Read it very quickly and tell me: Where am I? Am I happy about the trip? You have 1 minute. • Ss read the postcard for gist and T elicits the answers from the group. • T then opens a google document with activities for students to do in pairs in a guided-discovery approach. T does the first one as an example and sets the task. • Script: Look at the postcard again. It’s divided into 5 colors. Match the colors with their uses. Look at letter ‘a’. In which color is there a salutation? Green. • T sends the link for the Google doc in the chat box. • Instructions: Open the Google document and do the activities in pairs. You have 5 minutes. • T puts Ss in breakout rooms. • After Ss have worked in pairs, T conducts OCFB. • T then shows slide 3 for students to have a visual and written record of what they’ve just done. • Script: This is the structure of a postcard. You can take a picture of the screen or take a screenshot.

Writing (0-15 minutes) • To provide an opportunity for students to practice their writing skills

• T tells Ss they’re going to write their own postcards and sends the link for the Google doc in the chat box. • Instructions: Now you’re going to write your own postcards telling a friend where you are. You can talk about the place you mentioned at the beginning of the lesson or anywhere else. Open the Google document, scroll down and find your name*. You have 15 minutes. If you need help you can send me a message at the chat box. • ICQs: Should you use formal or informal language, St A? Informal. How much time do you have to write your postcard, St B? 15 minutes. • *Since I’ll be the third teacher I’ll have time to write down student’s names in the Google doc. Otherwise they would be student 1, 2, 3… • T monitors and offers help when necessary.

Peer correction / Feedback (0-15 minutes) • To foster students’ collaboration by giving feedback on each other’s production

• T tells students they are going to give feedback to each other. • T shows slide 4 with the checklist and asks students to take a picture. • Instructions: In pairs, you’re going to check your friend’s postcard. Take a picture of the checklist. See if you friend followed it. You have 10 minutes to give each other feedback. • T sends Ss to breakout rooms for peer correction. • T monitors and helps when necessary. • At the end of the lesson T provides OCFB and DEC (if necessary) with some examples from students’ production.

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